The Pupil Premium is a government initiative designed to target resources on those pupils deemed to be from a disadvantaged background. Specifically, the Pupil Premium money is provided for those pupils who have been on Free School Meals (FSM) at any point over the past 6 years (Ever6) or those children who have been looked after continuously for at least 6 months (CLA).
Neither the government nor any government agencies have dictated how the Pupil Premium money should be spent, but what is clear is that the money should be used to promote strategies which narrow the attainment gap between the highest and lowest achieving pupils.
The senior leadership team will report termly to the Governing Body on the use and impact of the Pupil Premium Grant.
Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.
"Good teaching is the most important lever schools have to improve outcomes for disadvantaged pupils. Using the Pupil Premium to improve teaching quality benefits all students and has a particularly positive effect on children eligible for the Pupil Premium. While the Pupil Premium is provided as a different grant from core funding, this financial split shouldn’t create an artificial separation from whole class teaching".
Educational attainment is the best predictor that we have for determining a child's long term outcomes and therefore the allocation of the funding that we receive is determined by our school driver:
Aspirations – we aim to provide experiences which show children the wide range of possibilities available for their future.
Initiative - we aim to offer experiences which help them to become independent and resourceful learners.
We will use a tiered approach
Spending on improving teaching including professional development, training and support for early career teachers and recruitment and retention. Ensuring an effective teacher is in front of every class, and that every teacher is supported to keep improving.
2. Targeted academic support
The use of teaching assistants to provide targeted academic support, including one-to-one or small group interventions.
3. Wider strategies
Wider strategies relate to the most significant non-academic barriers to success in school, including attendance, behaviour and social and emotional support.