Our School Philosophy, which is in keeping with our Christian Values, is that the school Staff, Parents and Governors will work together to make a difference. We recognise that good teaching is the most important lever schools have to improve outcomes for disadvantaged children and therefore aim to offer education which is challenging, enjoyable and knowledge rich. We will have succeeded if everyone is given the chance to achieve the best results possible, and is equipped with life skills and experience for their future.
Overcoming barriers to learning is at the heart of our Pupil Premium Grant use. We understand that needs and costs will differ depending on the barriers to learning being addressed. As such, we do not automatically allocate personal budgets per pupil in receipt of the PPG. Instead, we use evidence informed research to make decisions on the best approaches for all of our students.
The ‘Pupil Premium’, along with all forms of school funding are carefully managed to enable us to offer personalised support for children in a range of ways and supports us in achieving our philosophy and vision.
|Academic barriers to attainment||Non Academic barriers to attainment|
|Low levels of literacy||Poor attendance|
|Low levels of numeracy||Poor behaviour|
|Low levels of oracy||Lack of parental engagement and skills to support children in their learning|
|Poor language and communication||Arriving at school hungry and not ready to learn|
|Social, emotional and mental health needs||Lack of focus and confidence due to poor mental health and wellbeing|
|Lack of school readiness||Poor social skills and conflict resolution skills; lack of emotional literacy|
|Low parental aspiration|
|Rural isolation/lack of services|
|Adverse Childhood Experiences, such as: |
– domestic violence
– parental abandonment through separation or divorce
– a parent with a mental health condition
– being the victim of abuse (physical, sexual and/or emotional)
– being the victim of neglect (physical and emotional)
– a member of the household being in prison
– growing up in a household in which there are adults experiencing alcohol and drug use problems
In line with guidance from the Education Endowment Fund’s Guide to implementation, we select a small number of priorities to ensure a higher success rate in meeting the needs of our pupils.
We ensure that appropriate provision is made for students who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed.
In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged.
We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. The Pupil Premium Grant therefore can be allocated to support any student or groups of students the school identifies as being socially disadvantaged.
To prioritise spending, we have adopted a tiered approach to define our priorities and ensure balance. Our tiered approach comprises three categories:
Structured interventions: A variety of literacy and numeracy interventions which enable children to access the full curriculum offer, this may include small group tuition including targeted group work in reading and writing; one-to-one support: including creating additional teaching and learning opportunities using Learning Support Assistants.
The progress of pupils in receipt of the PPG is scrutinised by class teacher, SENDCo and Headteacher at identified points in the assessment calendar. Furthermore, staff awareness of those students in receipt of the pupil premium grant enables ongoing and purposeful conversations and support regarding personal development alongside the quality of education delivered.
“Ultimately, it doesn’t matter how great an educational idea or intervention is in principle; what really matters is how it manifests itself in the day to day work of people in schools.”(EEF, 2018)
The cycle of implementation is therefore ongoing and developed in light of the lessons learned and with regard to any new guidance and evidence of best practice that becomes available. The Deputy and Headteacher are responsible for ensuring a pupil premium strategy is always in effect.
Ofsted inspections will report on the attainment and progress of disadvantaged pupils in receipt of the PPG. The school is held to account for the spending of the PPG through the focus in Ofsted inspections on the progress and attainment of the wider pupil premium eligible cohort; however, they will not look for evidence of the grant’s impact on individual pupils, or on precise interventions.
The school publishes its strategy for using the pupil premium here :-