Pupil Premium

Pupil Premium Progress

Schools receive a payment, or Pupil Premium, for each child who is registered for free school meals and those who have been in continuous care for six months or more. The pupil premium was introduced in April 2011 and is allocated to schools to work with 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. Schools, head teachers and teachers will decide how to use the Pupil Premium allocation, as they are best placed to assess what additional provision should be made for individual pupils.

Source DfE website.

Funding allocation and school context 

Academic Year Allocated Pupil Premium funding Pupils on Role Proportion of eligible pupils 
2019 – 20 £2,690 101 7%
2020 – 21 £7,622 97 5%
2021 – 22 £6,6725 101 5%

Pupil Premium Statement 2021-22

Provision 2020-21

PPG was used for a range of resources, activities and interventions to raise attainment of disadvantaged pupils. These included:

  • Additional teaching and support staff to provide targeted intervention
  • Staff training for relevant intervention programmes to provide 1:1 and small group interventions
  • Online resources to support spelling and reading 
  • Time for SENDCo to review, monitor impact of interventions
  • Financial support for educational trips including residential visits
  • Payment for  School Meals
  • Provision of in-school enrichment activities
  • Financial support for extracurricular activities 
  • Financial support for music tuition 
  • Assistance with purchasing uniform 
  • Provision of tools to support emotional regulation and well-being
  • Establishment of a mentoring programme
  • Staff training and resources to establish Zones of Regulation across the school

During lockdown, all PPG pupils were invited into school. Most took advance of this offer.  Those who not able to, received personalised remote learning. This included: additional support and monitoring by class teaches and SENDCo, purchase and delivery of  resource to support learning.

Impact 2020-21:

When schools were in lockdown due to the COVID-19 pandemic, support for disadvantaged and vulnerable pupils was a priority for the school. Consequently:

  • All disadvantaged pupils were offered the opportunity to attend school.
  • Hot lunches were provided for all pupils in school and vouchers for eligible pupils remaining at home.  

When pupils returned to school for in-school learning. 

  • 1:1 support and targeted interventions continued, staff received addition training to ensure delivery of these we of a high standard.
  • Additional resources were purchased to support learning. In some instances, these were also to support well-being; help with focus in class; and enable better emotional self-regulation.
  • A mentoring programme was piloted whereby PPG pupils we prioritised.  Feedback from pupils, staff and parents has led to this being rolled out to other pupils across the school.
  • Financial support has enabled pupils to engage in learning musical instruments, consequently they have been able to continue learning and progressing broadening their life experiences.

Provision 2019-20

PPG was used for a range of resources, activities and interventions to raise attainment of disadvantaged pupils. These included:

  • Provision of 1:1 and small group support through employment and training of additional support staff
  • Financial support to enable access to extracurricular activities, both those provided by the school and by external agencies
  • Financial support for educational visits both single day trips and residential visits eg to RAF Museum Hendon and the Roald Dahl Museum and residential trips in the Isle of Wight and with PGL
  • Provision of enrichment activities to build confidence and self-esteem
  • Access to online resources to support learning in curriculum areas and specific resources during lockdown
  • Provision of after-school ‘learning club’ 
  • Specific therapy to support emotional resilience and self-esteem
  • Free School Meals

Impact 2019 – 2020

During the national lockdown due to the COVID-19 pandemic, support for disadvantaged and vulnerable pupils was a priority for the school. Consequently:

  • All disadvantaged pupils were offered the opportunity to attend school as part of the key worker bubbles
  • Technology was offered to pupils who had limited or no access to devices at home
  • Hot lunches were provided for all pupils in school and vouchers for eligible pupils remaining at home
  • 1:1 support continued once more pupils returned to school from June 2020
  • Attendance improved for identified pupils once more pupils returned in June 2020 and parental support continued to be provided

Prior to lockdown:

  • Pupils attended clubs both before and after-school who had not done so previously
  • Interventions from September to March were effective, with regular review monitoring by SENDCo
  • Summative assessments were not completed due to COVID-19 therefore attainment and progress measures are not available
  • Attendance improved where it had previously been a concern

What are the main barriers to achievement for disadvantaged pupils?

  • Emotional well-being and anxiety
  • Limited access to opportunities to broaden learning experiences
  • Limited support at home for reading and homework including accessing online learning resources
  • Low expectations of what pupils can and should achieve by self and parents
  • Low resilience and self-esteem
  • Stamina for writing and reading

 

Lorna Elkes (Headteacher)  November 2021