Our school is allocated additional funding for Disadvantaged Learners (DL) through the Pupil Premium Grant. This document outlines what the Pupil Premium is and how it has been used to support both individuals and groups of pupils at St Mark’s C of E Junior School, Salisbury. The impact of the outcomes of individual interventions is evaluated annually.
What is the Pupil Premium?
The Pupil Premium is additional funding that schools receive to meet the needs of pupils who are socially disadvantaged and at risk of underachievement and helps to support their learning so that they reach their true academic potential.
How is the Pupil Premium allocated to the school?
The amount the school receives is determined by:
- The number of pupils who have FSM (Free School Meals)
- The number eligible for FSM in the past 6 years (Ever6)
- Pupils who are looked after Children (LAC)
- Pupils who were adopted from care
Who decides how the funding is used?
The school decides on how the funding should be spent and ensures that it is used for the purposes intended. Schools are held accountable for how they use the funding and hard data, such as pupil tracking and performance tables, offer evidence to identify and highlight the achievement of those pupils covered by the Pupil Premium.
How do we identify pupils?
We use rigorous monitoring procedures of both teaching and learning to ensure that we meet the needs of all pupils. Those who are considered to be vulnerable or socially disadvantaged are effectively assessed and supported so that their needs are addressed as part of the provision we make through the Pupil Premium. Our provision also recognised that not all pupils who receive free school meals (FSM) or who are Looked after Children (LAC) will be socially disadvantaged. Equally, not all pupils who are socially disadvantaged are registered FSM or LAC. Therefore, at St Mark’s our Pupil Premium funding is allocated for individuals and groups of pupils identified as:
- Socially disadvantaged and/or eligible as FSM/LAC
- Vulnerable and at risk of underachievement
- Having been identified with specific learning, or complex needs.
- Subject to a child in need plan or child protection plan.
How do we provide for our pupils?
The attainment of our PP pupils can be raised through a variety of interventions. At St Mark’s the following range of provision has been employed, as appropriate, for these pupils:
- Purchasing specialist support, audit of provision, developing the vision of the school
- CPD for key staff – especially the Disadvantaged Learner Lead (DLL)
- Developing a creative curriculum
- Resources to support inclusion, focused on specific needs
- Purchase of technology resources for individuals, existing, new and emerging
- Developing strategies for engaging children and parents in and out of school
- Developing collaboration, support or mentoring projects (e.g. peer mentors)
- Supporting the work of schools, governors, staff and parents on e-safety
- Subsidy of school clubs, specialist teachers to promote engagement
- Facilitating access to the curriculum
- Providing additional support in and out of the classroom
- Focused subject-specific support, 1 to 1, or in small groups
- Providing further, stimulating learning opportunities
- Offering alternative intervention, possibly using outside agencies to diagnose and support emotional needs that are considered to be essential for positive learning.
How do we know if we are using the Pupil Premium money effectively?
The progress and attainment of all pupils and groups of pupils is monitored rigorously through the school’s tracking and monitoring systems. Pupil Progress Meetings (PPMs) are held every term with year teams and by the Deputy Headteacher and Year Leaders. The progress that pupils make will vary according to the innate abilities of each child but should a concern arise the provision made for that child will be reviewed by the class teacher, members of the Senior Leadership Team and the SENCO, resulting in additional strategies to be agreed including Quality First Teaching (QFT), additional intervention and provision of resources. PPMs closely track children receiving interventions through Pupil Premium funding also ensures the impact of those interventions is monitored alongside value for money.
What have been the most effective interventions?
A number of our pupils have received more than one intervention at any one time, or over a period of time, with positive effect. A priority throughout the school is to ensure that pupils have access to high quality teaching and a positive learning environment. The use of teaching assistants enable the school to provide a range of focused group and one-to-one activities in reading, writing, phonics, maths, speech and language, social and motor skills, all designed to enhance learning.
The following interventions have had the most impact on learners:
- Dedicated weekly class teacher release time to work with Pupil Premium pupils
- One-one sessions and small group work to remove barriers to learning
- Peer Mentor programme
- Pupil progress meetings to assess and review strategies
- Pupil provision planning to target specific areas of learning for individual pupils
The school receives a relatively small amount of money to support DL children because of two key factors.
- The deprivation factor is low i.e. catchment area considered affluent – which is not entirely accurate
- The number of children arriving from the infants school is decreasing. We believe this is because of the advent of universal infant free school meals as there is no incentive for eligible parents to apply for FSM whilst the child receives a free meal at the infant school. Our best attempts to raise the profile, make applying simple and encourage engagement have only had modest success.
Getting children to attend before and after school clubs, even when the cost is removed, has proved difficult. Even with direct invitations and guaranteed places many children not attend such opportunities because of travel implications, often involving issues with other siblings and being able to get to and from school on time.
Historically, underachievement results have not been from low aspiration itself, but from a gap between the aspiration that do exist, and the knowledge and skills that are required to achieve them.
Historically poor phonics results have hindered many children, particularly in their achievement and self-esteem, as they have risen through the school. Many of our DL children are not SEN but are low attaining pupils – sometimes referred to as ‘just about managing’