Pupil Premium

What is Pupil Premium?

The Pupil Premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers. The ‘disadvantaged pupils’ category includes pupils who were eligible for free school meals (FSM) at any point during the last six years and children looked after (CLA). CLA are pupils who have been looked after continuously for six months (>=183 days) during the year and are aged between five and fifteen.

 

To see if your son/daughter is eligible for either free school meals or the pupil premium grant please click on the link below to access our Online Free School Meal Checker:

 

https://www.cloudforedu.org.uk/ofsm/link2ict

 

 

 

Principles Behind the Strategies Used

 

Strategies used are informed by academic research through Sutton Trust and through local knowledge and feedback from students. The school assesses the individual needs of the student, personalising the support given. We recognise that no single intervention will provide a complete solution and intend to ensure that we provide a multi-layered approach.

The key to ensuring that we diminish the difference is through careful tracking and monitoring, coupled with knowledgeable pastoral support. Heads of subject, Student Services Staff, Progress Leaders, the Senior Teachers, all provide a necessary role in ensuring that students receive the support they need. Regular meetings between these personnel, scrutinising the data and developing pen portraits on the students, ensures that effective interventions are in place. We place a huge importance on the development of teaching and learning in school and recognise its impact on the progress of our disadvantaged students. A wide variety of other typed of support are employed including those that support enrichment, emotional and well-being, participation and attendance.

 

 

 

Why Improve Teaching

 

Our belief is that every student should have the opportunity to flourish in their academic and non-academic endeavours. To this end we have taken best practice advice, using the Sutton Trust Toolkit to assess value for money. We have invested a large proportion of our money into improving teaching and learning across the academy. As the chart below shows the effect good teaching has on a disadvantaged student improves progress significantly, and more so than for a non-disadvantaged student.

The large impact a good teacher can make on a pupil’s academic outcome is now well established (Aaronson, Barrow, and Sander, 2007, Rivkin Hanushek and Kain, 2005 Rivkin et al. 2005 and Rockoff 2004). This is especially true for pupils from disadvantaged backgrounds: one year under the supervision of an excellent teacher is worth 1.5 years’ of learning compared to 0.5 years with poorly performing teachers. In other words, for poor pupils the difference between an excellent and a bad teacher is a whole year’s learning. (Hanushek, 1992)