School aims and core values
At Walton we strive to ensure that every child is educated though an active, engaging Curriculum. We want all of our children leaving aspiring to be the best they can be, constantly challenging themselves. Our children are polite and caring, learn to be part of a Community and responsible Citizens.
We believe that strong links between home and school are essential for a child to flourish, therefore many events involve parents and carers. Our dedicated team prides itself on knowing our children and families well, working together to provide our children with the best possible futures, in a happy, secure, and caring environment.
Our school aims are:
Open your mind
Never give up
- To provide a safe, happy and stimulating learning environment that allows all children to succeed.
- To support children in becoming lovers of learning.
- To provide an engaging broad and rich curriculum that enables all learners to achieve.
- To encourage pupils to develop lively, enquiring minds .
- To promote self-esteem.
- To promote independence and perseverance and aspirations.
- To encourage the development of good citizenship.
- To maintain purposeful home/school partnerships through effective communication.
- To develop understanding and respect.
Our shared values are essential to the success for all.
Everybody has a:
- Right to learn
- Right to respect
- Right to safety
Suzie Bliss, Headteacher
Although we are a Foundation School, Essex County Council is still in charge of our Admissions process. Information on how the arrangements work can be found on the Essex County Council Website at the following address:
Parents can also call the following number: 0845 603 2200
or email: email@example.com
Pupil Premium Grant Information
Walton on the Naze Primary School is mixed form entry school in Essex, currently with 245 pupils. We have a Breakfast club which runs daily and many varied after school clubs.
We have high aspirations and ambitions for our children and we are determined to ensure that our children are given every chance to reach their full potential. Pupil premium funding is supporting us in ensuring that all children can, indeed ‘Choose their dream and chase it.’
Although the expectations for all are high, the Pupil Premium Grant helps the school to provide initiatives to narrow the attainment and achievement gap for some.
Walton is becoming increasingly popular in the local community, with the school now being a first school of choice and numbers of pupils are rising.
We are engaged in and committed to partnership working with a range of organisations which enhance our provision and supports our local community:
Tendring Primary Partnership, Teaching School Alliance, Talk for Writing Project, Voluntary Reading Help, Sing up, local Music Service, Tendring Education Trust.
Recent Initiatives / Improvements:
Increased expected and better than expected progress
Increased percentages of children working at or above age related levels (KS2 Reading and Maths)
Gap between key groups is narrowing
Earlier intervention in place in years 1/2, and EYFS (PPG Lead and Elklan)
Embedding of T4W across the school
Broader use of research to inform decision making and policy – Sutton Trust Toolkit interventions
New ICT equipment, including the use of iPads.
New EYFS area (provided correct space for additional pupils requested by County and create an inspiring Learning Environment)
Holistic Therapists, based at school, providing support for children with social, emotional and behavioural issues
Children acting as “leaders” across the school – Playground Pals
Increased sports opportunities and wins – golf, football, netball, athletics and volleyball
Objectives of Pupil Premium Spending
When making decisions about using pupil premium funding it is important to consider the context of the school and the subsequent challenges faced. There may also be complex family situations that prevent children from flourishing. The challenges are varied and there is no “one size fits all”.
Our key objective in using the Pupil Premium Grant is to narrow the gap between pupil groups.
As a school we have an improving track record of ensuring that pupils make good progress, but historically levels of attainment have been lower for FSM (eligible for free school meals) – this is also a national trend. Through targeted interventions we are working to eliminate barriers to learning and progress.
We have analysed our data and have made use of a range of research, such as, good practice in using pupil premium funding and the Sutton Trust toolkit, to inform our decision making.
In addition to this we have identified some key principles (outlined below) which we believe will maximise the impact of our pupil premium spending.
We will ensure that:
All staff are involved in the analysis of data so that they are fully aware of strengths and weaknesses across the school
We use research (Such as the Sutton Trust Toolkit) to support us in determining the strategies that will be most effective
Identification of Pupils
We will ensure that:
ALL staff are aware of who pupil premium and vulnerable children are
ALL pupil premium children benefit from the funding, not just those who are underperforming
Underachievement at all levels is targeted (not just lower attaining pupils)
Children’s individual needs are considered carefully so that we provide support for those children who could be doing “even better if…..”
Improving Day to Day Teaching
We will continue to ensure that all children across the school receive good teaching, with increasing percentages of good and outstanding teaching achieved by using our Phase leaders to:
Set high expectations
Address any within-school variance
Ensure consistent implementation of the non-negotiables
Share good practice within the school and draw on external expertise
Provide high quality CPD
Improve assessment through joint levelling and moderation
Coaching and Lesson Study approach
Training of new HLTA’s
Increasing learning time
We will maximise the time children have to “catch up” through:
Improving attendance and punctuality
Providing earlier intervention (KS1 and EYFS)
Early morning sessions (Booster and Phonics)
We will ensure that the additional support we provide is effective by:
Looking at the individual needs of each child and identifying their barriers to learning
Ensuring additional support staff and class teachers communicate regularly
Matching the skills of the support staff to the interventions they provide
Working with other agencies to bring in additional expertise
Providing extensive support for parents :to develop their own skills , to support their children’s learning within the curriculum
Tailoring interventions to the needs of the child (e.g. Targeted maths revision sessions in the afternoons for children who struggle in the main lesson, TIP’s, 1:1)
Providing pastoral and therapeutic support
This year, our aim is to further increase the percentage of good and outstanding teaching across the school through our “coaching and lesson study model” which has placed our Deputy and PPG Lead in class to release staff. Through this model, working with other schools and targeted support, we are determined to ensure that the percentage of children working at age related expectations and above and expected and better than expected progress increases.
In addition, we have adopted and are embedding a whole school approach to supporting children in developing their skills as writers though the use of talk and are investing in a catch up phonics programme and new maths interventions.
To increase parental engagement in learning, we are extending the support on offer for parents through Parent Lessons, training in the curriculum and through providing targeted parents’ meetings to support them in helping children at home. A range of sessions will be on offer such as Phonics in EYFS, Internet Safety, Knex, Family phonics and Family First Aid.
In order to develop children as Leaders and promote independence, the school will be training new children to become Playground Pals and in the use of the Peace Path.
It is clear that children who have the chance to sample a variety of experiences perform better; therefore Walton Primary will endeavour to provide these opportunities for all children.
Report: April 2017 Spending to April 2018
Allocated amount: £163,000
Educational activities and resources
Interventions and tuition
Breakfast Club /Before & after school clubs
Report: April 2016 Spending to April 2017
|Year Group||Item / Project||Cost||Objective||Outcome|
|6||Boosters HA and LA||250||Extending School Hours: Programme of revision for SATs||Increased attainment in KS2 English and Maths (Assessment Data)|
|Greater depth provision – maths / English||250||Drawing in expertise: Extended provision for higher attaining children||Increased attainment at ‘Greater Depth’|
|One to one tuition||2136||Individualising support at all levels: Targeted support for children to address misconceptions, gaps and weaknesses||Increased confidence (Discussion) Increased attainment in English and Maths (Assessment Data)|
|Small groups in writing and maths – HA and LA –in school boosters||12678||Increased attainment in writing and maths (Assessment Data)||Increased attainment in English and Maths (Assessment Data)|
|Individualised swimming support||100||Individualised approach for one non- swimmer||Increasing self- confidence and life skills|
|1/2||Precision teaching||7467||Extending School Hours: Programme of revision for SATs||Increased attainment in KS1 English and Maths (Assessment Data)|
|Small groups phonics, writing and maths||250||Individualising support at all levels Small group work to extend children’s writing and maths skills||Increased attainment in writing and maths (Assessment Data) progress (Assessment Data)|
|Gym trail and club created||100||Training for staff member to implement, cost of resources||Physical and social skills for children improved|
|Acceleread, accelerwrite||4590||Increased confidence and improved reading skills||Increased confidence and attainment in writing|
|Early intervention assessment||1000||Extending resources and using ICT to raise attainment: 5 ipads for EYFS staff to support literacy and numeracy and run ‘2 build a profile’||Increased % of children working at an Expected and Exceeded in reading, writing and number.|
|Whole school||Coaching/ Staff training||4982||Improving quality of provision in Maths and English||% children reaching age related expectations increased|
|Pupil Premium Lead||7465||Quality of provision monitored and reviewed. Reports created and individualised/ group work provided||Narrowing of the gap for PPG children|
|Targeted parents’ meetings||500||Engaging Parents in learning: Targeted parents meetings providing support / guidance with regard curriculum, children’s levels and next steps||Discussion with parents Targeted children make accelerated progress|
|Pastoral support Manager and Learning mentor||34618||Providing additional support for children with a range of needs – emotional, social, behavioural, attendance / punctuality etc.||Barriers to learning are overcome and targeted children make good progress|
|Developing children as leaders||TBA||Building Belief and extending life skills: Extending opportunities for children to take a lead across the school. Playground pal training.||Children have a range of leadership responsibilities throughout the school Children take responsibility for leading their own learning and the learning of others.|
|Residential trip school subsidy||1797||Extending school hours and building belief: Children offered residential place in multi-activity centre||Increase self confidence Greater independence Better team-working, collaborative skills|
|1:1 provisions||27160||supporting social and emotional children at risk of Permanent Exclusion||Removing the barriers to learning and supporting children’s behaviour|
|Attendance prizes/ notes home||4574||Extend provision time by increasing punctuality and attendance for all||Improved attendance and punctuality|
|Provision for SGO’s||6000||TBA|
|Phonics training session||1000||Improving phonics provision across EYFS and KS1||% children attaining phonics screening increased|
|Breakfast Club||7256||Nourishment and social setting for children. Ability to concentrate improved.||Barriers to learning are overcome and targeted children settle quickly into school.|
|Parent courses||1000||Parents are able to support their child’s learning.||Parent feedback regarding support continues to be positive|
|Cost of trips reduce for PPG children||3097||Enrichment Opportunity for all – new experiences||Increase life chances and opportunities for PPG children, All children able to attend whole school trip|