Pupil Premium

Pupil Premium Policy

OVERVIEW:

The Pupil Premium was introduced in April 2011, and paid by means of a specific grant based on school census figures for pupils.

Pupil Premium is calculated in a number of ways. By the number of FSM children at the school in addition to the number of looked after children, who attend the school. A premium has also been introduced for children whose parents are currently serving in the armed forces. This service premium is designed to address the emotional and social well-being of these pupils.

The Pupil Premium is additional to main school funding and it will be used by this school to address any underlying inequalities between children eligible by ensuring that funding reaches the pupils who need it most.

OBJECTIVES

    • The Pupil Premium is used to provide additional educational support to improve the progress and to raise the standard of achievement for these pupils ;
    • The funding is used to narrow and close the gap between the achievement of these pupils and their peers ;
    • As far as its powers allow the school will use the additional funding to address any underlying inequalities between children  eligible for Pupils Premium and others ;
    • We will ensure that the additional funding reaches the pupils who need it most and that it makes a significant impact on their education and lives.
    • STRATEGIES
    • Pupil Premium is clearly identifiable within the budget ;
    • The Head teacher, in consultation with the governors and senior  staff, will decide how the Pupil Premium is spent for the benefit of entitled pupils ;
    • The school will assess what additional provision should be made for the individual pupils ;
    • The school will be accountable for how it has used the additional funding to support the achievement of those pupils covered by  the Pupil Premium and the Head teacher will report to the governing body on how effective the intervention has been in achieving its aims;
    • We will ensure that governors and others are made fully aware of the attainment of pupils covered by the Premium ;
    • We will seek to further develop strategies and interventions which can improve the progress and attainment of these pupils ;
    • We will monitor evaluate and review the success of the impact of the pupil premium funding. This policy will play an important part in the educational development of the individual pupils who are entitled to the Pupil Premium.
    • Quality First Teaching is Key.  However if a pupil has been identified as underachieving, or  possibly having special educational needs,  they will be closely monitored by teaching staff in order to gauge their level of learning and possible difficulties. Parents will be informed fully of every stage of their child’s development and the circumstances under which they are being monitored. They are encouraged to share information and knowledge with the school.

Financial year 2017 to 2018

    • In the 2016 to 2017 financial year, schools will receive the following funding for each child registered as eligible for free school meals at any point in the last 6 years: £1320
    • Through wise use of this additional funding we are fully committed to ensuring that the individual needs of each entitled child are met. As a result of the additional funding, these children will make better progress and achieve higher standards that would have been likely without it.
    • The child’s class teacher will take steps to provide differentiated learning opportunities that will aid the pupil’s academic progression and enable the teacher to better understand the provision and teaching style that needs to be applied. Interventions will be monitored, progress assessed and adjustments to differentiation made where necessary.
    • Any pupils who are falling significantly outside of the range of expected academic achievement in line with predicted performance indicators and grade boundaries will be monitored by the Headteacher, the class teachers and Ms Jones the SEN lead, and interventions put in place.
    • We will ensure that these pupils are treated equally and as favourably as others and that the additional funding is used well to address the challenges they face. The school will use the additional funding to promote the achievement and progress of all entitled pupils, paying particular regard to the effectiveness of quality first teaching for all vulnerable groups, including pupil premium.

 

  • £1,320 for pupils at Primary School who have ever qualified for the premium, even if the family is not currently in receipt of the premium
  • Children who have been in local-authority care for 1 day or more also attract £1,900 of pupil premium funding.
  • Schools will also receive £1,900 for each pupil identified in the spring school census as having left local-authority care. Funding for these pupils is managed by the virtual school head (VSH) in the local authority that looks after the child.
  • In 2017/2018 Bitterley Primary Academy should receive approx £16,000

2017/2018 Pupil Premium Plan

This income will be used in a variety of ways including:

 

1 to 1 tuition in Reading, writing and Maths.  
1 to 1 therapy support – we a very fortunate to have a member of staff who is very experience in this area.  
Training for all staff. TAs and teachers receive the same training in approaches in the understanding of Attachment Difficulties.
Music lessons – we offer guitar, violin, trumpet and piano lessons. For these pupil premium children who do not necessarily need additional academic support, this is a great opportunity to broaden their learning experience.   
Support with uniform or equipment needs.  
Residential Trip Support  
Transition Preparation. Supporting children through transition into our school or transition to another school (such as Secondary School) is vital. We will use PP to support this.  
This is not an exhaustive list. The funding may also be used in other ways, according to need.

What are the barriers for educational achievement faced by  PP pupils?

Barriers vary according to individual circumstances, hence our personalised approach. Barriers include: mobility, specific learning needs, poor higher order comprehension skills and other specific barriers not named here as they would identify children.

How will we measure the impact of our approach?

Impact will be measured on a daily basis by teaching staff. It will be measured weekly by staff in staff meetings as a standing agenda item. It will be measured during the 30 day and 60 points in the assessment cycle during progress meetings. It will be measured in many other ways including less quantitative but tangible ways such as participation in class time, attitude towards learning, etc.