PUPIL PREMIUM
What is Pupil Premium?
The government believes that the pupil premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.
The pupil premium was introduced in April 2011 and is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years (known as ‘Ever 6 FSM’).
Schools also receive funding for children who have been or are being looked after and for children of service personnel.
This document supports thinking and planning for pupil premium spending.
https://educationendowmentfoundation.org.uk/public/files/Publications/Pupil_Premium_Guidance_iPDF.pdf
Pupil Premium strategy for 2021-2024
CURRENT STRATEGIES AND 3-YEAR PLANS
The current strategies are found on the links below.
Strategy for 2021-2024, including review of 2021-2022
PREVIOUS STRATEGIES
The strategy for 2020-2021 is in this document. It also reviews 2019-2020. PLease note, there is no external data for 2020 due to lockdown. We have identified barriers to learning that also take account of what we are doing in light of home learning and children missing school due to lockdown.
In 2018-2019, we thoroughly reviewed all our PP interventions and teaching and learning approaches. This enabled us to streamline what we provide this year. We use the EEF to research what works and what supports children’s learning and development. We endeavour where we can to look at alternative funding streams as we believe that for inclusivity of all our families is key in closing attainment and social gaps.
In 2019-2020, Covid-19 changed many of our plans and we had to adapt as needed. We ensured that all children, including those in receipt of pupil premium, received support academically, emotionally and financially – either through support from school or families were signposted to places that could help them. We gave out printed packs and resources on a weekly basis to families as they were needed. We checked in our most vulnerable children on a regular basis. We also ensured that children who needed to, came to school for stability and support. Staffing that may have been used for an intervention listed, was used to support these families in different ways – through wellbeing check-ins, encouragement and support with work and reading over the phone.