Pupil Premium

Pupil Premium Expenditure

Rokesly Junior School receives a Pupil Premium Grant for each child who is entitled to receive Free School Meals (FSM) and any pupil who has recieved FSM in the last six years (known as ‘Ever 6’) and for any Looked After Children by the authority.

We are required to publish online information about how we have used the premium.

Pupil Premium Strategy – 2025-26

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 outcomes for disadvantaged pupils last academic year.

School overview

Detail	Data
Number of pupils in school	272
Proportion (%) of pupil premium eligible pupils	23%
Academic year/years that our current pupil premium strategy plan covers (3-year plans are recommended – you must still publish an updated statement each academic year)	2025/2026 2026/2027 2027/2028
Date this statement was published	December 2025
Date on which it will be reviewed	July 2026
Statement authorised by	Bola Soneye-Thomas (Headteacher) Governing Body
Pupil premium lead	Joanna Neilson (Inclusion Leader)
Governor / Trustee lead	Madina Howard

Funding overview

Detail	Amount
Pupil premium funding allocation this academic year	£103020
Pupil premium funding carried forward from previous years (enter £0 if not applicable)	£0
Total budget for this academic year If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year	£103020

Part A: Pupil premium strategy plan

Statement of intent

At Rokesly Junior school we aim to ensure that all pupils including those that may be disadvantaged, the most able, those with special educational needs, a disability (SEND) and for children for whom English is an additional language (EAL)regardless of background are able to:

Ø acquire knowledge through a well-planned and sequenced approach which ensures progression across the key stage, that builds on previous learning;

Ø access extended opportunities. Therefore, great importance is placed on inclusion which allows every child to develop and flourish on an equal footing;

Ø develop into responsible global citizens by fostering an interest in the wider world and an understanding of how they can make a positive contribution.

This pupil premium strategy details how the school’s pupil premium funding will be used to address the difference in attainment and life experiences between pupils eligible for pupil premium funding in the school and those that are not.

Research on effective strategies to address specific issues has been used to inform the actions to be taken.

Challenges

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

Challenge number	Detail of challenge
1	Although above national and London averages, fewer disadvantaged pupils achieve greater depth in reading, writing and mathematics compared with non disadvantaged pupils
2	Some disadvantaged pupils have limited opportunities to practise key skills outside school, including reading, spelling and times tables fluency
3	Some pupils experience instability or challenge within the home environment, affecting emotional wellbeing, resilience and concentration in school
4	There are many pupils eligible for pupil premium funding who also have diagnosed SEND needs. X out of Y pupils on the SEND register are also eligible for pupil premium funding. This means that many of our PP pupils have needs beyond that of their disadvantaged status.
5	Attendance has fallen since the pandemic with an increased number of parents keeping their children at home for minor illnesses such as a cold. Increasingly in a cost of living crisis a small number of parents are choosing to take unauthorised leave during the school term to go on holiday or to visit relatives. The school continues to work hard to improve attendance and to ensure that there is no significant difference between the attendance of PP and non PP pupils.
6	Some disadvantaged pupils have limited access to cultural experiences, enrichment opportunities and exposure to the wider world beyond their immediate community. This can impact aspirations, vocabulary development, confidence and engagement in learning.

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
Disadvantaged pupils achieve in line with, or increasingly close the gap to, non-disadvantaged pupils in reading, writing and mathematics, including at greater depth.	Internal and statutory assessment outcomes show improved attainment and progress for disadvantaged pupils, particularly at greater depth.
Disadvantaged pupils develop improved fluency in reading, spelling and times tables.	Assessment data and teacher assessment demonstrate improved fluency, confidence and retention of key skills.
Pupils demonstrate improved emotional wellbeing, resilience and readiness to learn.	Pupil voice, behaviour monitoring and wellbeing records demonstrate improved engagement and emotional regulation.
Pupils with SEND and disadvantaged status receive effective targeted support.	Pupils make strong progress from their starting points and access learning successfully within the classroom.
Attendance for disadvantaged pupils improves and persistent absence reduces.	Attendance data shows no significant gap between PP and non-PP pupils and a reduction in persistent absence.
Disadvantaged pupils access a broad range of cultural and enrichment opportunities.	Increased participation in trips, clubs and enrichment activities. Pupil voice demonstrates increased confidence and aspiration.

Activity in this academic year

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

Teaching (for example, CPD, recruitment and retention)

Budgeted cost: £87737

Activity	Evidence that supports this approach	Challenge number(s) addressed
Continued focus on high quality teaching through staff CPD on explicit instruction, retrieval practice, scaffolding, adaptive teaching and metacognition.	EEF research identifies high quality teaching as having the greatest impact on disadvantaged pupils. The EEF Teaching and Learning Toolkit identifies feedback and metacognition/self-regulation as high-impact, low-cost approaches that particularly benefit disadvantaged learners.	1,2,4
Adaptive teaching strategies to support disadvantaged pupils in accessing age-related curriculum expectations	The EEF Guide to the Pupil Premium (2024) identifies high-quality teaching as the approach with the greatest potential impact on closing the disadvantage gap. The DfE document Using Pupil Premium: Guidance for School Leaders (updated September 2024) states that schools should prioritise “high-quality teaching, such as staff professional development.”	1,2,4
Additional adult support strategically deployed within classrooms to support disadvantaged pupils and pupils with SEND.	Effective classroom support and adaptive teaching improve access to learning and pupil progress. The EEF Making Best Use of Teaching Assistants Guidance Report (2021 update)	1,4
Whole-school focus on vocabulary development, reading fluency and comprehension.	Explicit vocabulary teaching and reading comprehension strategies support attainment across the curriculum. The EEF Improving Literacy in Key Stage 2 Guidance Report (2021) highlights the importance of explicitly teaching reading comprehension, vocabulary and oral language approaches to improve literacy outcomes, particularly for disadvantaged pupils.	1,2,6
Regular opportunities for fluency practice in spelling and multiplication facts.	Retrieval practice and repeated rehearsal support retention and fluency. The EEF Metacognition and Self-Regulated Learning Guidance Report (2021) identifies retrieval practice and regular rehearsal as effective strategies for improving retention and automaticity. Frequent low-stakes practice supports fluency and confidence in mathematics.	1,2

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

Budgeted cost: £ 7822

Activity	Evidence that supports this approach	Challenge number(s) addressed
Small group and one-to-one tuition for disadvantaged pupils requiring additional support.	Small group and targeted tuition can have a positive impact on attainment. The EEF Teaching and Learning Toolkit (2024) identifies small-group tuition as an effective strategy for additional progress. Evidence suggests the greatest impact occurs when interventions are targeted, structured and closely linked to classroom learning.	1,2,4
Weekly after-school booster sessions led by class teachers.	Additional learning time provides opportunities for consolidation and targeted support. The EEF Guide to the Pupil Premium (2024) highlights targeted academic support as an effective tier of support for disadvantaged pupils. Research from the EEF Metacognition and Self-Regulated Learning Guidance Report (2021) shows that explicit teaching of planning, monitoring and evaluation strategies particularly benefits higher prior-attaining disadvantaged pupils.	1,2
Easter School provision for identified pupils.	Focused academic support helps pupils consolidate learning and close gaps.	1.2
Saturday School sessions to support pupils requiring further consolidation.	Structured academic support outside the school day improves confidence and attainment.	1,2
Reading fluency, spelling and times tables interventions.	Targeted interventions support accelerated progress when matched carefully to pupils’ needs.	1,2
Use of Times Tables Rock Stars to improve fluency and confidence in multiplication recall	Regular retrieval practice and fluency development support mathematical understanding and automaticity. The EEF Metacognition and Self-Regulated Learning Guidance Report (2021) identifies retrieval practice and regular rehearsal as approaches that improve retention and automatic recall. Frequent low-stakes practice supports fluency and confidence in mathematics	1,2
Use of Spelling Shed to improve spelling accuracy and vocabulary retention	Regular practice and retrieval improve spelling fluency and writing confidence. The EEF Improving Literacy in Key Stage 2 Guidance Report (2021) highlights the importance of explicit vocabulary teaching and regular practice in improving literacy outcomes. Retrieval practice supports long-term retention and automaticity in spelling.	1,2
Additional adult support during lessons and intervention sessions	Structured small-group support has positive impact when carefully targeted. The EEF Making Best Use of Teaching Assistants Guidance Report (2021 update) recommends structured deployment of additional adults to scaffold learning, support independence and deliver targeted interventions. Evidence suggests additional adults are most effective when their support is focused and purposeful.	1,2,4

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

Budgeted cost: £18400

Activity	Evidence that supports this approach	Challenge number(s) addressed
Employment of a School Home Support Worker to strengthen relationships between home and school and provide support for vulnerable families..	Strong parental engagement and effective communication between home and school support improved outcomes for pupils. EEF Working with Parents to Support Children’s Learning Guidance Report (2018)	3,5
Workshops for parents focused on supporting learning at home, attendance and wellbeing.	Effective parental engagement can improve attendance, confidence and attainment. The EEF Working with Parents to Support Children’s Learning Guidance Report (2018) found that schools that successfully engage parents in learning can improve pupils’ academic outcomes. Practical strategies that help parents support reading and learning routines at home are particularly effective.	2,3,5
Pastoral and emotional wellbeing support for pupils.	Social and emotional support improves wellbeing, behaviour and readiness to learn. DfE Using Pupil Premium: Guidance for School Leaders (September 2024) highlights the importance of addressing social, emotional and behavioural barriers to learning for disadvantaged pupils. EEF Teaching and Learning Toolkit (2024	3
Embedding principles of good practice set out in the DfE’s guidance on working together to improve school attendance. This will be part of the appointed school home support officer’s role. Attendance monitoring and early intervention where concerns arise	The DfE guidance Working Together to Improve School Attendance has been informed by engagement with schools that have significantly reduced levels of absence and persistent absence. Early intervention and close monitoring support improved attendance and reduce persistent absence.	5
Financial support for educational visits, clubs and enrichment opportunities including funded trips for PP pupils.	Access to enrichment opportunities supports confidence, engagement and cultural capital.	3,6
Access to a wide range of cultural experiences including music, sport, performances, visitors and educational visits.	Wider experiences broaden pupils’ aspirations, confidence and vocabulary development. The EEF Teaching and Learning Toolkit (2024) Evidence suggests that participation in enrichment activities can improve confidence, belonging and motivation.	6

Total budgeted cost: £ 113,959

Review of Previous Year – Outcomes for disadvantaged pupils

We have come to the end of our plan and starting a new one. The school is successfully closing the gap, with the disadvantaged children at the school attaining in line with the non-disadvantaged children at expected in some areas (see below) However, the school continues to focus on closing the gap between disadvantaged and non-disadvantaged children in the school.

Key Stage 2		Not Dis	Dis(16)
RWM	Expected	83%(69%)	75%(47%)
RWM	Greater depth	35%(11%)	0%(4%)
Reading	Expected	90%(80%)	81%(63%)
Reading	Greater Depth	69%(39%)	25%(21%)
Writing	Expected	91%(78%)	75%(59%)
Writing	Greater Depth	45%(16%)	0%(7%)
Maths	Expected	89%(80%)	75%(61%)
Maths	Greater Depth	54%(31%)	13%(15%)
GPS	Expected	*85%(78%)*	*69%(60%)*
GPS	Greater Depth	54%(34%)	25%(19%)

Figures in brackets are the national figures.

The school improvement plan will be used to focus on closing the gap further between dis advantaged and non disadvantaged at the school with a particular focus on attainment at greater depth and for GPS.