Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.
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
- £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
In 2018, Pupil Premium Funding rose to:
-£1,320 per pupil of primary school age
-£2,300 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
School also receives funding for pupils who have parents that are in the Armed Forces and have registered this with the School.
This funding is allocated in accordance with the identified needs of the pupils and is used to provide:
Effective feedback on pupils’ performance. This means that we trained our teaching staff to use marking and verbal feedback to children in a way that helped them understand what they had learned and what they needed to do next.
Development of peer feedback and support. We trained the teaching staff to support children to be able to give each other constructive feedback on their work. We also introduced the practice of peer assessment and feedback for pupils.
Resources. A range of resources have been bought to help support pupils to make the best possible progress.
Intervention. Additional individual or small group tuition programmes for those children who need a boost to their learning in order to reach their potential; for example small group reading, writing or maths tuition.
How do we know if this is making a difference. We track the progress of all of our pupils in school on a termly basis and we compare children according to different characteristics including FSM. The DFE also publish our results in a report called RAISE online which analyses our school data.