Pupil Premium

Pupil Premium Strategy September 2020

What is Pupil Premium funding?

  • • The Government is committed to narrowing the achievement gap between the families that are on lower income households and those that have higher incomes.

 

  • • It has therefore given a set amount of money per child for every child that has been eligible for free school meals, has been in the care of the local authority in the last 6 years or has been adopted in the last 6 years.

 

  • • It is then up to the school to decide how to spend the money so that all children can reach their potential.

 

  • • Pupil Premium funding is allocated under a ‘financial year’ model rather than an ‘academic year’ model.

 

  • • Our champions for Pupil Premium children are Martin Burns (Teacher) Danielle Kenny (Attendance officer) Tabitha Smith (Head teacher), Larissa Ritchie (Staff Governor).

 

  • • We track the attainment and progress of pupils in receipt of Pupil Premium funding on a termly basis and report this to Governors

 

  • • This strategy is reviewed annually with the full Governing Body in the Summer term.

 

 

Pupil Premium Funding 2019/20
Academic Year 2019/20Total PP budget expected£56,760Date of most recent PP Review Summer Term 2020
Total number of pupils 308Number of pupils eligible for PP as of Jan 2020 45 (14.61%)Date for next internal review of this strategy Summer Term 2021

 

How did we use Pupil Premium Funding to support pupil progress and wellbeing in the year 2019/20?

 

Barriers identified during 2019/20ActionsHow did we measure this?
AComplex social and emotional needs and low levels of resilience have a detrimental impact on friendships, perception of ‘self’ and the ability to deal with disappointment.
    • • Restorative Approaches will be introduced and embedded throughout 2019/20.
    • • New approach to behaviour management and conflict resolution will be introduced in September 2019.
    • • Continue to employ a Pastoral Support Worker.
    • • Move to a new EP provider for improved advice and support.
    • • Specific 1:1 support assistant employed for our LAC pupils who display complex difficulties.
    • • This is a priority on the School Development Plan 2019/20.
Pupil voice.
Staff voice.
Reports from pastoral support worker.
BAcademic progress of our PP children in KS1 is not as strong as we want. This trend becomes minimal in KS2.
    • • How we support our EAL learners especially in the Early Years is a priority on the School Development Plan for 2019/20.
    • • Writing is a focus for development on the School Development Plan 2019/20 with specific reference to teaching and learning in KS1.
Termly Pupil Progress Meetings.
CSupporting families as a whole.
    • • Ensure that all members of staff are viewed as trusted friends.
    • • Have a network of support services to call upon
    • • Good communication with secondary schools if siblings are involved.
    • • PTA to provide a ‘hardship fund’ to cover costs of food / transport / clothing in the short term.
Report to governors.
DInvolvement in music, sport and extra-curricular activities.
    • • Continue as before to subsidise the cost of activities.
Pupil voice
Staff Voice
How do we intend to use Pupil Premium Funding to support pupil progress and wellbeing in the year 2020/21?

 

Barriers identified during 2019/20 academic yearActionsHow will we measure this?
AComplex social and emotional needs and low levels of resilience.
Such needs will have been impacted upon by lockdown and school closure. They can have a detrimental impact on relationships, self-esteem, the ability to deal with disappointment and a capacity to learn.
Schools have an important role to play in supporting all children to overcome any trauma and its resulting impact.
  • • A renewed and reinforced focus on Restorative Approach to behaviour management throughout 2020/21.
  • • New appointment of Deputy Head to provide and lead on in-house pastoral support for children.
  • • Circle time and our PHSE scheme of work to be adapted in light of lockdown by the Deputy Head to focus on our values and relationships.
  • • Return to school training undertaken by SLT
  • • Move to a new EP provider for improved advice and support.
  • Specific 1:1 support assistant employed for our LAC pupils who display complex difficulties.
  • This is a priority on the School Development Plan 2020/21.

 

Pupil voice.

Staff voice.

Dynamic assessment and feedback from SLT and teaching staff as term progresses.

BAcademic progress of our PP children in all years following the lockdown period (COVID-19)
  • • The School Development Plan for 2020/21 will focus on Reading, Writing and Maths and be developed during the course of the first half of the autumn term ensuring we focus on the identified areas of need rather than on the assumed areas of need.
  • • Interventions will be planned by teachers and delivered by a range of support staff without impacting on the access to a broad and balanced curriculum.
  • • Quality first teaching.
  • • Have termly Pupil Progress meetings with a new system of internal data analysis to ensure no group gets 'forgotten'.
  • • Tutor Trust which provided one to one tuition.
Termly Pupil Progress Meetings.
Dynamic assessment and feedback by teachers with their individual class and SLT.
CSupporting families as a whole following the lockdown period (COVID-19)
  • Ensure that all members of staff are viewed as trusted friends.
  • Have a network of support services to call upon.
  • Good communication with secondary schools if siblings are involved.
  • • PTA to provide a ‘hardship fund’ to cover costs of food / transport / clothing in the short term.
  • • Free breakfast club for PP children to ensure they are in school and have had a healthy breakfast.
  • • Attendance Officer who monitors those harder to reach families where attendance is impacted negatively.
  • • Subsidised wraparound provision for families in receipt of certain benefits.
  • • Introduction an online home learning package ready for immediate use, in case of a phase or whole school closure as a result of a national or local spike in COVID-19.
Report to governors.
DInvolvement in music, sport, forest school and extra-curricular activities
  • Continue as before to subsidise the cost of activities.
  • • Forest school champion and music workshops carried out.
Pupil voice.

Staff voice.