The Pupil Premium is allocated to children from low-income families who are currently known to be eligible for Free School Meals (FSM), children who have been looked after continuously for more than six months and service children. From April 2012 this also includes pupils eligible for FSM at any point in the last six years (known as the Ever 6 FSM measure).
Pupil Premium Statement 2019-2020 - click here
The following seven ‘building blocks’ form the strategy to improve outcomes for our disadvantaged pupils:
Whole-school ethos of attainment for all
There is an expectation that all pupils should achieve high levels of attainment. There is an ethos that all disadvantaged pupils are capable of overcoming their personal barriers to succeed.
Addressing behaviour and attendance
The school responds rapidly to ensure behaviour management strategies are effective for pupils that need support. Attendance is monitored. Strategies, where applicable, are implemented to improve absence or lateness to maximise opportunities for learning in school.
High quality teaching for all
The school places a strong emphasis on ensuring all disadvantaged pupils receive high quality teaching; responsive on- going formative assessment is essential to ensure disadvantaged pupils make strong progress.
Meeting individual learning needs
Personalised profiles are to ensure barriers are overcome so that disadvantaged pupils can benefit from enrichment, emotional well -being support and interventions that enable them to succeed in their learning across a wide range of subjects.
Deploying staff effectively
Both teachers and support staff are deployed flexibly in response to the changing learning needs of disadvantaged pupils.
Data-driven and responding to evidence
The progress of disadvantaged pupils is discussed at all pupil progress meetings and at key assessment milestones. Actions are identified, implemented and regularly reviewed within each assessment phase.
Clear, responsive leadership
The inclusion leader reviews the effectiveness of strategies with the headteacher and governors at the end of each assessment phase. English and mathematic leaders are directly involved in monitoring activities designed to secure good progress.