Detail

Data

Number of pupils in Boys school 

370

Proportion (%) of pupil premium eligible pupils

1.08%

Academic year/years that our current pupil premium strategy plan covers

2025

Date this statement was published

December 2025

Date on which it will be reviewed

December 2026

Statement authorised by

Headteacher

Pupil Premium Lead

SENDCO

Governor / Trustee lead

David Rosenthal

Chair of Governors

Detail

Amount

Pupil premium funding allocation this academic year

£6,060

Recovery premium funding allocation this academic year

£0

Pupil premium (and recovery premium*) funding carried forward from previous years (enter £0 if not applicable)

*Recovery premium received in academic year 2021 to 2022 can be carried forward to academic year 2022 to 2023. Recovery premium received in academic year 2022 to 2023 cannot be carried forward to 2023 to 2024.

£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

£6,060

Statement of Intent

At Menorah Primary Schools Federation we recognise the differing needs of our

disadvantaged pupils and the strains that this puts on their families as a whole.

We set high expectations for all our pupils, including those who are disadvantaged while looking at their individual learning and social and emotional needs.  

We are focused on providing high quality adaptive teaching of broad and balanced curriculum within which our children blossom into happy and successful learners who are able to show compassion and love for others as modelled by our teaching staff.   The mechanism for developing our pupils’ learning powers is provided through four essential skills that we have identified   - Resilience, Resourcefulness, Reflectiveness, and Reciprocity (4R’s).  Our focus is less on the accumulation of facts and more on developing creative, dynamic thinkers focusing on the child as a whole.  

Targets and Aims for our PPG budget

• To provide a curriculum that explicitly considers diverse learners including those with SEND, EAL or from disadvantaged backgrounds
• Teaching staff routinely plan adaptations - adaptations are built in, not bolt-on.
• To support the emotional and social development of pupils in order to address expressed needs in their family circumstances.
• To ensure that all children have access to a range of extra-curricular and enrichment activities offered through our After-School Programmes. 

Nature of Support

Summary of spending and actions taken:

• Additional support from Mental Health Hub: Art Therapists, Social/Com, SLT, Learning Mentor.
• Providing adaptive programmes across the school from qualified teachers in areas such as phonics, dyslexia teaching, targeted numeracy teaching.
• Providing Speech and Language, Occupational Therapy Physiotherapy and Specific Literacy Programmes.
• Teachers following social skills programmes to improve children’s social skills and emotional resilience through My Happy Mind.
• Providing subsidised after school clubs for low-income families.
• Additional funding for cultural enrichment eg trips, activities, in school workshops and school journeys.
• Providing a Lunch Time Club to support social skills.   

·         

Challenge number

Detail of challenge

1

Emotional well-being and mental health

2

Building Resilience and Independent learning skills

3

Lack of focus and support with engaging with learning

4

Extra-curricular and enrichment activities

5

Interruptions of learning due to various factors

6

Trauma informed intervention

Intended outcome

Success criteria

All children including disadvantaged to have a language of emotional well-being and mental health and access to our Restoration Station when needed.

Children will be able to identify and discuss their feelings, regulate their emotions asking for support when necessary.

Children to reach their learning potential despite their socio-economic circumstances.

Children will make progress based on their  predicted outcomes.

To establish strong Home School links with parents in order  to work collaboratively to support their children.

Parents will develop skills to establish robust systems at home to support their children’s education and emotional well-being.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Well Being Inset

Training teachers in trauma informed interventions 

6

Quality First Teaching

Adaptation to be embedded in curriculum planning, teaching and assessment 

1,2,3,4,5 & 6

Activity

Evidence that supports this approach

Challenge number(s) addressed

Lego Club

High impact for moderate cost

2,3,4,6

Art Therapy

High impact low cost

1, 2, 3,6

After school activities

High impact low cost

1, 5, 6

Activity

Evidence that supports this approach

Challenge number(s) addressed

Parenting support from school and outside agencies

High impact and high cost

 1

Restoration Station

High impact and high cost

1,2

We have analysed our KS1 & KS2 SATs data from the academic year 2022 -2023.

Our strategies to address our disadvantaged pupils are well targeted  as evidenced in our KS1 SATs results  2022 – 2023. The one disadvantaged pupil achieved the exp standard in Reading, Writing, Mathematics and Science.

In KS2, the 3 disadvantaged children achieved in Reading, Writing and Maths 67%. In reading they achieved a 100%, in writing and maths 67%.  1 pupil did not take the maths SAT KS2 as this pupil was working well below the level , the other pupil had social & emotional problems which affected her year on year progress.

Based on the information above, the performance of our disadvantaged pupils met our expectations and in one case exceeded our expectations.  We are on course to achieve the outcomes we set for our present cohort of disadvantaged pupils 2023 - 2024.

Our evaluation of the approaches delivered in the past academic year which includes tracking intervention groups on a termly basis and pupil tracking meetings, highlights early problems for us to address.

Our budget is reduced because of our low FSM figures.  Consequently, we are having to supplement our intervention programme with targeted support from our HTAs.

Programme

Provider

After School Activities

Non Stop Action