Pupil Premium and recovery premium
Pupil Premium 3 yr strategy - 2021 - 2024
The Secretary of State for Education sets out the following terms and conditions on which assistance is given in relation to the Pupil Premium Grant (PPG) payable to schools and local authorities.
PPG provides funding for two policies:
- raising the attainment of disadvantaged pupils of all abilities to reach their potential
- supporting children and young people with parents in, or have retired from, the regular armed forces.
The allocations descriptions are:
- Pupils in year group’s reception to year 6 as recorded as Ever 6 FSM (Current funding £1,345)
- Looked after children (LAC) defined in Children Act 1989 as one who is in the care of, or provided with accommodation by the local authority (Current funding £2345)
- Children who have ceased to be looked after by a local authority in England and Wales because of adoption, a special guardianship order, a child arrangements order or a residence order (Current funding £2300)
- Pupils in year groups reception to year 11 recorded as Ever 6 service child or in receipt of child pension from the Ministry of Defence (Current funding £310)
We therefore aim to use our funding to raise achievement and improve outcomes for pupils.
The Pupil Premium funding is used in a variety of ways in in school, in order to improve pupil attainment and to help overcome any barriers to learning.
Our specific strategy for the Pupil Premium and Recovery Premium for 2021/2022 is located here.
Our philosophy
We believe in maximising the use of the pupil premium grant (PPG) by utilising a long-term strategy aligned to the SDP. This enables us to implement a blend of short, medium and long-term interventions, and align pupil premium use with wider school improvements and improving readiness to learn.
Overcoming barriers to learning is at the heart of our PPG use. We understand that needs and costs will differ depending on the barriers to learning being addressed. As such, we do not automatically allocate personal budgets per pupil in receipt of the PPG. Instead, we identify the barrier to be addressed and the interventions required, whether in small groups, large groups, the whole school or as individuals, and allocate a budget accordingly.
Our priorities
Setting priorities is key to maximising the use of the PPG. Our priorities are as follows:
- Ensuring an ‘outstanding’ teacher is in every class
- Closing the attainment gap between disadvantaged pupils and their peers
- Providing targeted academic support for pupils who are not making the expected progress
- Addressing non-academic barriers to attainment such as attendance and behaviour
- Ensuring that the PPG reaches the pupils who need it most
Barriers to future attainment
|
Academic barriers to attainment |
Non-academic barriers to attainment |
|
Low levels of literacy |
Poor attendance |
|
Poor language and communication skills |
Poor behaviour |
|
‘Outstanding’ teaching not present in every classroom |
Lack of parental engagement |
|
Lack of targeted support |
Arriving at school hungry and not ready to learn |
|
Lack of school readiness |
Lack of focus and confidence due to poor mental health and wellbeing |
Our implementation process
We believe in selecting a small number of priorities and giving them the best chance of success. We also believe in evidence-based interventions and learning from our experiences, which is why we utilise annual light-touch reviews to ensure our approach is effective and we can cease or amend interventions that are not having the intended impact.
We will:
Explore
- Identify a key priority that we can address
- Systematically explore appropriate programmes and practices
- Examine the fit and feasibility with the school
Prepare
- Develop a clear, logical and well-specified plan
- Assess the readiness of the school to deliver the plan
- Make practical preparations
Deliver
- Support staff and solve any problems using a flexible leadership approach
- Reinforce initial training with follow-on support
- Drive faithful adoption and intelligent adaption
Sustain
- Plan for sustaining and scaling the intervention from the outset
- Continually acknowledge, support and reward good implementation practices
- Treat scale-up as a new implementation process
Our tiered approach
To prioritise spending, we have adopted a tiered approach to define our priorities and ensure balance. Our tiered approach comprises three categories:
- Quality of Teaching
- Targeted academic support
- Wider strategies
Within each category, we have chosen three interventions. This focussed approach ensures the best chance of success for each intervention.
Quality of teaching
- Teaching is simple and of high quality.
- Professional development.
Targeted academic support
- Structured interventions.
- Small group tuition.
- One-to-one support for disadvantaged pupils.
Wider strategies
- Parental engagement:
- Readiness to learn & overcoming external barriers
- Attendance
Our review process
Annually reviewing a one-year pupil premium plan and creating a new plan each year is time-costly and ineffective. This three-year approach allows us to dedicate more time up-front and introduce light-touch reviews annually.
During a light-touch review, we will review the success of each intervention, based on evidence, and determine the most effective approach moving forwards – adapting, expanding or ceasing the intervention as required.
Individual targets are set for each pupil in receipt of the PPG and their progress towards achieving these targets is analysed at the end of interventions.
The progress of pupils in receipt of the PPG is regularly discussed with subject teachers.
Once the three-year term has been completed, a new three-year strategy will be created in light of the lessons learned during the execution of the previous strategy, and with regard to any new guidance and evidence of best practice that becomes available. The headteacher is responsible for ensuring a pupil premium strategy is always in effect.
Accountability
Ofsted inspections will report on the attainment and progress of disadvantaged pupils in receipt of the PPG.
The school is held to account for the spending of the PPG through the focus in Ofsted inspections on the progress and attainment of the wider pupil premium eligible cohort; however, they will not look for evidence of the grant’s impact on individual pupils, or on precise interventions. The pupil premium spend will be reviewed on a termly basis with and end of year formal review being submitted to the local Governing Body.
Evidence based research
As a school we base our practice in evidence based research.
Feedback - https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/feedback/
Metacognition and Self-regulation - https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/meta-cognition-and-self-regulation/
Reading, Comprehension and Phonics –
https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/phonics/
Social and emotional learning - https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/social-and-emotional-learning/
Small group tuition -
Typical Lines of Funding:
- Lessons have been timetabled to allow for individual 1-2-1 and group tutoring for children.
- Parents of children have been invited to attend IEP (Individual Education Plan) meetings with the teachers to discuss ways to accelerate progress, using agreed structured plans. Teaching cover is required for this time.
- Targets have been put into home school diaries so that parents are able to support the progress of their child at home. School pays for the diaries to be published each year.
- Groups of children have been given clear steps to move forward, on a daily basis, through assessment for learning in classrooms. Booster sessions, extra support and interventions have been used.
- Assemblies and PSHE lessons have been used to help children gain awareness and develop strategies to improve their approach to learning.
- A significant amount of money has been spent to purchase ICT equipment to allow children to develop ICT skills and to use IT as a tool across the curriculum.
- Activities and equipment have been purchased for the playground and the school’s Learning Mentor has continued to be employed during this time to support positive playtimes and lunchtimes.
- Outside agencies have been purchased by school in order to support learning, behaviour and social/ emotional interaction.
- Visits have been subsidised for Pupil Premium Children and end of term treats are often paid for by school through this funding.
- In house and external sporting tournaments have taken place and children have been accompanied by adults funded by Pupil Premium money.
- All children in Y5/6 participate in swimming lessons and the Pupil Premium money ensures that all children can take part.
- Pupil Premium has been used to facilitate special days such as The Pantomime and Arts week to allow the children to develop their skills further.
- We have continued to run a breakfast club each morning which is subsidised through Pupil Premium.
- Each term several after school clubs have taken place with resources and adults supplied by school and funded through Pupil Premium money.
