The pupil premium is a form of funding, in addition to main school funding, given to children who are eligible for free school meals, or have been in the past 6 years. Children who are from armed service families and children who were adopted from care are also eligible.
The Government believes that the Pupil Premium is the best way to address the current underlying inequalities between disadvantaged and vulnerable children and their peers. Each individual school is held accountable for how they use their Pupil Premium allocation, in order that the funding is targeted toward those pupils most in need.
It is for the school to decide how the Pupil Premium is spent. Each school is responsible for monitoring both the use of the funding and the impact it is having upon disadvantaged pupils.
Measures will be included in the performance tables that will capture the achievement of pupils covered by the pupil premium.
From September 2012, schools are required to publish online information about how the have used the premium. This will ensure that parents and others are made fully aware of the attainment of pupils covered by the premium.
We endeavour to close the achievement gap by ensuring that any pupils at risk of underachieving are identified early and support and interventions provided.
At All Saints the percentage of pupils eligible for pupil premium is 8.8%. In 2016-17 our allocation is £13,460 and it is used strategically to ensure maximum impact on attainment.
The Pupil Premium is used for;
Pupil Premium Plus – All Saints have a high number of children who are entitled to pupil premium plus as they were adopted from care. We also provide;
Impact of the pupil premium is positive for all children eligible for the funding and demonstrates good value for money.
Progress data for pupil premium children is monitored closely on a termly basis and intervention programs are planned accordingly.
The Headteacher keeps a record of all children eligible for pupil premium, provision and impact.
|Intelligent deployment of TAs in core subjects to enable teacher focus to maximise progress through a mastery approach.||Ensure all disadvantaged children are making at least good progress and are on track to attain at national expected standards in English and Maths by the end of KS2.|
|TAs deliver high quality interventions for children who require additional and different in core subjects, social and emotional health and well-being.||
Ensure learning is matched appropriately to individual pupil need and impact is maximised.
|Provide financial support for appropriate extra-curricular activities, enhancement activities, visits and before and after school provision.||Disadvantaged pupils are subsidised on educational visits and specialist enhancement activities. The impact of this support contributes to pupils’ improved confidence and social integration, and further enhances pupils’ progress.|
|All staff and governors receive training in attachment and staff employ appropriate strategies||Disadvantaged children are well supported emotionally and socially to enable them to make expected levels of progress in their learning. Governors have a good understanding of the strategies implemented in school.|
|SEMH training for interventions, use of Incredible 5 Point Scale and pastoral care and individual plans||Children have the tools to manage their emotions in the classroom and outside so that they are able to develop friendships and make expected progress in their lessons. Children are supported to de-escalate their emotions.|