The Pupil Premium, which is additional to main school funding, is allocated to schools to support the learning of children from low-income families and children from services families. Some of these are children who are known to be eligible for free school meals (FSM) or have been ‘looked after’ continuously for more than six months.
It is for schools to decide how the Pupil Premium, allocated to schools per Pupil Premium pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.
The Government decided that eligibility for the Pupil Premium from 2012-13 will be extended to pupils who have been eligible for free school meals (FSM) at any point in the last 6 years.
Schools are held accountable for how they have used Pupil Premium funding in support of the learning of pupils from low income and service families.
Pupil Premium expenditure includes:
Professional development for learning support assistants and teachers with a particular focus on development of phonics and maths.
Professional development for teachers on Assessment including assessment and progress measures for Pupil Premium Children.
Setting up “one to one” intervention programmes- One to one and small group help.
Setting up an intensive early mathematics support program 3 days a week in Key Stage 1- Number Count
A child’s progress in any subject is not just affected by what happens during the intervention programme as this is only a small part of their learning. Home influences and other lessons in school, along with many other experiences will also play a huge part. Indeed the interventions themselves are generally aimed at helping the child to better access the learning within the classroom so to put progress in a subject down to just the intervention itself is misleading.
Group interventions will also have a positive effect on the rest of the class as when these are taking place there is a smaller number of children within the class and differentiation is easier.
Some of the children in school will have received two or more interventions during the year and therefore one cannot clearly say which intervention made greatest impact.
Those who deliver the intervention are generally the ones who are best at deciding whether the intervention is helping or not.
For all these reasons this analysis of our intervention programmes must be treated with caution.
The school’s data shows that, over 2015-2016, the progress of PP children was better than the progress of the other children. Below is a breakdown of the interventions that were put into place and the impact they had on the children concerned. (Please note that although all children that were eligible for Pupil Premium money were involved in one or more of these interventions, it wasn’t exclusively Pupil Premium children involved.)
The school is committed to improving achievement of all pupils and narrowing any gaps in attainment between them.
If you would like to know more about Pupil Premium and the aim of the government in setting this up then please follow this link to the DFE website.