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Pupil Premium

Pupil Premium

 

The pupil premium gives schools extra funding to raise the attainment of disadvantaged pupils from reception to year 11.

The government introduced a fund of £625 million in April 2011 to give schools £400 per year for:

- Every child currently registered as eligible for free school meals

Children who have been looked after for 6 months or longer

 

From April 2012, pupil premium funding was also extended to:

  • All children eligible for free school meals at any point in the past 6 years

 

In the 2014 to 2015 financial year, pupil premium funding rose to:

  • £1,300 per pupil of primary-school age
  • £935 per pupil of secondary-school age
  • £1,900 per pupil for looked-after children who:

- Have been looked after for 1 day or more

- Are adopted

- Leave care under a Special Guardianship Order or a Residence Order

 

School accountability for the pupil premium

The pupil premium is paid to schools as they are best placed to assess what additional provision their pupils need.

Ofsted inspections report on how schools’ use of the funding affects the attainment of their disadvantaged pupils.

We also hold schools to account through performance tables, which include data on:

  • The attainment of the pupils who attract the funding
  • The progress made by these pupils
  • The gap in attainment between disadvantaged pupils and their peers

 

 

 

 

Coningsby St. Michael’s CofE Primary School

Pupil Premium Strategy 2016-2017

 

Closing the attainment gap:

At Coningsby CofE Primary School, we pride ourselves on having high aspiration and ambition for all pupils, regardless of their background. We operate a no excuse culture, setting children up to have the skills, knowledge and confidence to succeed.

 

We have high expectations for all of our pupils, and believe that with great teaching and a lot of love and care, every child can fulfil their potential. Some interventions are adopted on a whole school basis and are not restricted to FSM registered pupils only. However, the implementation of some intervention programmes would not have been possible without the Pupil Premium. The majority of school strategies are targeted towards improvement in the attainment and progress of pupils.

 

A number of these key strategies are resourced from the schools’ main budget, including smaller class sizes, educational support staff and an intervention programme. We have allocated the additional Pupil Premium funding to specific initiatives to support the most disadvantaged pupils. The key objective is to narrow the gap between pupil groups.

 

The achievement of our pupils is good-however levels of attainment are lower for some children who are eligible for FSM. While we recognise that this is a national trend, we are committed to doing everything we can to close this achievement gap, particularly in reading at the end of Key Stage 2.  Through the application of high quality programmes and provision overall, we aim to eliminate barriers to learning and progress.

 

The use of targeted interventions is also important. Children who start with low attainment on entry will need to make accelerated progress in order to reach at least age-related expectations. It is also important that low attaining pupils grow in confidence and independence. Therefore, quality social experiences in and outside school can also have a significant impact. It must also be remembered that there can be children who, whilst being eligible for FSM and Pupil Premium, are not low attaining but may not be maximising their full potential. We must therefore never confuse eligibility for the Pupil Premium with low ability. We must focus on supporting all disadvantaged children to achieve the highest levels.

 

Summary of the main barriers faced by eligible pupils:

*Pupils who have suffered early trauma and experience on-going attachment issues - this includes pupils with emotional and developmental delay

*Delays in social/emotional/behavioural development

*Cognitive delay

*Medical conditions which can impact on attendance and thus learning

*Language barriers

 

How the allocation will be spent:

* Providing small group/individual interventions with an experienced teacher or T.A.

* 1 to 1 support with a qualified teacher

* Booster classes with TAs & Teachers

* Educational visits and workshops, including residential visits

* Extra-curricular clubs

* Learning support mentor in a designated area to focus on emotional needs.

* Training and support from professionals eg Educational Psychologists, Casy Counselling, SALT, SSAFA and BOSS

* Purchasing particular resources to engage children in emotional discussion.

* Outdoor learning environments to enthuse children in extra curricular activities.

* Pink slip system to tackle daily misconceptions observed during class time. 

 

 

How Impact will be measured:

* Teachers will use Individual Educational Plans to measure the progress to meet outcomes set through EP reports as well as other agencies, and targets set within the classroom

* Evidenced based interventions - before and after impact

* Pupil Progress meetings each half term will inform impact on progress and attainment through class room interventions, 1:1 etc. and will inform next steps

* End of Year standardised tests will also inform teacher assessment throughout the year