What is Pupil Premium?
In 2011, the Department for Education allocated a new ‘Pupil Premium Grant’ in the place of several other grants previously allocated to school budgets by previous governments.
Broughton Jewish uses this funding to support key groups of children to ensure they reach their full potential. We are aware that some groups of children require additional support in order to achieve well and the Pupil Premium helps them in those areas that have been identified.
Amount Received
The pupil premium which has been allocated for this year is £31,680. The figure is based on the Census conducted in January 2019 and covers this current academic year and will be given to School in 4 instalments.
Pupil Premium is allocated to pupils known to be eligible for free school meals in any of the previous six years, to children of any servicemen/women and to looked-after children.
Schools can spend the pupil premium in the most appropriate ways to support the pupils in their settings for whom it is paid. All schools are accountable for outcomes of pupils who qualify for the premium.
How has this made a difference to our children? 
BJPS is proud of the achievements of all pupils, including the attainment and progress of pupils eligible for Free School Meals. We continually monitor the impact of how the funding has helped groups of children make good progress and reach good level of attainment.
Pupils in this category at BJPS perform very well compared to other groups of pupils within our school and also similar groups nationally.
Metric | Data |
School name | Broughton Jewish Cassel Fox Primary School |
Pupils in school | 499 |
Proportion of disadvantaged pupils | 5.8% |
Pupil premium allocation this academic year | £31,680 |
Academic year or years covered by statement | 2019-2022 |
Publish date | Nov 2019 |
Review date | Nov 2020 |
Statement authorised by | Rabbi Pearlman |
Pupil premium lead | Mark Hadfield |
Governor lead | Rabbi Ellituv |
Measure | Score |
Reading | 5 |
Writing | 6.8 |
Maths | 5.6 |
Measure | Score |
Meeting expected standard at KS2 | 100% |
Achieving high standard at KS2 | 20% |
Measure | Activity |
Priority 1 | To improve early intervention for Pupil Premium children. Embed RWInc phonics within EYFS and KS1 as well as intervention within KS2. |
Priority 2 | Ensure all relevant staff (including new staff) have received paid-for training to deliver effective health and well-being interventions. |
Barriers to learning these priorities address | Ensuring that the children receive a cohesive message for expectations in all aspects of learning and Phonics has a clear and consistent approach through school. |
Projected spending |
|
Aim | Target | Target date |
Progress in Reading | Achieve national average progress scores in KS2 Reading | Sept 21 |
Progress in Writing | Achieve national average progress scores in KS2 Writing | Sept 21 |
Progress in Mathematics | Achieve national average progress scores in KS2 Maths | Sept 21 |
Phonics | Achieve national average expected standard in PSC | Sept 21 |
Other | Improve attendance of disadvantaged pupils to School average (97%) | Sept 21 |
Measure | Activity |
Priority 1 | Daily RWInc Phonics for EYFS and KS1 with books to consolidate their learning. Intervention to be linked to RWInc within Key Stage 2. |
Priority 2 | Weekly or fortnightly double sessions for health and well-being. Safe zone pupil referrals and weekly pastoral meetings to ensure greater emotional support is provided. |
Barriers to learning these priorities address | Cohesive messages for pupils in their wider learning as well as outside of school. Early intervention is made, delivered and monitored effectively. |
Projected spending | Click or tap here to enter text. |
Measure | Activity |
Priority 1 | Engage with cluster schools to improve attendance focusing on Pupil Premium children. |
Priority 2 | Embed the White rose maths hub through school. |
Barriers to learning these priorities address | Improve attendance of disadvantaged children and raise their aspirations through resilience and self-motivation. |
Projected spending | Click or tap here to enter text. |
Area | Challenge | Mitigating action |
Teaching | Ensuring enough time is given over to allow for staff professional development as well as their own health and well-being. | Use of INSET days and additional cover being provided by senior leaders. Our general CPD cycle and the Emotionally Friendly Schools Award. |
Targeted support | Ensuring enough time for school phonics, reading, and health and well-being leads to support staff and small groups. | Flexible half days to support staff, carry out pupil voice and monitor their subjects as well as work with small groups of children including disadvantaged. |
Wider strategies | Engaging the families facing most challenges with attendance. Ensuring enough time for school maths leads to support staff and small groups. | Working closely with the LA and cluster schools on developing attendance and maths programme. |
Aim | Outcome |
Disadvantaged children to have access to social groups and specific interventions where relevant i.e. personalised learning programmes or one-to-one intervention. | 100% of disadvantaged children had an opportunity to access an extra-curricular club, one-to-one intervention or a social group last year. |
Pupil premium to access the wider school activities. | All disadvantaged pupil’s enrichment activities subsidised. All children accessed trips last year unless ill on that day. |
Resources to meet individual children’s needs. | Safe Zone implemented to support disadvantaged children. |
Any parent who feels that they may be eligible for Free School Meals should contact the Bursar ( Rabbi D Cohen) in the strictest confidence. This provision will help those families who may be on limited income, and provide school with resources to further enhance the opportunities for their children in school.
Key Information