Pupil Premium

Pupil Premium Funding

 

The government continues to provide funding targeted at addressing underlying inequalities and aiming to tackle the disadvantages that some children experience in life.  Statistics show a gap between achievements of pupils who come from lower income families and their same ability peers.

 

Pupil Premium Payment is an amount of money made to schools for each pupil who meets the following criteria:

 

  1. children who have or have had Free School Meals in the last six years (FSM)
  2. and any children who are in care or have been adopted from care (LAC)

These children are now referred to as Disadvantaged Learners (DL)

 

Children from a service family receive a lower pupil premium and their performance is not measures on the same basis as those considered to be disadvantaged (mPP)

 

As a school we use this money carefully to ensure that those children it is provided for get the best support possible. Some children who are eligible for the pupil premium perform well at school and have no need for extra support, whilst other children who do not qualify for the pupil premium urgently need extra and specific support.  The funding is channelled to support all those children who need extra support in school, rather than only those who are eligible for the pupil premium.  Our continuous emphasis on raising the standards of all children directly benefits children in receipt of the pupil premium.

 

Use of Pupil Premium funding

 

There are four broad areas in which we use the pupil premium:

 

  1. Direct interventions, 1-1 or small group, with teaching assistants and teachers to improve achievement.
  2. Good staff to pupil ratios within each class so continual support is available. Where possible, children benefit most from being in class and not being withdrawn. They benefit from inclusion, involvement in higher level discussions between teachers and peers and do not feel isolated.
  3. Curriculum enrichment such as trips, clubs and music lessons. It is important to provide children who may not experience some out-of-school learning opportunities with occasions to develop their knowledge and experience of the world and help them develop particular interests
  4. Specialist support for emotional and behavioural issues.

Use of Military Pupil Premium funding

 

Pupil premium funds have been used in two ways. Firstly to provide Teaching Assistants to support classes with service children pupils. This has allowed for careful planned targeted support for the classes addressing the needs of all children and supporting the integration into the class of the service children. The funds have also been used to allow TAs to work on a one-to-one basis with service children if extra intervention is required.

 

We decided how to spend the money by reviewing the needs of service children and the impact their presence in class had on the other pupils, i.e with behaviour, ability or simply due to increased numbers.  It was decided that in our mixed year classes the numbers and spread of ability made it important to provide TA support across the class in two classes. We also reviewed the needs of the individual service children and looked at the specific requirements of their needs.

 

Pupil Premium Grant Expenditure 2017 – 18

 

Pupil Premium Grant Expenditure 2018 -19

 

Pupil Premium Grant Expenditure 2019 – 2020

Impact of Pupil Premium Spending

 

The school has rigorous and thorough tracking systems in place to evaluate performance and progress of individual pupils over time. This ensures that any areas of improvement are quickly identified and measurable strategies are in place to monitor outcomes for pupils.

 

Pupil progress is monitored and analysed termly and interventions put in place to narrow the gap for Pupil Premium children.  The impact of interventions is monitored half termly and evaluated to ensure the desired impact is effective.

 

A range of indicators is used to analyse the impact of Pupil Premium Spending including:

 

  • End of Key Stage data
  • Phonics outcomes
  • EYFSP attainment and progress from baseline
  • Intervention analysis and outcomes
  • Evidence from learning walks, work scrutiny and lesson observations
  • Termly in-year attainment data
  • SEND progress data

 

https://www.gov.uk/guidance/pupil-premium-information-for-schools-and-alternative-provision-settings#using-the-pupil-premium-effectively