Pupil Premium

Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.

 

What is Pupil Premium?

 

The Pupil Premium was introduced in April 2011 and is allocated to schools to improve the achievement of pupils who have been registered for free school meals at any point in the last six years (known as “Ever 6” FSM). Schools also receive funding for children who have been “looked after” continuously for more than six months, and children of service personnel.

 

Why has it been introduced?

 

The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their peers by ensuring that funding to tackle disadvantage reaches pupils who need it most.

 

Who decides how the money is spent?

 

In most cases the Pupil Premium is paid directly to schools, allocated to them for every pupil who receives free school meals. Schools decide how to use the funding, as they are the best placed to assess what their pupils need.

 

How are Schools accountable for the spending of Pupil Premium?

 

They are held accountable for the decisions they make through:

 

• The performance tables which show the performance of disadvantaged pupils compared with their peers.
• The new OFSTED inspection framework, under which inspectors focus on the attainment of pupil groups, in particular those who attract the Pupil Premium.
• This report - which makes our spending plans public and approach for improving provision clear.

Pupil Premium Mission Statement

 

• Ensure all teachers have high expectations for all pupils, especially those known to be eligible for FSM, and be aware of expected rates of progress
• Know the vulnerabilities of all PP pupils and potential barriers to learning whilst regularly reviewing progress
• Assessing and tracking the progress of pupils known to be eligible for FSM, and link tracking data with attendance and punctuality data
• Analyse contextual date to discover whether PP pupils also fall into other vulnerable groups, for example: SEN, EAL
• Use evidence from data to make decisions about future provision
• Make appropriate modifications to high quality whole class teaching, including guided work, to suit individuals
• Ensure pupils have opportunities to apply and consolidate learning in a range of contexts in whole class teaching
• Share with colleagues successful practice which raises attainment of vulnerable pupils
• Evaluate the impact of the quality of provisions for PP pupils through work scrutiny and observations
• Share information about pupil progress with parents/carers; explain and discuss any additional provision being offered and encourage parents to support their children to achieve their aspirations