Pupil premium is funding [from the government] to improve education outcomes for disadvantaged pupils in schools in England. Evidence shows that disadvantaged children generally face additional challenges in reaching their potential at school and often do not perform as well as other pupils.

(Department for Education, 2022)

Funding is allocated to pupils who:

• are eligible for free school meals, or have been eligible in the past six years
• are adopted from care or have left care
• are looked after by the local authority
• have parents in the armed forces

School funding may be spent on pupils who do not meet the eligibility criteria, but who require additional support, for example, pupils who:

• are acting as a carer
• are in, or have been, in contact with a social worker

 

We use the Education Endowment Foundation (EEF) Guide to Pupil Premium, using the tiered model and menu of approaches.

High Quality Teaching

Ensuring an effective teacher is in front of every class, and that every teacher is supported to keep improving, is the key ingredient of a successful school and should rightly be a top priority for pupil premium spending.

Targeted Academic Support

Evidence consistently shows the positive impact that targeted academic support can have, including on those who are not making good progress, or those who have been disproportionately impacted by the effects of the pandemic. Considering how classroom teachers and teaching assistants can provide targeted academic support, such as linking structured small group interventions to classroom teaching and the curriculum, is likely to be an essential ingredient of an effective pupil premium strategy.

Wider Strategies

Wider strategies relate to the most significant non-academic challenges to success in school, including attendance, behaviour, and social and emotional support, which also may negatively impact upon academic attainment.

(EEF Guide to Pupil Premium, 2022)

We are committed to ensuring that all children achieve their academic, artistic and sporting potential as well as ensuring that their pastoral needs and wellbeing are supported. We aim for all pupils eligible for Pupil Premium funding to achieve in line with their peers, including academic achievements and within their own personal and social development.

• A lack of social and emotional tools for self-regulation
• Low attainment (children not meeting the expected standard) in Writing, Reading and Maths
• A lack of funding for trips and visits
• A lack of funding for extracurricular opportunities such as clubs
• A lack of parental engagement and/or support for home learning
• Spoken language and communication
• Punctuality and readiness to learn upon arrival

In Order To Address These Barriers, We Use Our Funding In The Following Ways:

• A school-based, designated Teaching Assistant who engages with children on a 1:1 and small group basis. The aim is to support children with identified needs, both academic and social
• Financial support towards trips, visits, events, school uniform and extracurricular clubs
• Play Therapy to address children’s social and emotional concerns as well as their wellbeing
• 20 day challenges, focusing on specific next steps for children
• Continued Professional Development (CPD) for all staff, using evidence-based approaches
• Sensory Circuits is run twice a week, before the start of school, supporting children to focus and be ready for their learning
• A designated Meal Time Supervisor, who supports children with their social interactions and opportunities during lunchtime

• Pupil voice 
• Progress and attainment data
• Teacher/TA observations
• Attendance data
• Book look and learning walks
• Behaviour records and logs

In the current academic year (2023-2024) the funding allocation is £28,240.00