Pupil Premium Policy
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.
- 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.
- 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 Teachingb) 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.d) 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 2016 to 2017
- 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:
- 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 in reception year to year 6
- £935 for pupils in year 7 to year 11Children 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 2016/2017 Bitterley Primary Academy should receive £17,320.
2016/2017 Pupil Premium Plan
This income will be used in a variety of ways including:
|Specialist family maths intervention External Consultant Link – Kate Robinson. Children involved in this program last year achieved better than expected progress in Maths. In addition, all children who took part tangibly changed their approach to learning to ‘I can’.|
|Teaching Assistant Support – targeted intervention based on our ‘3 cycle’ assessment approach of 60 days.|
|Training for all staff. TAs and teachers receive the same training in approaches eg use of the White Rose resources in maths which enables all staff to use the same methods and strategies. This provides clarity and consistency for children.|
|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.|
|1 to 1 therapy support – we a very fortunate to have a member of staff who is very experience in this area.|
|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.|
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 aa standing agenda item. It will be measured during the 30 day and 60 points in the assessment cycle during progress meetings.
|Pupil Premium Report – 2015/2016|
|How much money did we receive 2015-6?
We received receive a total of £ 21,400 PP funding.
How did we spend it and why?
We have used it to employ staff and provide training to those staff in order to deliver the approaches listed below.
We actively follow and act upon research from EEF which focuses on the effective support for children. We choose approaches which have proven impact for children of all abilities including the more able:
· Feedback for children. Feedback which is supportive and enables children to develop independent learning skills. By focusing not only on the ‘what’ but the ‘how’ children develop effective learning habits. Our Marking and Targeting Policy is a practical example of where this can be seen in school.
· Additional support 1-1 or in small groups(out of class) which works alongside class teaching. Structured time is planned outside of lessons for children to review and prepare for learning. By doing this children’s confidence improves and they are able to tune into learning more effectively.
· A new approach to the curriculum. Our whole approach, with ‘topic’ work where children are involved in the planning.
· Specific literacy strategies to develop oral language and reading comprehension are tailored to children where needed. These begin in EYFS
· Specific scheme resources eg Toe by Toe
· Assessments for several children from learning support specialist and Educational Psychologist
We use our funding to ensure that these high quality approaches are used in every lesson and for every child. We also support PP children with trips and visit ,music lessons and priority access to all clubs.
In summary we concentrate on making a difference to all individuals and tailor our approaches to each child, monitoring our approaches, working flexibly to ensure that each child reaches their full potential.
What impact did it have?
14 children across all year groups were entitled to PP funding. The group profile is diverse.
Overall, PP children made at least expected progress in 2015/6. The rate of progress needs to improve further. Individual data is not given here as children could be identified