Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.
Introduction to Pupil Premium
The Pupil Premium (PP) is additional funding which aims to provide additional support for looked after children (LAC), children from service families and those from low income families who are eligible for Free School Meals (FSM) at any point in their six years at school. Since April 2014 the Government has also allocated funding to pupils who have been adopted from care via a Pupil Premium Plus Grant (PPG+). The funding is made available to schools to help them narrow the attainment gap that still exists between pupils from disadvantaged and more affluent backgrounds.
It is for schools to decide how the PP is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility. However, schools are to be held accountable for how they have used the additional funding and are required to report how the grant is being used to support pupil achievement and progress in their school.
The primary aim of our school is to ensure that all children are able to access all aspects of the school’s provision in order to achieve the highest standard of achievement and the greatest possible progress in relation to the children’s individual starting points. We want achievement of disadvantaged children to be in line with that of their peers who are not disadvantaged to increase their future life chances.
At Ryedene Primary we ensure that:
- Teaching and learning opportunities are targeted to meet the needs of all pupils;
- The grant is used best to support vulnerable groups of children so that they achieve or excel their potential;
- Children’s emotional, social and academic needs are catered for in order for them to achieve their potential;
- We use rigorous monitoring to pinpoint those children whose levels of attainment or progress are below expectations and put targeted interventions into place for them;
- We allocate the best staff and use interventions with evidence of success to intervene;
- Data throughout the intervention period is checked and used to assess whether or not the intervention needs to continue or be increased;
- All staff are highly trained in the differentiation of the national curriculum and relevant interventions;
- This initiative is linked to the monitoring of attendance and behaviour;
- There is a clear and robust Performance Management process, linked to pupil performance and to teacher’s pay;
- Governors are kept informed at all stages and that there is a named governor for PP;
- The allocation of funding is clearly tracked so that spending can be accounted for and its impact measured.
In distributing the grant we also recognise that:
- Not all children who are in receipt of PP funding are socially disadvantaged
- Not all children who are socially disadvantaged are registered for FSM so not in receipt of PP funding.
As a result, we reserve the right to allocate PP funding to support any pupil or groups of pupils we feel are vulnerable in order to raise their levels of attainment so that their life chances improve.
In 2014 to 2015 schools received £1300 for each child registered as eligible for free school meals at any point in the last six years
In the 2015 to 2016 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:
- £1,320 for primary-aged pupils.
Schools will also receive £1,900 for each looked-after pupil who:
- has been looked after for 1 day or more.
- was adopted from care on or after 30 December 2005, or left care under.
- a special guardianship order.
- a residence order.
Strategies we use to support pupil achievement and progress in school:
- Quality first teaching;
- Wave 2 support within lessons;
- Wave 3 targeted focus groups outside of lessons;
- Additional 1:1 support;
- Further personalised interventions outside of lessons;
- Social, emotional and mental health interventions;
- Adapting the physical environment;
- Additional support through equipment including technology;
- Training for class teachers and learning support assistants;
- Training for parents;
- Learning review meetings with parents incorporating structured conversations;
- One plan meetings to involve the pupils and their parents;
- Rigorous data tracking and monitoring of pupil progress;
- Rigorous monitoring of attendance and behaviour;
- Theme days;
- Visitors to school;
- External visits/trips;
- Home visits for pre-school pupils.
Allocation of Funding 2015/16
Support within the School Curriculum
- The employment of a part-time booster teacher to run curriculum booster session.
- 1:1 tutor to support individual pupils in Writing and Maths
- The employment of two Learning Mentors, specifically to support pupils’ attendance and secondly self-esteem to encourage positive attitudes to learning so that pupils enjoy and achieve to their full potential.
- 1:1 or small group interventions delivered by learning support assistants, who focus upon overcoming gaps in learning.
- Children are targeted for any special interventions that their class teacher. or the Inclusion Manager, feels they would benefit from, including supporting pupil’s emotional well-being:
- Toe by toe
- Precision teaching
- Bearing away/Bear necessities
- Phonological awareness
- Plus 1/Power of 2
- Perform with times tables
- Writing Interventions
- The school will subsidise or covers the cost of theatre groups or visitors who come into school as part of our curriculum enrichment programme.
- The school will fund individual counselling support for identified pupils via an external provider.
- The school will purchase any additional necessary resources or training to deliver any specialised intervention programme.
Free School Clubs
- We will fund a homework club to provide support and resources for pupils to complete homework effectively.
Support for Attendance
- To promote good attendance through purchases incentives e.g. certificates, rewards and class rewards.