What is Pupil Premium?

Schools receive additional income called the Pupil Premium. This money is allocated by the Government to help schools support children from low income families and children in care. The amount of additional funding is based on the number of children who have been entitled to free school meals at any time in the last 6 years. Children who have been Looked After Children for one day or more, were adopted from care or are under a special guardianship arrangement also benefit from the Pupil Premium.

Nationally, Pupil Premium children achieve less well compared to their peers at the end of Foundation Stage, Year 2 and Year 6. Pupil Premium money has been given to schools to help schools narrow the gap.

"Disadvantaged children" is used by the Government and Ofsted to refer to only those children who received additional Pupil Premium funding. We recognise that other may in fact be disadvantaged and we provide support for them through our other income from the Government.

In 2020-21 we receive £1320 Pupil Premium funding per child.

Our Pupil Premium funding for 2020 - 21 is £143,915.

What is the profile of Pupil Premium Children? (September 2020)

This group has a disproportionately large number of children who are on the SEN register without a Statement or EHCP compared with the rest of the school. This group requires additional interventions but does not receive additional funding over and above our notional SEN grant.

Out of the 15 children on roll who are Looked After Children, have a Child Protection Plan, Child in Need Plan or CAF, 7 out of 17 are Pupil Premium children (70%). A much higher % of our children with Social Services involvement are DA than non-DA. We see a disproportionately high level of frequent social and emotional issues or risk of harm at home leading to mental health and behaviour issues.

A lower percentage of this group have English as an additional language compared to the whole school.

Barriers to learning and provision to support:

• Frequent social and emotional issues or risk of harm at home leading to mental health and behaviour issues. Many children in this group require pastoral and therapeutic input. We provide this from our Learning Mentor Team, Pastoral Care Worker, and our HEWS worker.
• Special education needs without a statement or EHC plan is common in this group. This group requires evidence-based interventions led by trained support staff, such as Dragon Quest and 1^st Class at Number (EEF effectiveness: Remarkable). Termly intervention analysis is completed to track progress and impact.
• We fully recognise the importance of Quality First Teaching in supporting all of children in making progress, achieving at expected levels and so having improved life chances. We have invested heavily in professional development for staff so that all children have high quality teaching in their lessons. This includes weekly staff meetings for all staff, external courses where these meet an identified need, demonstration and team teaching led by members of SLT and opportunities to observe other effective teachers.