Simon Bishop (Headteacher)
Woodeaton Manor School,

Tel: 01865 558722

Parents & Carers Meetings

On the 2nd Monday of every half term parents and carers are invited to attend a session covering a range of topics.
Meetings usually start at 7pm with refreshments provided.

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Pupil Premium


Headline information

  • The total pupil premium allocation for 2016-2017 was £36,765.00, with 28 pupils (some 41% of the school population) being eligible for additional funding.
  • The amount of money allocated by the school for interventions for traditionally disadvantaged groups exceeded that received in Pupil Premium funding.
  • Interventions were planned to reduce the traditional barriers to making academic progress, along with the additional emotional and social barriers that they (and the rest of the school population) face. 

The effectiveness of our pupil premium policy has ensured that:

  • The academic progress between those traditionally disadvantaged pupils and their peers continues to be negligible (it currently stands at – 0.07 of a national curriculum sublevel).
  • Out of 15 national curriculum subjects, pupils attracting additional funding outperformed their peers in nine subjects (this has increased from seven in 2015-2016). They made the same academic progress in one subject. 
  • When we look at Writing, Adopted pupils continue to close the attainment gap with their peers. The average progress in Writing by adopted pupils has increased from 0.7 in 2015-2016 to 0.9 in 2016-2017.


The Pupil Premium policy was reviewed at the meeting of the Curriculum Governors, held 12/9/2017. Please click the link to access the full report.

Pupil premium 2016-2017

Maximising the impact of the Pupil Premium involves the use of effective assessment and progress tracking procedures. Regular, systematic whole-school tracking of pupils’ progress is fundamental in raising standards and a determination that no pupil should be ‘left behind’.

Closing attainment gaps involves:

Five approaches to the Pupil Premium:

1. Early Intervention

2. Improving the impact of TA’s

  • Quality first teaching
  • Regularity of teaching - timetabling
  • Earliest possible identification
  • Involvement of parents/carers
  • Additional targeted small group/individual support
  • Evaluation of impact on progress – quality assurance
  • Ensure any intervention is effectively delivered
  • Training
  • Regular dialogue between class teacher and TA
  • Use of assessments and progress checking
  • Evaluate impact of existing TA provision
  • Use of Pupil Premium funding to deliver specific interventions
  • Joint training for TAs and teachers
  • Training
  • Track the impact


3. Building independence and self-efficacy

4. Developing speaking and listening skills

  • Classroom observations to review whether teaching consistently promotes these
  • Additional staff training in areas such as AfL, Building Learning Power, OTP
  • Teacher mentoring
  • PSHE/Citizenship teaching explicitly helping pupils develop self-efficacy (SEAL)
  • Peer tutoring
  • Feedback and marking
  • Coaching
  • Classroom observations on whether listening and collaborative skills are actively taught
  • Small group interventions on language development
  • Building vocabulary – a whole school approach
  • Circle time


5. Increasing parental engagement


  • Creating a welcoming environment
  • Attendance at pupil meetings
  • Parent/Carer support group
  • Phonecalls home
  • Pre-placement meetings
  • Home visits