Pupil Premium

2018/19 Pupil Premium Spending Plan


 The Pupil Premium is allocated to children from low income families who are currently known to be eligible for free school meals (FSM) in both mainstream and non-mainstream settings, children who have been looked after continuously for more than six months, and children from Services families.  This also includes any pupils eligible for FSM at any point in the last six years.

 Schools are free to spend their Pupil Premium as they see fit, however, we will be held to account for how we have used the additional funding to narrow the gap for these targeted pupils.  We are required to publish online how we have used the premium.  This is to ensure that parents and other stakeholders are made fully aware of the impact of this additional resourcing on learning and achievement outcomes within our school.


 For 2018 / 2019 Woodhill Primary School received £425,040 in Pupil Premium funding for our children.

Please click here to see our Updated Pupil Premium Strategy from Autumn 2018

2017/18 Pupil Premium Spending Plan


The Pupil Premium is allocated to children from low income families who are currently known to be eligible for free school meals (FSM) in both mainstream and non-mainstream settings, children who have been looked after continuously for more than six months, and children from Services families.  This also includes any pupils eligible for FSM at any point in the last six years.

Schools are free to spend their Pupil Premium as they see fit, however, we will be held to account for how we have used the additional funding to narrow the gap for these targeted pupils.  We are required to publish online how we have used the premium.  This is to ensure that parents and other stakeholders are made fully aware of the impact of this additional resourcing on learning and achievement outcomes within our school.


For 2017 / 2018 Woodhill Primary School received £424,770 in Pupil Premium funding for our children.

Key priorities

From our analysis of pupil outcomes from 2016/2017 and other self-evaluation activities, we identified that our key priorities to maximise the impact of this funding on achievement are:

  • Increase the proportion of pupils (in receipt of Pupil Premium) who are learning at expected levels or better in English and maths for each age related year group, specifically:
  • aiming to reduce the gap between GLD for PP and Non PP
  • aiming to close gaps for current year 3 and 6 cohort
  • Improve the basic skills amongst pupils who receive the Pupil Premium (including Yr 1 phonic screening outcomes and Yr 6 GPS outcomes)
  • Improve pupils’ confidence in developing core skills, reasoning skills and applying problem- solving skills in mathematics
  • Ensure all pupils are ‘ready to learn’ when they make transitions between key stages, display consistently positive attitudes to learning, and develop good learning dispositions
  • Ensure that pupils’ attitudes to learning and behaviours for learning so that pupils are better independent learners
  • Ensure that the quality of provision and learning experiences for our youngest pupils in EYFS are consistently good or better
  • Ensure that the curriculum is broad and balanced so that those pupils in receipt of PP can achieve well across the curriculum
  • Maximise parental engagement and support for learning across our school community, including those representing our youngest pupils (in EYFS and KS1)
  • Ensure that learning caters for the most able disadvantaged pupils
  • Ensure the quality of learning feedback provided (including verbal feedback) enables all children to make the best possible progress. 
  • Reducing the % of Pupil premium children who are persistently absent or persistently late


  • Lead Practitioner teacher leading interventions for basic skills and phonics
  • Pastoral support worker leading on behavioural interventions
  • Assistant headteacher focusing on pupil led behaviour panel and restrovative justice group
  • Establish termly programme of parent coffee morings and open mornings for families of Woodhill
  • Provision of research based interventions across the school
  • Investment in metacognition training and development of pupil learning reflection postcards
  • Facilitation of release time for P4C trained leader to work with other staff
  • Investment in KAGAN training for all new staff to help increase engagement in learning
  • Investment in staff training to develop understanding of greater depth across the curriculum
  • Investment in staff development of pastoral therapies and behavioural interventions
  • EYFS forest school lead to deliver Forest School across Reception
  • Invest in Forest School training for EYFS Phase Leader to deliver Forest School in Nursery
  • Invest in Together in Communication (TiC) for EYFS phase leader
  • Invest in Service children champion for all service pupils (e.g. delivery of specific interventions for identified pupils) to ensure that these pupils access additional after school clubs on offer at other local schools
  • Funding of lunchtime nurture provision hub to help build pupil confidence and improve behaviours for learning
  • Development of a parent workshop programme to help increase parenting skills and confidence in supporting learning
  • Investment in additional reading books to promote and build reading for pleasure and ensure all pupils have access to high quality reading material
  • Investment in additional ICT resources to provide all pupils with access to research tools
  • Provision of subsidised after school clubs and breakfast club
  • Provision of emergency care for families with the greatest needs
  • Provision of walking bus
  • Provision of regular open mornings for parents that are focused on how to support their children at home
  • Investment in additional Educational Psychologist service
  • School-based Assistant Psychologist leading evidence based interventions across the scool
  • Investment in Tier 1 CAMHS service for schools
  • Training and professional development support for TAs
  • Subsidising HSLO salary to focus on raising attendance of PP children
  • Regular CPD focus on greater depth
  • Subsidising salary of Music and Computing lead
  • Subsidising salary of French teachers
  • Subsidised salary for School Counsellor
  • Investment in challenge the Gap research project aimed at raising aspirations for PP chn


  • Termly school monitoring of triangulated data and progress review meetings
  • Termly monitoring of therapeutic and behaviour interventions
  • Progress data analysis by Assitant Headteachers leaders
  • Termly monitoring by the Governing Body
  • Regular monitoring of attendance and persistent absence
  • Regular Team Around the Child Meetings and Pastoral Support Plan Meetings
  • Regular monitoring of pupil participation in sporting activities and after school clubs
  • Capture of pupil and parent voice linked to achievement but also linked to wider curriculum initiatives (such as sporting provision and after school provision)
  • Pupil voice interviews

Planned Spend of Resources 2017/18

Actions and Impact so far

Ensure the curriculum is broad and balanced with a specific focus on developing  leaders for the future with a specific focus on more able disadvantaged children.

Daily phonics interventions take place across year 1 and 2

Lead Practitioner teacher leading interventions for basic skills and phonics

      –  65% of pp children are involved in academic interventions.

Predicted phonics results are 83%

Review of those children who failed their phonics screening to ensure their reading needs are being met – 60% of pp children predicted to pass rescreening.

KAGAN training is embedded across the curriculum enabling children to learn from each other and practice skills in different contexts – new staff and NQT’s have also received this training.

Forest school is now embedded and timetabled weekly in the Reception curriculum enabling the children to experience learning in different contexts Forest school days held in Summer 1.

Additional reading books have been added to reading corners across the school to promote and build reading for pleasure. Ensuring all pupils have access to high quality reading material. Author focuses have been established in each classroom.

Subsidising of school trips to enable every child to experience real life situations.

Communication in Print is being developed across KS1 to enable all children to access the curriculum through different forms.

KPI’s for greater depth in foundation subjects are now embedded across the curriculum and used to ensure challenge in all lessons.

Cross partnership moderation meeting held termly for each year group.

Assessment protocols and timeline embedded for interventions to monitor progress and early intervention if sufficient progress is not being made.

All TA’s are trained in a range of interventions ensuring no child is left behind and gaps are filled to ensure more children reach the expected level. Monitoring program in place to ensure these are of a high standard.

Planned in days/weeks to widen the breath of the curriculum e.g. stem week, safer internet day, French day and art week.

Greater depth KPIS’s for maths and English are now embedded across the school.

Whole class reading is now established across the school and KPI’s are being used effectively to ensure those children working at GD are extending their learning.

Greater depth PE interventions and supportive interventions for children with developing fine motor skills have been embedded weekly to develop core skills within sports.

Reading ambassadors (50% of which are PP) are now embedded reviewing pupils reading log and awarding book marks. 100% of children who have achieved a book mark reward are PP.

“I feel happy and excited because I am going to be looking at other children’s reading records and helping them gain bookmarks” – PP Year 5

“I love reading, so when I got my gold book mark I felt very proud” PP Year 6

A range of after school clubs are now on offer to children enabling them to experience different activities lead by professional and coaches these include street dance and artery 89% of children accessing these clubs are PP.

Children are participating and contributing to school life through different roles e.g. catering team, admin team, dog walking, communications team etc. 78% of the children participating in these teams are PP.

JLT is now established and presenting assemblies every half term to KS2 sharing their learning and experiences 67% of children on JLT are PP. (This is an increase of 11% from last year.

Investment in the challenge the gap research project. From the 15 children engaged in this project 86% of children have made progress either in their attainment or attitudes to learning. After our recent learning walk the children’s comments were

I thought they would be loud but actually they were quiet when they were doing their learning’ PP Year 5

I saw a boy do something wrong and instead of getting angry, he went back to his desk and get on with his work’ PP year 5

Digital leaders have now been established across the school to support with the maintenance of equipment and to support in classrooms – 58% are PP

Film club has been established after club allowing children to review films and develop their oracy and ability to listen to other children’s opinions. 33% of children attending this club are PP.

A school choir is now meeting regularly and attending a range of competitions outside of school over 50% of the children in the choir are pp.

Children have now been trained in peer mediating supporting other children to resolve challenges on the playground. 58% of children involved in this are PP.

Burnet News Club is now established after school where children have the opportunity to be exposed to current topical issues and develop their debating skills. 50% of PP attending this are PP.

Subsidised salary of the specialist music teacher to tech music across the school and further support teachers understanding of the subject. Timetable created for specialist club including KS1 and KS2 choir, 1:1 music lesson etc.

Purchasing of ICT equipment to further enhance the development of the computing curriculum.

Promotion of positive well-being and growth mind set to create a ‘can do’ attitude.


All staff are trained in simple version of restorative justice reducing conflicts impacting on learning.

All support staff have 5 questions to guide them through and a feelings sheet to help children verbalise their feelings.

Pastoral support worker leading on behavioural interventions

  • 93% of children accessing emotional/social/behavioural interventions are pupil premium with 100% of pupils making progress within the intervention.

Vulnerable students are accessing the nurture hub, at lunchtime, on a daily basis enabling them to have successful play experiences reducing the number of behaviour incidents in the afternoon.

School councillor is now in place with 100% of pupils accessing this service being pp.

 “I like the space to play and have time with an adult” – YR3 male

“It gives me the space to talk about this” – YR6 male

Pastoral support workers to attend draw and talk training this to support a wave of support for our most vulnerable children.

CAMHS have been working with school and parents to look at different strategies for support children demonstration challenging behaviour and emotional distress – 75% of the families accessing this service are PP

AP supporting children across the school through specific interventions identified by the educational psychologist. 100% of pupils are pp.

Funding for additional educational psychologist consultations to which 91% of families accessing this are PP.

School dog timetable has been created for children to spend time training and preparing Benji for further roles in school – 69% of these children being PP

Bike workshop for year 6 children on how to look after your bike and road safety 60% of children attending this course were PP.

Ensure our most disadvantage children are emotionally ready to become independent/resilient learners.


Military families have been identified and military ambassador has created an overview for a weekly after school club.

Provision map in place and development of assessment system to ensure effective monitoring of progress made in interventions. 89% of children accessing interventions are PP.

PSW/LM time spent ensuring disadvantaged children have a positive start to the school day.

Assemblies on growth mind-set and the learning pit KS1 and 2

Assistant head teacher focusing on pupil led behaviour panel and restorative justice group resulting in a reduction in low level disruption in class – 100% of pp children who have attended the behaviour panel have shown a reduction in red and yellow card behaviour.

Vulnerable children are identified for interventions 92% of the children accessing these are PP with 100% of children making progress.

“It’s fun and helps me learn”

“I like the chop chop method, it helps me focus on being green in class” YR4 boy

Analysis of behaviour data to enable leaders to notice patterns and help identify those children who are struggling to access the curriculum.

Over view of P4C is in place to enable this to develop across the school. Providing opportunities for the children to practice their debating skills and ability to see things from a different prospective. Leaders are currently working to develop this approach in KS1.

JLT making links with the community helping with local charities e.g. Anti-bullying workshops and visiting the local nursing home.

A range of sports teams have been embedded and regularly attend competitions, these include football, cricket, gymnastics, wheelchair tennis etc. 75% of children attending these competitions are PP

Friends for life intervention to support year 6 transition into Year 7 and reduce anxieties – 67% of pupils accessing this course are PP.

Reintroduction of Theraplay to support vulnerable year 5 children and Syrian children as they transition into Woodhill.

Funding of school uniforms, lunches, trips for Syrian families.

Increased attendance rates for persistently late and absent pupils eligible for PP.


Use of persistent late information used to prioritise children on the walking bus – 93% of pp children access this service.

Attendance is shared with parents each week via the newsletter.

Attendance meetings are arranged with parents for children whose attendance is below 96%. Waved approach involving the ELT.

Late gate has been consolidated and is daily with year 6 students supporting.

Daily phone calls made to persistent absence pp children by a member of ELT to encourage children to return to school as soon as possible.

Review of monitoring system for children reaching thresholds and ensuring the policy is being adhered to. Regular meetings in place to review pp attendance figures are improving.

Persistent late tracker has been formulated to monitor lates and the impact of this on children’s learning – identifying parents to meet with.

Weekly coffee mornings on the playground enabling the HSLO to target parents who are not attending attendance meetings.

Classes are rewarded with an extra play each Monday for having the highest attendance in KS1 and KS2.

Half termly attendance assemblies to celebrate those children who have achieved 100%.

Benji working with children who are on the persistent late and persistent absence list to encourage them to come to school on time and every day.

Daily attendance being sent to all staff and protocols for staff to ensure attendance remains high on the school’s priority list.

Social difficulties experienced by families including housing, finance, family literacy, domestic violence and parental.


Financing care, after school, for pp children and emergency care for parents.

School counsellor working with parents for 1:1 counselling service and offering workshops for parents whose children attend school counselling sessions. 100% of parents attending counselling sessions are PP and 100% of parents attending workshops are also PP.

Establish termly programme of parent coffee mornings and open mornings for families of Woodhill sharing information and supporting parents enabling them to support their children’s home learning.

Coffee served on the playground every Wednesday enabling the HSLO to be visible on the playground and more accessible to vulnerable parents.

Welcare interventions for parents and children who have experience domestic violence 100% of families attending this course are 100%.

Financial support for nil recourse and other families funding lunchtime meals in KS2

HSLO liaising with vulnerable parents to complete EHA in order to identify agencies and pathways of support for vulnerable families.

School councillor and HSLO supporting vulnerable families through development of parenting workshops and reducing anxieties.

School counsellor working with parents 1:1 with 100% of parents being PP.


Click here to view our Pupil Premium Stategy Statement 2018 - 19

Click here to view our Pupil Premium Stategy Statement 2017-18