Menorah Primary School

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Menorah Primary School - Pupil Premium 2018 - 2019

Menorah Primary is a two form entry primary school with a full time nursery attached. The school day begins at 8:40 am and ends at 3:45pm for the Nursery and Infants, and at 4:30pm for the Juniors.  

We are a high performing school. Our aim is to provide a high standard of education for all children regardless of their age, ability and SEND. Our provision map is comprehensive, providing intervention throughout the school.

 Key Facts

  • The school was judged to be Outstanding by Ofsted in 2012 and is oversubscribed.
  • The school received a Certificate of Recognition from The Mayor of London celebrating our achievement under The Schools for Success Programme in 2018. This award recognised our exceptional work in sharing good practice and helping to boost education for low achieving pupils.
  • Over the last five years the school has remained in the top 10th percentile of schools in the country.
  • At KS1 100% of disadvantage pupils achieved the expected level in reading, writing and maths.
    • o 60% of disadvantaged pupils at the end of KS2 are achieving the expected standard in reading, writing and maths. Of the 60% one pupil achieved Greater Depth in all three subjects.
    • o Of the 40% who did not achieve the expected level one pupil reached the expected level in maths. Another pupil was not in school for an entire year before the SATs.
  • We work closely with outside agencies in order to maximise our pupils’ potential.
  • The school takes an active part in teacher training and has trained students form the SCITT Programme and Middlesex University.


Pupil Premium Grant Expenditure - Autumn 2018 - 2019

Overview of the school

 Number of pupils and pupil premium grant (PPG) received

 Total number of pupils on roll


 Total number of pupils eligible for PPG


 Amount of PPG received per pupil


 Total amount of PPG received




Targets and Aims for our PPG budget

  • To narrow the gap in attainment for children from low-income families by providing them with appropriate interventions to target their needs.
  • To provide one to one therapies and specialist teaching to pupils who require these interventions but do not qualify for LA support.
  • 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 2018 - 19

Summary of spending and actions taken:

  • Additional support from Child and Adolescent Psychotherapist for pupils who require social and emotional support.
  • One to one support from Teaching Assistants
  • Providing differentiated intervention 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 childrens’ social skills and emotional resilience.
  • 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.

 Curriculum focus of PPG spending 2018- 19 

Projected Full Year

Intervention from a Dyslexia Teacher,  (Pro rata of salary)



After School Clubs



Intervention of Child and Adolescent Psychologist,  (Pro rata of salary)



Specific Phonics Support,  (Pro rata of salary)



Booster Literacy Support,  (Pro rata of salary)



Legadel Intervention



 Total spending




The impact of our PPG allocation

Menorah Primary School’s budget for PPG and FSM is very low compared to the national average 

The school’s deprivation indicator over the last three years (up until 17-18) is 0.08 compared to the national average of 0.21. However, Menorah’s aims and aspirations for all our children has had a positive impact on pupil’s attainment.






Impact of pupil spending and monitoring strategies:

  • A wide range of data is used - achievement data, pupils' work, observations, learning walks, case studies, staff, parent & pupil voice.
  • Assessment data  is collected half termly so that the impact of interventions can be monitored regularly at the Pupil Progress meetings each term.
  • Interventions are adapted or changed if found to be not working.
  • Analysis of impact of intervention is done through the school’s assessment software – Routemap.
  • Focused meetings with specialist teachers and therapists take place each term.  The rate of each pupil’s progress is discussed and analysis of the intervention is monitored.