Pupil Premium
At Wohl Ilford Jewish Primary School we are committed to ensuring that every child makes the best progress possible. No child or group of children should be disadvantaged due to their gender, ethnicity or family circumstances.
The Pupil Premium Grant is a Government grant which provides schools with additional money to be used for children who have been, or are, in receipt of free school meals. This is because research has shown that these disadvantaged children do not typically attain as well as their non-pupil premium counterparts.
We, as a school, can utilise that money in whatever way we believe will best improve the chances of success of this disadvantaged group – academic and otherwise. Support may be short term, small group interventions or longer-term enrichment programmes to enable the children to raise their attainment and aspirations.
The impact of the spending is tracked and analysed to ensure that the Pupil Premium Grant is spent in a targeted, beneficial way to improve the outcomes and life chances for our most vulnerable children.
Total number of pupils eligible for the Deprivation Pupil Premium ------------ 20 pupils
Percentage of pupils on roll eligible for Deprivation Pupil Premium ----------- 8.7%
Total allocation for the Deprivation Pupil Premium --------------------------- £30,300
Details
Data
Number of pupils in school
207 (R-y6) 231 inc nursery
Proportion (%) of pupil premium eligible pupils
8.7%
Academic year/years that our current pupil premium strategy plan covers
2023/2024 to 2026/2027
Date this statement was published
November 2025
Date on which it will be reviewed
Termly
Statement authorised by
Lisa West, Headteacher
Pupil premium lead
Lisa West, Headteacher
Governor lead
Daniel Hunter
Details
Amount
Pupil premium funding allocation this academic year
£30,300 based on 20 pupils @ £1515 each
Pupil premium (and recovery premium*) funding carried forward from previous years
£0
Total budget for this academic year
£30,300
Pupil Premium Strategy Statement
Details
Part A: Pupil Premium Strategy Plan
At Wohl Ilford Jewish Primary School we are committed to ensuring that every child makes the best progress possible. No child or group of children should be disadvantaged due to their gender, ethnicity or family circumstances.
The Pupil Premium Grant is a government grant which provides schools with additional money to be used for children who have been, or are, in receipt of free school meals. This is because research has shown that these disadvantaged children do not typically attain as well as their non-pupil premium counterparts.
We, as a school can utilise that money in whatever way we believe will best improve the chances of success of this disadvantaged group – academic and otherwise. Support may be short term, small group interventions or longer-term enrichment programmes to enable the children to raise their attainment and aspirations.
The impact of the spending is tracked and analysed to ensure that the Pupil Premium Grant is spent in a targeted, beneficial way to improve the outcomes and life chances for our most vulnerable children.
Please click on the tabs below for further information:
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Challenge Number
Detail of challenge
1
Assessments, observations, and discussions with pupils indicate oral language and vocabulary gaps among many disadvantaged pupils. These are evident from Reception and progress through to KS2. In general, these are more prevalent among our disadvantaged pupils than their peers.
2
Assessments, observations, and discussions with pupils suggest disadvantaged pupils generally have greater difficulties with phonics than their peers. This negatively impacts their development as readers.
3
Our assessments, observations and discussions with pupils and families indicate that the education and wellbeing of many of our disadvantaged pupils continues to be affected by the impact of the partial school closures during the COVID-19 pandemic, and to a greater extent than for other pupils. These findings are supported by national studies.
This has resulted in significant knowledge gaps leading to pupils falling further behind age-related expectations, especially in writing.
4
Our observations and discussions with pupils and families have identified social and emotional issues for many pupils and a lack of enrichment opportunities. These challenges particularly affect disadvantaged pupils, including their attainment.
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
Improved oral language and vocabulary among disadvantaged pupils.
Assessments and observations will indicate significantly improved oral language among disadvantaged pupils in reception. This will be triangulated with other sources of evidence, including engagement in lessons, book scrutiny and ongoing formative assessment.
Improved reading, writing and maths attainment among disadvantaged pupils.
KS2 outcomes will show that we are closing the attainment gap for disadvantaged pupils with as many meeting the expected standard as non-disadvantaged.
To achieve and sustain improved wellbeing for all pupils in our school, particularly our disadvantaged pupils.
Sustained high levels of wellbeing by summer 2025 demonstrated by:
-
qualitative data from student voice, student and parent surveys and teacher observations
-
a significant increase in participation in enrichment activities, particularly among disadvantaged pupils
-
This details how we intend to spend our pupil premium (and recovery premium) funding this academic year to address the challenges listed in Intended Outcomes.
Teaching and targeted academic support
Budgeted cost: £19,650Challenge number(s) addressed
Activity
Success Criteria
In class support, offering individualised support and challenge to HA and LA pupils
To accelerate progress in all subjects across all year groups, fostering pupil-led approaches to learning
1
2Senior leadership focus on pupil premium pupils to ensure support is targeted
HT assessing data and measuring impact – ensuring targeted support is effective. SENCOs providing 1:1 support for individual pupils who most benefit from guidance and nurturing. Both targeted interventions and universal approaches can have positive overall effects:
Behaviour interventions | EEF (educationendowmentfoundation.org.uk)
1
2
3
4Use of specific interventions to improve outcomes for the most disadvantaged pupils. 2025/2026 focus more on early intervention
Interventions such as Toe-by-Toe (for weaker readers), comprehension, VERBO strategies and phonics schemes. Screening using VERBO to identify specific speech and language weaknesses, followed by targeted support-staff interventions to close gaps and to support accelerated pupil progress. There is a strong evidence base that suggests oral language interventions, including dialogic activities such as high-quality classroom discussion, are inexpensive to implement with high impacts on reading:
Oral language interventions | Toolkit Strand |
Education Endowment Foundation | EEF1
2Targeting of pupils who are at risk of not achieving their potential
Additional intensive support before and after school day starts to improve outcomes for those at risk of not achieving age-expected outcomes in end of key stage results. There is extensive evidence associating childhood social and emotional skills with improved outcomes at school and in later life (e.g., improved academic performance, attitudes, behaviour and relationships with peers):
EEF_Social_and_Emotional_Learning.pdf
(educationendowmentfoundation.org.uk)1
2
3Teaching by specialists to close the gap in achievement between DPP and non-DPP pupils
Phonics approaches have a strong evidence base that indicates a positive impact on the accuracy of word reading (though not necessarily comprehension), particularly for disadvantaged pupils:
Phonics | Toolkit Strand | Education
Endowment Foundation | EEFSpecialist Maths and English support provided by HLTAs
1
2
3Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £12,150Aim/ rationale/
evidence that supports this approachChallenge number(s) addressed
Activity
Money available to support children in their choice of after-school sports clubs
Providing a range of opportunities and equality of access for all children promotes a healthy and active lifestyle
3
4Supporting pupils lacking in confidence and self-esteem by providing alternative learning experiences, outside the classroom
Pupils benefit by becoming more confident and better equipped to deal with potentially challenging situations at home
3
450% subsidy on school and residential trips to ensure access for all pupils
Attendance at y5 and y6 residential, weekend Shabbatons for year 1 & 2 and 3 & 4, offer a broad range of practical and holistic opportunities for pupils to experience
4
Understanding the deprivation factors that disadvantaged pupil’s face and supporting their mental wellbeing
Teachers are more mindful of the way pupils are disadvantaged and take steps to offer pastoral support
1
2
3
4Wrap-around care for pupils and their families to support emotional and pastoral needs
HT and SENCO time plus outside agencies (SENDATS etc) helping to support emotional resilience
3
4Supporting vulnerable pupils to deal with any issues which might be affecting them – at home or in school
1:1 counselling during the school day for pupils needing emotional support. Individuals work towards strategies to cope with issues which might be worrying or affecting them. Half-termly meetings with SLT regarding in-school support of these pupils. Priority given to DPP pupils
3
4Free nearly new uniform scheme plus promotion of new pre-loved uniform shop
Promoting a sense of well-being and belonging to all pupils in the school community
4
Education Welfare Officer supporting families and pupils in improving attendance
Ad hoc, needs-based meetings with attendance officer and HT to monitor and pre-empt support for disadvantages families whose attendance and/or parenting is a cause for concern
4
Free school milk
Promoting healthy eating
4
Part B: Review of the previous academic year
We have analysed the performance of WIJPS’s disadvantaged pupils during the 2024/25 academic year using key stage 1 and 2 performance data, phonics check results and our own internal assessments.
Please note;
* Schools are no longer required to publish their key stage 1 (optional) SATs results.
* There is a vast disparity in PP figures across various year groups – for example last year’s year 3 cohort was 25.9% PP, whereas the overall % for 2024/25 for the whole school was just 6.2%.
To help us gauge the performance of our disadvantaged pupils we compared our results to those for disadvantaged and non-disadvantaged pupils at a national and regional level. Due to the small numbers of children in receipt of Pupil Premium in some cases, caution is advised when comparing data as a small number of pupils can easily skew the picture.
Data from tests and assessments at the expected standard in KS2 suggests that the progress and attainment of the school’s disadvantaged pupils in 2024/25 exceeded our expectations. In reading, at greater depth, the disadvantaged pupils achieved as well as their non-disadvantaged counterparts. There were only two pupils in the year 6 class who were eligible for the pupil premium grant. Nevertheless, they outperformed the class in all areas in achieving age related expectations.
KS2 internal data 2024/2025
Whole class at expected standard
Disadvantaged (2 pupils) at expected standard
Reading
88.9%
100%
Writing
77.8%
100%
Maths
77.8%
100%
Combined RWM
70.4%
100%
Absence and persistent absence among disadvantaged pupils were higher than their peers in 2024/25.
Our observations and assessments demonstrated that pupil behaviour improved last year, but challenges in relation to wellbeing and mental health remain significantly higher than before the pandemic. The impact on disadvantaged pupils has been particularly acute.
The unknown factors around the impact of Covid bring into question whether we will continue to meet and achieve the outcomes that we set in the Intended Outcomes section above. We have reviewed our strategy plan and made changes to how we intend to use some of our budget this academic year, as set out in the Activity in This Academic Year section above. The Further Information section below provides more details about our planning, implementation, and evaluation processes.
Additional activity
Our pupil premium strategy will be supplemented by additional activity that is not being funded by pupil premium or recovery premium. That will include:
-
embedding more effective practice around feedback. EEF evidence demonstrates this has significant benefits for pupils, particularly disadvantaged pupils. We have recently concluded a pupil marking and feedback analysis and have trialled different approaches in order to best support pupils.
-
We have a trained ELSA who supports pupil wellbeing and ensures our most vulnerable pupils have someone who is always available to them. Support for disadvantaged pupils encompasses a wide range of pupils, including PP, SEND, EAL, CP and those with particularly challenging home lives.
-
Since March 2023, we have offered a wide range of high-quality lunchtime and extracurricular activities to boost wellbeing, behaviour, attendance, and aspiration. In September 2024, the SENCo launched a lunchtime club (The Zen Den) as a safe space for targeted pupils, who either struggle at unstructured times or who need to decompress during the school day. Activities focus on building life skills such as confidence, resilience, and socialising. Disadvantaged pupils will be encouraged and supported to participate.
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Class (Cohort)
SEND (No.)
EAL (No.)
PP (No.)
Nursery (30)
3.3% (1)
26.7% (8)
0% (0)
Reception (27)
3.7% (1)
40.7% (11)
3.7% (1)
Year 1 (29)
3.4% (1)
37.9% (11)
0% (0)
Year 2 (25)
0% (0)
32.0% (8)
4.0% (1)
Year 3 (26)
19.2% (5)
38.5% (10)
19.2% (5)
Year 4 (30)
16.7% (5)
23.3% (7)
10.0% (3)
Year 5 (32)
15.6% (5)
37.5% (12)
9.4% (3)
Year 6 (28)
14.3% (4)
25.0% (7)
7.1% (2)
Total (227)
9.7% (22)
32.6% (74)
6.6% (15)