Pupil Premium

What is it?

The Pupil Premium is funding allocated to schools for the specific purpose of boosting the attainment of pupils from disadvantaged families. Funding is based on children who have registered for free school meals at any point in the last 6 years, children that are in care or adopted and children whose parents are currently serving in the armed forces. For the 2021-22 academic year, additional funding for the support of disadvantaged pupils is available through the Recovery Premium, for use alongside the Pupil Premium.

Why is the Pupil Premium in place?

The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address  underlying inequalities between disadvantaged children and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most. Whilst schools are free to spend the Pupil Premium as they see fit, they are required to publish their strategy online.

For the academic year September 2020 to July 2021 our school received £326,835 of Pupil Premium funding.

For the current academic year (September 2021 to July 2022) our school will receive £335,465.of Pupil Premium funding, alongside £36,105 of Recovery Premium. The percentage of pupils eligible for Pupil Premium is 39%.

What are our main barriers to disadvantaged children's progress?

  • Many of our children have gaps in their learning, arrive in school not at normal transition points and are generally well below age-related expectations when they start school. This has been exacerbated by the COVID-pandemic, with disadvantaged pupils often being disproportionately affected. Our data shows that, whilst some attainment gaps have continued to close, others have widened when compared to pre-pandemic end-of-year data. Therefore, our Pupil Premium Strategy will focus on ensuring all disadvantaged children receive consistently high-quality personalised teaching and learning that ensures they make accelerated progress.
  • Our assessments and observations show that for many of our children, limited vocabulary, poor phonics and/or poor oracy skills are a barrier to their progress and attainment. This is the case both for our pupils for whom English is a first language and for our EAL and NtE pupils. Therefore, our Pupil Premium Strategy will focus on improving disadvantaged pupils’ vocabulary, reading and oracy skills to support their whole curriculum learning and development. 
  • Our discussions and observations show that many children have limited access to wider life and extracurricular activities. This further limits their vocabulary, wider knowledge of the world and ability to attach their learning to prior experiences. Therefore, our Pupil Premium Strategy will focus on improving disadvantaged children's access to a wide variety of life experiences and extracurricular activities.
  • Attendance and punctuality is a barrier for some of our most disadvantaged children. The attendance of pupil premium children at the end of 2020/21 was 1-2% lower in all year groups than their non-PP peers and below national averages (in 2018/19, attendance of PP children was generally equal to, or in some cases slightly higher, than non-PP). A higher percentage of PP children are also persistent absentees when compared to their non-PP peers, which impacts on their progress, attainment and wider wellbeing. In addition to lower attendance rates, the families of some of our most disadvantaged children struggle to provide uniform, equipment and to ensure that their children arrive at school ready to learn. Therefore, our strategies will provide mechanisms and support for children and families to ensure that children can arrive on time, with good attendance, ready to learn and feeling a part of their school community.
  • Many of our children enter school with social, emotional, physical and mental health needs, and require support with their mental health and wellbeing in order to be able to access and participate in learning. This, similarly to Challenge 1, has also been heightened as a result of the COVID pandemic, as is demonstrated in pupil and parent surveys. Therefore, our Pupil Premium Strategy will focus on improving the mental health and wellbeing of all children and will, in particular, support disadvantaged children and families. 

What are we spending our Pupil Premium on this year?

  • Employment of HLTAs to support quality first teaching in classrooms as well as delivering targeted support and intervention.
  • Provision of school-led tuition to support COVID recovery.
  • Provision of targeted nurture groups.
  • Provision of before school and lunchtime social and emotional intervention groups.
  • Free Breakfast Club for eligible pupils.
  • Free after-school tuition and enrichments clubs.
  • Free holiday clubs for eligible pupils.
  • Subsidised trips and extra-curricular experiences for eligible pupils.
  • Provision of free uniform and bookbag for eligible pupils.
  • Purchase of diagnostic assessment materials to support identification of learning gaps.
  • Purchase of online software for production of visual and bilingual resources.

Summary of Outcomes 2019                         

                                               

School Results

2019

National Results 2019

  Disadvantaged  children

Non disadvantaged children

Non disadvantaged children

Foundation Stage    

 

 

 

Good Level of Development 

59%

61%

71%

Key Stage 1 Phonics

 

 

 

Year 1 Phonics Pass     

79%

72%

82%

Key Stage 1

 

 

 

RWM Expected Standard

35%

66%

65%

Reading Expected Standard

35%

82%

75%

Writing Expected Standard

45%

74%

69%

Maths Expected Standard

45%

74%

76%

Reading Greater Depth

19%

27%

28%

Writing Greater Depth

13%

20%

17%

Maths Greater Depth

19%

20%

24%

Key Stage 2

 

 

 

RWM Expected Standard

55%

57%

68%

Reading Expected Standard 

61%

66%

76%

Writing Expected Standard

68%

75%

81%

Maths Expected Standard

59%

66%

82%

EGPS Expected Standard

73%

73%

81%

Reading Higher Standard

23%

27%

32%

Writing Greater Depth 

16%

16%

24%

Maths Higher Standard

16%

19%

31%

EGPS Higher Standard

 

 

 

Reading Progress

-0.1

+0.4

-0.6

Writing Progress

+1.0

+1.0

-0.5

Maths Progress

-0.8

-0.6

-0.7

Attendance

 

 

 

Attendance

95.6%

96.1%

96%

Persistent Absentees > 10%

4%

2%

8.8%