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

Wilby CEVC Primary School Pupil premium strategy statement

This statement details our school’s use of pupil premium funding to help improve the attainment of our disadvantaged pupils.

It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.

School overview



School name

Wilby CEVC Primary School

Number of pupils in school


Proportion (%) of pupil premium eligible pupils


Academic year/years that our current pupil premium strategy plan covers


Date this statement was published


Date on which it will be reviewed


Statement authorised by


Pupil premium lead


Governor / Trustee lead


Funding overview



Pupil premium funding allocation this academic year


Recovery Premium Funding (RPF) allocation this academic year-further clarification of this funding stream has been requested.


Pupil premium funding carried forward from previous years (enter £0 if not applicable)


Total budget for this academic year



(figure may increase with receipt of RPF)

Part A: Pupil premium strategy plan

Statement of intent

Overcoming barriers to learning is at the heart of our Pupil Premium Grant use. We understand that needs and costs will differ depending on the barriers to learning being addressed.

As such, we do not automatically allocate personal budgets per student in receipt of the Pupil Premium Grant. Instead, we identify the barrier to be addressed and the interventions required, whether in small groups, large groups, the whole school or as individuals, and allocate a budget accordingly. Our Priorities Setting priorities is key to maximising the use of the Pupil Premium Grant.

Our priorities are as follows:

· Ensuring all students receive quality first teaching(QFT) each lesson

· Closing the attainment gap between disadvantaged pupils and their peers

· Providing targeted academic support for students who are not making the expected progress

· Addressing non-academic barriers to attainment such as attendance, behaviour, mental health and well-being and cultural capital

· Ensuring that the Pupil Premium Grant (PPG) reaches the pupils who need it most


This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number

Detail of challenge


Increased absence, leading to gaps in learning-the effect of  risk of Coronavirus infection during school opening and increased unauthorised term-time holiday absence


More limited home support for pupil learning due to a wide-range of reasons relating to capacity and pupil behaviour issues/emotional need


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


Deterioration of social skills, decreased self-esteem and ability to make and sustain peer-group friendships as a result of lockdown/Covid 19 related absence.


Impact of social isolation on early speaking and writing skills


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


Financial constraints-parents difficulty in financing equipment purchase /affording inclusion in school trips including residential trips etc.-impacting negatively on cultural capital

Intended outcomes

This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.

Intended outcome

Success criteria

All pupils are provided with pre and over learning experiences ensuring that gaps in learning are filled and concepts well embedded

Pupils are able to access classroom teaching and work at expected levels alongside their peer group

Pupils’ emotional well-being, and as far as is possible, that of their parents/carers, is supported enabling them to focus in school, become emotionally robust and develop the correct mind-set to access learning

Pupil absence/persistent lateness due to deteriorated well-being is decreased and time in class accessing QFT is increased/maintained. Pupil progress and attainment is positively impacted upon

Pupils social skills are developed enabling them to communicate effectively, developing self-esteem and enabling them to develop/sustain peer group relationships

Incidences of poor behaviour are decreased. Pupil perception interviews reflect pupils positive well-being and fuller engagement in school life

Pupils early language skills are developed providing for catch-up progress in spoken and written language

Pupils spoken language level is lifted to expected by the end of their NELI intervention period. Writing levels reflect accelerated catch-up progress

All pupils are enabled to fully participate in every aspect of the curriculum

All pupils will be receive appropriate funding for additional equipment needed/ to enable them to take part in all activities that have additional costs attached

 Activity in this academic year

This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.

Teaching (for example, CPD, recruitment and retention)

Budgeted cost: £ 1824


Evidence that supports this approach

Challenge number(s) addressed

Provision of an additional member of support staff who will provide catch-up provision. They will work with identified groups of children, providing ‘over’ and ‘pre learning’ of key maths and English skills. Each class will have up to two 40 minute catch-up sessions spread across the week in the afternoons, to provide either focused ‘catch-up’ work in maths /English or focussed English intervention time. ‘Catch-up’ groups will remain fluid depending on day to day identified gaps in pupil knowledge.


EEF (Education, Endowment , Foundation) Planning Toolkit-identifies small group tuition as having moderate impact for relatively low cost. In this case because the lessons taught are highly targeted around pupil need immediate positive impact as pupils is evident enabling pupils to access a fuller curriculum

All PPG pupils benefit but also SEN pupils


Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £11,360


Evidence that supports this approach

Challenge number(s) addressed

NELI (Nuffield Intervention Language Intervention)

EEF Planning Toolkit

Language intervention identified as very high impact for low cost based on extensive evidence

27% of PPG and 15% of SEN pupils.

One to one support (TA)used to supplement QFT

EEF Planning toolkit intervention of this nature identified as effective provided that it is delivered in addition to QFT and does not diminish the amount of high quality interactions that they have in the classroom

27% of PPG. Additional SEN Pupils who have been negatively affected by Covid closures.


Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £ 5344


Evidence that supports this approach

Challenge number(s) addressed

Nurture group Support

Evaluations indicate that nurture groups are successful. A 2015 review of studies into the effectiveness of nurture groups by Hanna Bennett* found an increase in social, emotional and behavioural outcomes in the majority of children

*E.g: ‘Results of the systematic review on nurture groups' effectiveness', The International Journal of Nurture in Education, Vol. 1 Issue: 1, pp.3-8.

Over 25% of PPG receive support. Other non PPG pupils receive support as required

Lego group Intervention

Extensive research identifies the positive impact of this group intervention on      development of social skills and Outcome of social skills intervention based on interactive LEGO play**

**E.g:Daniel B Legoff 1Michael Sherman2006 Jul;10(4):317-29. doi:10.1177/1362361306064403.

Over 25% of PPG receive support. Other non PPG pupils receive support as required

Individual play therapy

Extensive research*** reflects the positive impact on pupil general  well-being, identification/understanding of emotions and ability to self-regulate/use self-expression

***E.g: Philips RD. ‘How firm is our foundation? Current play therapy research’. Int J Play Ther. 2010;19:13–25

Baggerly J, Bratton S. Building a firm foundation in play therapy research: response to Philips. Int J Play Ther. 2010

Focussed support for a minimum of 3 pupils over a 6 month period

Play leadership scheme

Keeping the children engaged means less accidents and incidents occur whilst encouraging children to improve their social skills. Engagement of PPG children increases their confidence and leads to decrease in playground incidents 

School feedback has suggested that children who partake in structured play return to class focussed and on task.


Play leader (TA) appointed. Pupils receive play leader training

New equipment purchased and organised so that children can independently lead activities.

Reward system in place

25% of ppg children appointed as leads.


Additional planned pupil premium expenditure for 2021-22:

  • Funding intensive booster group in maths and writing for Y6 before and after school (£2,950)
  • Staff training needs-Dyslexia and Autism - £1,420
  • Access to educational visits, free entry to fee paying clubs and resources= £1,800
  • Employment of Educational psychologist and Behaviour Support Services =£1,800   
  • Forest Schools Holiday Club Provision for 1 pupil=£200


Total budgeted cost 2021-22: £ 26,698