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Pupil Premium

Pupil Premium Shirley Junior School 

Please click on the link to download the 2019 SATs Attainment Data for disadvantaged pupils at Shirley Junior School

SJS SATS Outcomes 2019

What is Pupil Premium?

The Pupil Premium is additional funding given to schools so that they can support their disadvantaged pupils and close any attainment gap between these children and their peers. The funding is allocated to schools for children from Reception to Year 11.  In 2018/19, the Government has given schools pupil premium funding as follows:

  • £1320 for every child currently registered as eligible for free school meals, or eligible for free school meals at any point in the past 6 years
  • £2,300 for every child who is or has been looked after by the local authority
  • £300 children whose parents serve in the armed forces

At Shirley Junior School, our objective is to ensure pupils in vulnerable groups have accelerated rates of progress and achieve atleast in line with other pupils with the same start point. The PPG contributes towards achieving this objective.

Number of pupils and pupil premium grant (PPG) received April 2018 - March 2019

Total number of pupils on roll


Total number of pupils eligible for PPG


Amount of PPG received per pupil


Total amount PPG received 


Total amount of funding received for looked after children


Total amount of funding received for  children whose parents serve in the armed forces


When making decisions about using pupil premium funding it is important to consider the context of the school and any challenges ahead. Our key objective in using the Pupil Premium Grant is to diminish any difference between pupil premium children and their peers. Through targeted interventions we are working to eliminate barriers to learning and progress.

As a school, we collect data for all of our pupils termly. From here our Pupil Premium Lead then analyses the data of our Pupil Premium children. We then compare their progress and attainment to our non-Pupil Premium children. We also use Local Education Authority data summaries to compare our results against national and local expectations. This helps us to develop strategies and interventions to promote improvement. We use a range of monitoring to help us evaluate the strategies which we put in place. These are data, pupil progress meetings, pupils’ work, planning, and observations. From this process interventions are adapted or changed if they are not working. We regularly discuss our strategies, interventions and progress with the Senior Leadership Team and Governors. A member of the governing body is responsible for liaison with the school’s pupil premium lead.

Shirley Infants and Junior Plan for Disadvantaged Pupils 2018-19

Research undertaken by the NFER has identified 7 building blocks that are common in schools which are more successful in raising disadvantaged pupils’ attainment.

  1. Whole-school ethos of attainment for all
  2. Addressing behaviour and attendance
  3. High-quality teaching for all
  4. Meeting individual learning needs
  5. Deploying staff effectively
  6. Data-driven and responding to evidence
  7. Clear, responsive leadership

1. Whole-school ethos of attainment for all

We aim to ensure that every child leaves Shirley Infant School and Shirley Junior School excited about learning and determined to succeed.  We want to equip them with confidence, resilience and a passion for justice and equality.  These qualities will enable them to thrive and to champion kindness and fairness at all stages of their future lives.

‘Every child, every chance, every day.’


2. Addressing behaviour and attendance

3. High-quality teaching for all

The links between regular attendance, reaching potential attainment and future life opportunities are well researched. For this reason the schools will encourage good attendance and be robust in monitoring attendance and take action when attendance fails.

Barriers to Learning:

Low prior attainment requires rapid progress in order to meet age related expectations.  Precision teaching and support needs to be carefully targeted by staff to accelerate progress.Delayed speech and language can hinder their self-esteem and potential cause emotional stress.  A pupil’s sentence structure and phonic development can hinder their progress in Phonics and English particularly.  Physical development with the muscles in a child’s mouth can delay their sound pronunciation and speaking development.

Pupils who have English as an additional language (EAL) sometimes have difficulty in understanding vocabulary used in topics and forming a secure sentence structure.  Their speaking development can sometimes be 2/3 stages behind their peers.  It can take pupils with limited or No English a whole year to feel confident to use the language publicly and confidently. 19 % or EAL are also PP

Some children who are eligible for pupil Premium funding may not been able to have the life experiences their peers have had.  This can mean that possibly they have had less opportunity to access a range of enrichment experiences that could support them in accessing the curriculum.  We strive for all our children to have high aspirations for themselves linking to our statement

‘Every child, Every chance, Every day.’

Provision and Impact

  • Family Support worker is employed one and half days a week. She works with some of our vulnerable families by visiting them in their homes, offering parental advice. She works with families to find solutions for poor attendance and support parents; this has resulted in better communication families who have historically found it difficult to engage with school.
  • EWO to work closely with the school and parents, along with other professional agencies, to help them overcome problems which may prevent students from attending regularly.
  • Attendance initiatives in class and whole school
  • Our ELSA runs ‘Talk about’ intervention to develop social skills of identified pupils
  • ELSA 1:1 session for individual needs
  • Additional sports coach ‘Team Spirit’ at lunchtime as well as 2 extra Play Leaders to help build children’s cooperative play skills to enable them to have a successful break allowing them to return to class ready to learn.
  • Provide financial support to those eligible for Pupil Premium for school uniform and sports kit
  • TA led ‘Purple Club’ sessions in Year 3, working on self-esteem & social skills has seen a huge impact including better engagement with homework and in class, increased confidence, improved output of learning (Junior)
  • Access to one paid after school club each term

Barriers to Learning:

Creative learning is at the heart of our teaching and learning policy at Shirley Infant and Shirley Junior Schools. We believe that developing creativity in pupils leads to learners with an excitement for learning, a confident and enquiring attitude, increasing independence in learning and willingness to take risks.

Shirley Infant and Junior Schools emphasise ‘Quality first teaching’

Provision and Impact

  • Curriculum design includes hooks, celebrations and enrichment opportunities in all subjects to ensure pupils enjoy and have a purpose for learning
  • Pre teaching Curriculum now embedded and allows children early exposure to topic vocabulary and real life experiences.  This allows the children to feel more confident during the topic and become mini experts in certain topics boosting their self-esteem and confidence to contribute. (Infants)
  • The school will cover the cost of music tuition for FSM who wish to learn an instrument. (Junior)
  • The school will continue to fund school day trips for all pupils eligible for Pupil Premium.
  • The cost of one residential trip is covered to ensure all pupils eligible for Pupil Premium experience a trip away once whilst at our school. (Junior)
  • Talk for Writing to develop oral language
  • Speech & Language & EAL TA specialist (0.6) support to boost language skills of certain children.
  • Regular coaching by the Director of Teaching & Learning and Year Leader in class alongside the teacher and during PPA sessions.
  • Whole school trained in P4C (ethos taken from Sutton Trust evidence that Oral Language Development increase attainment of disadvantaged pupils).  P4C leads in place to plan focus days and ensure opportunities across the curriculum.
  • Offer a range after school clubs subsidised by the school including Drumming, ukulele, cooking, art, Spanish, Latin sports clubs and choir (Junior)   …. Offer a range after school clubs subsidised by the school including football, Dance, Little Cooks, Multiskills, Karate, High 5s (Infant)


4. Meeting individual learning needs

5. Deploying staff effectively

Teachers and leaders at Shirley Infant and Junior schools identify what challenges and interest each pupil. Through rigorous assessments, teachers plan each lesson according to the individual needs of each child.  Resources are used to ensure each individual is supported for specific needs.

Barriers to Learning:

  • Due to some language barriers for our EAL parents it can be difficult to communicate with the school or support their child at home with their learning.
  • Some pupils do not have the life experiences needed to recall parts of their topic or use the language required for the topic or learning.
  • Low starting points.
  • Some pupils can have a much lower bank of key vocabulary.

Provision and Impact

  • Continue to promote half termly ‘Holiday Home learning project’  Pupils provided with free resources and drop in session for parents to support with ideas for the children’s project, this has resulted in an increase number of PP pupils bring back in home learning projects.
  • Paired Reading Intervention for 10 identified pupils and parents/carers to boost reading at home. (Infants)
  • Parent Intervention groups, pupils and parents learning together sessions, maths. (Junior)
  • Feedback through marking is embedded within the schools; these children continue to be a 

Shirley Infant and Junior Schools emphasise ‘Quality First Teaching. All adult time is used effectively to ensure teaching is targeted to pupils’ needs. Senior leaders and Year leaders continually assess, monitor and evaluate pupil progress and deploy staff accordingly

Barriers to Learning:


  • Timetabling for staff to run intervention groups alongside requirements of curriculum.
  • Recruiting good parent helpers so can be targeted for extra reading, sound recognition and number skills
  • Maintaining trained staff in key positions to deliver key aspects of support.