Pupil Premium

To find out how the Balfour Junior School is managing the pupil premium, received from the Government, please select the documents below:

What is Pupil Premium?

The Pupil Premium was introduced in April 2011 and is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years (known as ‘Ever 6 FSM’).Schools also receive funding for children who have been looked after continuously for more than six months, and children of service personnel. The service premium is designed to address the emotional and social well-being of these pupils.

Why has it been introduced?

The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.

Use of Pupil Premium

Our strategy for Pupil Premium grant in 16/17 Academic year could be found here. 

For information on how we spent the Pupil Premium grant in 15/16 Academic year please click here.

Please download information about how spent  Pupil Premium Grant in 14/15 Academic year here.

In 2013-14 academic year Balfour Junior School received £122 874 in Pupil Premium Funding.

This money was used towards a number of school initiatives that have been specifically designed to support pupils from deprived backgrounds, as follows:

Intervention: HLTA – A qualified teacher employed to teach French in each class one hour per week.
Aims: Working with one to one or small groups of children to raise levels of attainment by focusing on specific IEP targets. This will enable the class teachers to be released from class to work with small groups of pupils. Verbal feedback will be given and targets set to enable pupils to improve their work.
Outcome: The children were able to progress & were more focused on their targets. Children are now more able to proof read their work having been given guidance from their teacher, which leads to increased levels of accuracy in SPAG.

Intervention: PP Support teacher.
Aims: To increase pupils understanding of English and maths and to increase their attainment level by working in small groups. Children expected to move 2 sub-levels (4 points).
Outcome: Children have improved attainment at a lower than expected percentage due to staff illness.

Intervention: PP support designated teacher 2 days per week.
Aims: To increase pupils understanding of English and maths and to increase their attainment level by working in small groups. Children expected to move 2 sub-levels (4 points).
Outcome: Children have improved attainment at a lower than expected percentage due to staff illness.

Intervention: Lunch time club.
Aims: To develop children’s socials skills and to raise their self- esteem.
Outcome: The outcome is to remove barriers to learning and children are more able to participate more fully in all aspects of school life.

Intervention: Family support worker.
Aims: Targeted family work to support families in overcoming barriers to attendance and barriers to the children’s learning.
Outcome: The impact is removed barriers for learning leading to improved attendance leading to better attainment.

Intervention: One 2 One Tuition.
Aims: To support individuals with a more intensive programme of study to narrow the gap in their learning.
Outcome: The pupil supported increased her levels from 3C-3A & exceeded her target.

Intervention: Emotional Support.
Aims: A package of support has been bought in from Medway’s Health for Learning Team. This will provide 1-1 support for pupils who are struggling with emotional issues.
Outcome: Children are better supported to overcome emotional issues and as a result they are more able to focus on their learning.

Intervention: Subsidising costs of school trips.
Aims: To develop individual’s social skills & to raise their self-esteem.
Outcome: Children took part in the residential trip.

Intervention: Breakfast Club.
Aims: To give pupils a good start to the day to get them ready for learning.
Outcome: Improved focus and concentration levels of the children taking part.

Intervention: After School Club.
Aims: Providing a safe place for pupils to attend and to strengthen their social skills until their parents are able to collect them.
Outcome: Improved social skills and the ability to work with other adults.

Intervention: Additional Teaching Assistant employed.
Aims: Additional reading support to improve pupils reading ages.
Outcome: Unexpected change of staffing proved this intervention not viable.

Intervention: Boosters for higher achievers and lower achievers
Aims: Programme of revision for SATS. Increased attainment in KS2 English and maths SATS levels.
Outcome: SATS results show Reading is at Level 4+88% and Maths Level 4+83%.

Intervention: Phonics scheme led by TA
Aims: Individualised or small group support work to extend children’s reading and spelling skills.
Outcome: The children were able to progress & were more focused on their work with the support of the trained TA.

Intervention: Purchase of membership to phonicsplay.com website.
Aims: Individualised or small group support work to extend children’s reading and spelling skills.
Outcome: The interactive aspect of the programme inspired the pupils to engage more with their learning.

Intervention: Additional training for the Family Liaison Officer (FLO).
Aims: Training has been provided to enable the FLO to run social skills groups.
Outcome: As a result of these children feel more confident when working and interacting with other children. This in turn removes barriers to learning and socialising.

Intervention: Purchase of Dyslexia/Dyscalculia screener.
Aims: Diagnosis of pupils who struggle in class to ascertain more specific information to enable the school to plan individual programmes of study.
Outcome: Written reports given with specific guidance in ways to support the dyslexic children in order to raise their self-esteem and attainment.

Intervention: Purchase of SULP (Social Use of Language Programme).
Aims: This will be used to support pupils who struggle in social situations.
Outcome: Pupils have benefitted from the support given by the TA running the group. There have been far less playground incidents.

Intervention: Staffing resources to implement SULP programme
Aims: This will be used to support pupils who struggle in social situations.
Outcome: As above.

Intervention: Transition Group to enable a successful transfer to secondary school – released 4 teachers and used supply agency cover
Aims: This will be used to support pupils who are worried about the transfer   to their new schools & to suggest ways to manage their anxieties.
Outcome: Reduced anticipation and anxiety levels in pupils. By sharing vital information with secondary school a greater understanding of the pupil’s needs is achieved enabling a smooth transition.

Intervention: Homework Club
Aims: The children will be supported in a smaller group.
Outcome: The pupils are able to have more of the teacher’s time in order to support their learning.
They report that they feel more able to ask for help in the group. Any misconceptions are easily rectified. It has encouraged the parents to be more involved in helping their children.

Intervention: Employing a full time EAL TA.
Aims: To provide 1-1/small group support to improve pupil’s achievement & self-esteem.
Outcome: Our EAL children have their difficulties and strengths recognised and taken into consideration when planning work/setting targets for them. Increased confidence in the EAL children and therefore they are more engaged in their learning.

Intervention: Free uniforms supplied.
Aims: To ensure that pupils from disadvantaged backgrounds wear the same as their peers.
Outcome: Sense of belonging to the school community in our disadvantaged pupils.

Intervention: Payment for out of school clubs, cello tuition  and  keyboard tuition.
Aims: To ensure that pupils from disadvantaged backgrounds are not excluded from after school activities.
Outcome: This has allowed pupils to access additional learning. It has enabled them to grow in self-confidence & learn a new skill.

Intervention: Purchase of PIXL to target more vulnerable pupils.
Aims: This programme will help to provide more streamlined programmes of study to narrow the gap in pupils’ learning.
Outcome: This software helped us to identify who our key marginal children are and target them to ensure that they achieve at least a level 4 in English and maths. See SATS results when available.

Intervention: Peer Mediation Training
Aims: This will enable the trained pupils to support other pupils who are struggling with friendship issues.
Outcome: There has been fewer problems on the playground. Pupils who are encountering problems at playtime know that they can ask the peer mediators for help & that the problem will be sorted out.

Intervention: Peer Tutoring (Durham Maths Project)
Aims: This aims to improve the pupils’ progress at a greater rate than age expected.
Outcome: The project did not impact on the pupil’s learning as much as it was hoped & will not continue.

Intervention: 1st Class @ Number Maths scheme.
Aims: This aims to improve the pupils’ progress who are working below age expected levels to narrow the gap in their learning.
Outcome: Children have improved their maths levels as expected. See results.

Intervention: Purchased Numicon resources
Aims: Extending resources introducing a multi-sensory maths teaching recourse to help children make connection in numbers, create good mental pictures of numbers so that they can solve problems more effectively.
Outcome: Better understanding of how numbers work.

Intervention: Learning Resources to support PP Children
Aims: To ensure lessons are well differentiated, diverse and stimulating.
Outcome: Children were more engaged in their learning therefore progressed more.

Intervention: Drama classes for G&T pupils with interest in Drama
Aims: To ensure child’s strength is promoted by participating in a drama club.
Outcome: Raised confidence and self-esteem / feels talent is recognised.

Intervention: Swimming lessons
Aims: To support a family with the cost of swimming lessons.
Outcome: Allowed the child to participate.

Intervention: Taxi fare to and from school
Aims: Ensuring child is attending school.
Outcome: School attendance was unaffected by unfortunate family circumstances avoiding a gap in education.

Intervention: Phonics tests
Aims: To enable staff to test pupils & pinpoint potential problems.
Outcome: Planned support based on the findings had a positive impact on the pupil’s understanding.

Intervention: French trip
Aims: This will enable the pupil to attend a trip his family would have been unable to fund.
Outcome: Self-esteem & positive relationship with his peers increased.

Intervention: Shapes, dominoes etc resources from
Aims: More stimulating resources will increase the pupils enjoyment & understanding.
Outcome: The pupils who use the resources are far more engaged with the lessons & enjoy using the concrete materials.

Intervention: Reporting of Pupil Premium grant course
Aims: To ensure PP grant is monitored accurately and the expenditure has had the desired outcome.
Outcome: We now report more accurately.

Intervention: 60 Surface tablets purchased from Microsoft.
Aims: Extending resources and using ICT to raise attainment. Increased percentage of children to make at least 2 levels of progress.
Outcome: The pupils who use the tablets are far more engaged with the lessons & enjoy using more visual resources.

Intervention: Piano lessons
Aims: This will enable the pupil to attend music lessons in order to raise his/her self-esteem & to improve his/her fine motor skills.
Outcome: Progress in lessons /  playing with confidence. Achievement positively impacts on self-esteem. Improved fine motor skills which impact handwriting and coordination.