Our Principles of Pupil Premium Spending
The funding received from Pupil Premium is allocated throughout the school year. We follow our whole school ethos of high achievement for all when allocating this funding and regularly measure, discuss and review the impact of our actions in order to continually improve.
The whole staff recognises the need to ensure that PP (Pupil Premium) pupils reach their full potential and support them with any barriers to progress and attainment. We analyse data on a termly and sometime half termly basis in order to identify any underachievement and start work on overcoming this as soon as possible. We recognise that barriers to achievement take a variety of forms and will do whatever it takes to support a child, both in and out of the classroom. This is reflected in the school improvement plan.
By following the Key Principles below we believe we can maximise the impact of our pupil premium spending:
Building belief in themselves as learners
Analysing data to check effectiveness of interventions/projects
Identification of pupils individual needs
Improving day to day teaching through a focus on clear pupil feedback and advice for improving their work.
Maximising learning time
Going the extra mile
Monitoring and evaluation to check effec:veness of interven:ons/projects
Leadership and Management:
PP children are regularly targeted and tracked thoroughly to ensure that they make good progress in line with their peers. Pupil Progress meetings are held termly (more regularly for Years 2 and 6) and PP children are discussed individually
School adjusts techniques constantly, rather than waiting until after interventions.
The Lead Learning Mentor supports PP children, working outside the classroom with children and their families.
In order to raise self-esteem and give opportuni:es to develop speaking and listening skills, we ensure the proportion of PP children who are chosen to be monitors and visitors guides at least matches the proportions of the school population.
We ensure that PP children are well represented in the decision making processes of the school, so, for example, they are coached and mentored to enable them to be active participants of the school council.
The Assistant Head for Inclusion oversees the organisa:on of all additional provision, allocating resources purposefully and monitoring and evaluating impact. This work is done in close consultation with the Headteachers.
There is a link governor for PP children who monitors the provision and its impact.
The School Improvement Plan (SIP) includes actions to ensure long term strategic planning to narrow the attainment gap.
Members of the Senior Leadership team prepare information for parents and governors.
PP children are recorded and tracked separately on the school assessment systems.
PP children who attained highly at KS1 are tracked to ensure their high attainment is maintained throughout KS2.
The Assistant Head for inclusion looks at pupils who are both PP and have special educational needs or a disability.
Class Level Provision:
All teachers and support staff know who the PP pupils are in their class and take responsibility for their progress. If there are barriers to learning, they find ways that these can be overcome. There is a Focus on high- quality teaching, rather than relying on interventions to compensate. Children will then receive some/all of the following support.
• Individual tuition
• Focused feedback on how to improve work
• Adult mentors
• Pre-teaching/enrichment/trip to ensure full access to the curriculum •Language/vocabulary enrichment focus
• Reading buddies and buddy class sessions
• Booster groups
• Targeted adult support in small groups
• Additional TA hours
School tracks the uptake of all Out of School Learning for PP children. We remove barriers to partcipation by:
- Funding places in school-run clubs for sports and other activities.
- Funding places at the breakfast and after school clubs.
- Subsidising school trips and journeys
- Looking outside school for opportunities