Wilby Primary

Wilby CE Primary School
  • Everyone is given the support they need to learn about important things like growth mindset and equality Immy
  • We are really creative at Wilby and there are lots of opportunities to express ourselves. Millie
  • Wilby is actually the best place on EarthElodie
  • We are a small school that is FULL of kindnessLuke
  • Everyone here gets along and works very hard as part of the same familyLila
  • I love Wilby because I can be myself!Martha
  • Dream Big and Work Hard and you can achieve anything at Wilby
  • Everyone here tries their hardest
  • Our brains are fantastic - we can do anything!
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Pupil Premium

Spring Term 2021 (Review completed 21.9.21-next review planned January 2022)

Wilby C of E Primary School recognises that all pupils, regardless of background, should have equal access to a curriculum which will enable them to reach their potential. The Pupil Premium is a government initiative that targets extra money to pupils from deprived backgrounds that, as research shows, underachieve compared to their peers. The government has used pupils entitled to free school meals, as an indicator of deprivation, and has deployed a fixed amount of money to schools per pupil, based on the number of pupils eligible for Free School Meals. Children who are and were Children in Care or the children of armed services personnel are also eligible for this increased funding.

At Wilby CEVC Primary School we update parents about our use of Pupil Premium (PP) funding through our website and newsletters.

In 2021-2022 it is anticipated that our pupil premium funding will be  £ 18,835.

Currently in 2021-22 a total of 16% of our pupils are entitled to receive Pupil Premium funding:

Forever 6 (pupils who are have in the past 6 years received funding) = 9 pupils=11.8%

Pupils who receive funding because they are a Child in Care or because they are adopted after care = 1 = 1.3%

Pupils who receive funding because they are Looked After after being a Child in Care (LAAC)=2=2.6.%

 0% of our pupils are from service families        

External Barriers to future attainment (for all pupils eligible for PPG including high ability)

A Increased absence leading to gaps in learning-the effect of school closure and also the risk of Coronavirus infection during school opening

B. Less home support for pupil learning due to a wide-range of reasons relating to capacity and pupil behaviour issues

C. Complex home arrangements (past and present) continue to impact on pupil progress and well-being

In-School barriers

D. High emotional needs including lack of self-esteem and behavioural issues which impact negatively on progress for both PP and non PP children

E. High levels of specific learning difficulties - notably Dyslexia and Autism

Desired Outcomes

A. Maintain attendance rates for all pupils eligible for PP 

B. Ensure resources are available for parents to use to support learning at home and increased parent workshops to up-skill parents/ increase their confidence in supporting pupils with home learning

C. Ensure fullest use is made of extended services (i.e additional agencies including School Nursing Team, County Inclusive Support Service, Dyslexia Outreach, Educational psychology etc) to support parents/ carers and ensure regular timetabled contact so that parents/ carers feel supported by school

D. Continue to address behavioural issues in response to changing need

E. Pupils have access to the highest level of resources/adult support to ensure maximum levels of progress


Planned Pupil Premium Money expenditure for 2021-22

  • Funding intensive booster group in maths and writing for Y6 before and after school (£3,000)
  • Staff training needs-Dyslexia and Autism - £1420
  • Behaviour Management training, Lego Club training =£1450
  • Intervention work specifically using the precision teaching methodology but also 1:1 and small group work on phonics, reading, spelling, writing and numeracy provided by additional teachers/ teaching assistants working with small groups or on a one-to-one basis led by staff £6,542
  • Weekly Nurture and Lego Club Group Designed to develop emotional literacy, resilience and confidence= £4320
  • Access to educational visits, free entry to fee paying clubs and resources= £1800
  • Employment of Educational psychologist, Behaviour Support Services and Nurture Group support=£1800   
  • Forest Schools Holiday Club Provision for 1 pupil=£200
  • Phoenix Counselling Play Therapy Sessions for 1 pupil=£850                                                                                            Total expenditure =£21 382

How Pupil Premium Money was spent in 2020-21

  • Funded booster groups before, during and after the school day led by TA, HLTA and class teachers to lift progress: £1100- 
  • Funded 1 to 1 support in reading and maths to provide pre and over-learning and SATs preparation: £2700
  • Provision of online home-study resources - mymaths and Nessy Phonics, Nessy touch typing programme: £795
  • Purchase of additional dyslexic reading materials: £650
  • Free access to all educational (including residential) visits: £992
  • Within Class group support for identified pupils: £2400-and  focussed 1 to 1 support for two pupils - £16,800
  • Dyslexia training for staff-Level 3 Dyslexia qualification-£595 
  • Bespoke nurture group support for 50% of pupils, focussed around developing self-esteem and social skills (Lego, craft and Nurture groups) 
  • Individual counselling/play therapy ('Inside out play therapy') support for pupils-£850-within and after the school day
  • Weekly growth Mindset teaching delivered through Quality First Teaching
  • Forest schools sessions at Charlotte's Wood for 2 pupils- 10 sessions planned across the year £300

Note on provision for vulnerable pupils during school closure:

Provision for vulnerable pupils/Pupil Premium during Covid 19 related absence - 2020-21: The parents/carers of vulnerable/Pupil Premium pupils not attending school were phoned at least once a week by the SENCo. Where possible weekly conversations were with the carers/parents and the children. A record was made of each call and the actions decided upon and when/how they were responded to. All vulnerable/Pupil Premium pupils were provided with home-schooling resources which were adapted to meet individual pupil need.Where equipment, including IT resources, was required the school provided this for families.

Total expenditure for 2020-21 = £23,072   

Outcomes for attainment and progress 2021

Additional note: Despite the high attendance in school of PPG pupils (approximately 90%) during Covid 19 school closure, their attainment and progress is lower than in previous years. A number of factors could have contributed to this, including change in routine and increased anxiety. Catch-up (over and pre learning/additional reading time) support is in place.


In 2019-20 we received a total of £16 160-this amount included three one-off payments of additional funding for Children in Care 

Outcomes of expenditure in 2019-20

Focussed Pre/over-learning groups in reading, writing and maths before and at the end of the school day resulted in high levels of progress:

  • Outcomes for pupils in receipt of PPG funding- June 19


    Attainment % 62.5

    Progress% 100










    Maths                       Attainment%   62.5  -  Progress % 87.5










    Writing                     Attainment% 37.5      Progress% 100










  • 100% of PP children to attended before or after school clubs / additional sporting activities 
  • 100% of pp children said they enjoy coming to school and feel safe in this environment - reflected in ppg pupil survey June 2019

  • Where behavioural issues prevent pp pupils remaining in class for learning, time in class was be increased to 80%.
  • Attendance for pp pupils was increased by 18%

* Over 50% of our PPG children have dyslexia/language development specific learning difficulties)


2017-18 - Provision, Expenditure and Impact

Allocated PPG for 2017-8 = £18,296. Actual amount spent on PPG in 2017-18 = £25,155

Summary of Impact for 2017-18 against targets set

  • For Pupil Premium children attendance to be in line with non pupil premium attendance - achieved
  • 75% of all Pupil Premium children will make expected progress in Reading, Writing and Maths.- achieved - 91.2% reading; 90% maths; 92.5% writing
  • 30% of Pupil Premium children will make accelerated progress in Reading, Writing and Maths. - achieved - 47.8% reading; 44.2% maths; 43.8% writing
  • At least 80% of Pupil Premium children will feel that school helps them to do their best and that 100% of them will feel safe in school. achieved - 87.5% said that school helped them to achieve their best; 100% said they felt safe in school (see survey June 18 below)
  • 100% of pupil premium children will have regularly attended a before or After school Club and will have been able to attend all school trips. - achieved.
  • Where behavioural issues prevent full participation in classroom learning time spent out of the classroom will be increased to at least 80%- partially achieved - 70% achieved due to complex behavioural difficulties - this will continue to be a future target
  • Growth Mind-set surveys will record pupils improved attitude (resilience and perseverance) in their approach to learning - achieved - please refer to survey outcomes July 2018 below
  • Over 75% of PP children will have attended additional sporting activities at least twice a week - achieved - 100% of PPG pupils attended two or more hours of sporting activities in addition to the 2 hours they received for NC PE requirements

Outcomes of PPG pupil survey June 2018 can be found HERE

Outcomes of Growth Mindset Survey July 2018 - PPG pupils only -can be found HERE



  • 8.06% of pupils in the school were receiving free school meals
  • 9.67 % of pupils in the school were looked after/ looked after, after care
  • 14.2% of our pupils in the school received free school meals in one or more of the previous 6 years (Ever 6)
  • 20.96% of our pupils in the school were disadvantaged
  • 0% of pupils in the school are from service families.
  • Approximately 40% of pupils were on the SEN register with an additional 40% requiring additional interventions to ensure that progress was in line with expectations.

2016-2017 Pupil Premium Budget Allocation, Spending and Impact

£21,960 was allocated for the academic Year 2016-2017 (to April 2017)

Actions taken in 2016-17

Pupil Premium children are more fully integrated into the school community, more able to cooperate and work with others. We ensure that pupils are able to assume positions of responsibility including Assembly Monitors and Collective Worship Leads. 

To find the outcomes of the June 2018 Pupil Survey of Pupil Premium Grant children please follow the link HERE

 All Pupil Premium children have been able to take part in all sporting and educational visits and to benefit fully from these experiences.

Two Educational Psychologist assessments have been purchased for Pupil Premium Children between 2016-17 which have enabled teachers to better understand how to support pupils needs

Lessons learnt:

Parents are still not supporting pupils with home learning

Pupil attendance is lower than non pupil Premium Children-the school must focus on increasing their engagement in school life.

2015-2016 - allocated PPG - £34,320

Pupil Premium Focus 2015-2016


Estimated Spend


Proposed Outcome

Increased Teaching Assistant support for learning


To provided pupil premium children with specific support and intervention to close gaps in learning and address learning barriers

Pupils’ gaps in Literacy and Numeracy are closed narrowed in every year group between PP and non PP children.

Individualised maths support – through “My Maths” ICT program



To provide resources to narrow the gap between actual and expected achievement through individualised /focused support

Resources enable effective intervention to be targeted towards specific gaps in learning for PP children. It provides opportunities and overlearning to develop confidence in ability and processes used

Handwriting intervention



To provide additional support with letter formation. Use of individualised approaches and published schemes such as ‘write from the start’

Pupils become more confident in their ability to record and more engaged in their learning as it increases their ability to both say and write phonemes. They develop a senses of pride in their work

SEN resources to address specific needs (for example overlays to aid reading, use of specific pieces of technology)



To provide additional resources for PP children who have specific learning gaps

Overlays enable children to access texts in reading

PP children with specific SEN needs have been further able to access resources which enable them to become fully inclusive to access the curriculum.

Behavioural support and specialist provision



TA / teacher support in the playground to ensure support / integration of children with behavioural difficulties

That children are supported in terms of either anger management / social interaction, integration so they have somebody to play with and know how to interact more fully and appropriately with others

Subsidising of school visits and residential visits



To ensure that all PP children get the opportunity to have an enriched curriculum and provide children with experiences outside of the classroom.

Children will be engaged in the curriculum and inspired to learn. They will use these experiences to develop their writing and problem solving skills in real life contexts. Attainment and progress in reading and maths will improve

Subsidising of school breakfast club and afterschool clubs



To ensure that all children have the opportunity to have a breakfast in the morning and come into school ready to learn

Children will have eaten an adequate breakfast in the morning and be in the correct frame of mind to work. Attainment and progress in all subjects will improve and children will be fully integrated

Provide a wider curriculum ensuring pupils have equal opportunities


Cello Lessons

Pupils are able to access a curriculum beyond the National Curriculum and are given the opportunity to excel in an area of music

Teacher Assistant training to run intervention groups


Teaching Assistant qualification, nurture groups

To ensure our staff working with PP children provided the best support in the correct way to access learning for their focus group of children.

Individualised intervention to meet the different learning needs of individual pupils


Running intervention for wave 3 maths / literacy and phonics programs

To ensure children’s needs are individually and accurately met enabling them to make catch-up progress

SENCo release time


To enable SENCo to monitor PP SEN provision and ensure accurate assessment of pupil needs. To observe and monitor differentiation and provision for pupils. To liaise with appropriate external agencies

Monitor and support staff to ensure work set is appropriate providing the right level of challenge. Support and resources used are appropriate to need ensuring maximum progress towards targets, access all available individualised support PP children require

Additional learning resources including individualised Dyslexia Program


Purchase of resources including Nessy Phonics / Reading program / Nessy touch typing

To enable exacting assessment. To provide individualised programs to develop phonics / kinesthetic learning approaches helping children to read / write / spell more accurately and confidently. Closing the gap between achievement and national expectations

Support children with specific needs through access to councillor or alternative therapy


Access to an independent counselling service or alternative therapy.

To enable pupils to break down barriers which are beyond the educational sphere

Provide a hot cooked school dinner


Ensure every child has a hot nutritious lunch

So pupils have eaten a health hot lunch and are able to concentrate fully on their learning.

To provide Educational Psychologist assessment


Full assessment of PP child’s cognitive processes

All stakeholders have a better understanding of barriers to learning - enable teachers and other professionals to provide an individualised curriculum which is resourced and planned in a way that maximises learning opportunities



Teaching Assistants to pre-teach vocabulary and concepts before class teaching

PP children gain full access to the curriculum alongside their peers. Opportunities for secure learning of concepts and vocabulary and consolidation of learning are increased.

Challenge Groups


PP children benefit from focused literacy and maths sessions, beyond the school day.

PP children’s opportunities for a secure understanding of learning are increased due to the additional learning opportunities

Social Skills and Nurture Groups


Social skills group run by teaching assistants focusing on developing co-operation, communication, taking turns, working with others and wider social skills

PP children integrate into the school environment and are fully accepted by peers into school life. Pupils esteem and motivation increase.


Total spending 2015-2016…………………………………………………………………………. £34,100

  • Impact on pupil outcomes by July 2016


  • 100% of pupil premium children at Ks2 reached expected level in KS2 SATs due after attending both before and after school focussed support groups and receiving pre tutoring in class.
  • 2 children benefited from focussed nurture groups and have remained in mainstream education after risk of exclusion
  • At KS1 phonic support groups enabled 100% of pupils to achieve accepted level in the phonics re-check
  • 2 pupil premium pupils with identified SEN needs were observed and received Educational Psychologist assessment
  • All pupil premium children have been able to attend all residential outdoor adventurous trips- developing confidence, independence and increased ability to cooperate.
  • Playground behaviour was improved significantly –reported incidents of poor behaviour dropping by just over 50% and other children reporting that playground behaviour is now good ( see Pupil survey November 2016 below)