The pupil premium was introduced by the government in 2011 to provide schools with additional funding for disadvantaged pupils. Primarily this premium is for closing the attainment gap between the achievement of disadvantaged pupils and other pupils. The aim is to accelerate progress and to provide any additional support to meet the individual child’s needs.
During 2016-2017, schools will receive £1320 for each primary pupil who has been eligible for free school meals over the previous six years. Schools will receive £1900 for pupils who have been in care or who are now adopted or left care under certain guardianship orders. Schools will receive £300 for the emotional and social well-being of pupils who parents are serving in the armed forces.
Schools may decide how they want to spend their pupil premium as they are best placed to assess the needs of the individual children.
The Executive Head Teacher, Deputy Head Teacher, SENCO and the School Governors strategically plan the spending of the pupil premium and monitor its impact of the spending and interventions. However, within our school, all staff have the responsibility to ensure that the pupil premium has the biggest impact possible for disadvantaged pupils.
Over the past few years, both the schools who make up the Federation of Newent Schools have had these amounts allocated to the Federation:
2013 – 14 - £50,742
2014 – 15 - £85,433
2015 – 16 - £78,880
2016 – 17 - £84,480
Pupil Premium Allocation 2016 – 17
At the Federation of Newent Schools, we believe that children learn best through Quality First Teaching within their classrooms with all their peers. However, there are times when children need further academic support and both schools will endeavour to provide appropriate interventions to ensure that vulnerable pupils achieve their potential. We are also committed to providing support to maximise the child’s enjoyment, well-being and sense of belonging, especially when considering vulnerable pupils.
We are also aware that not all children in receipt of pupil premium are academically poor. We carefully assess children’s needs and try to put in the appropriate support at the appropriate level, including for higher attaining children who are capable of reaching greater depth in their subjects.
Main Barriers to Learning for our schools
The Federation of Newent Schools are aware that the barriers to learning may vary from child to child and from day to day. However, these are the main barriers to learning that have been identified through conversations with parents, professional dialogues with social services, academic assessments by staff and assessments completed by outside agencies and are presented in no particular order:
Identified Special Educational Need or Disability
High levels of anxiety
Levels of language and communication at entry point
Limited (shared experiences) outside of school
Lack of emotional literacy
Lack of emotional stability within the home
Parents with low English literacy or maths skills
Persistent lateness or absenteeism
Lack of breakfast/lunch/dinner
Both schools are aware that some children who receive pupil premium may face none of these barriers during their time with us.
The impact of our school’s work should be an improved level of attainment for disadvantaged pupils and gaps in attainment being closed. However, we are also looking for improved attendance, family support and engagement, developing the skills of the staff and the children, extending opportunities for all children to take part in shared experiences, lowering levels of anxiety, increased self-awareness of emotions and the improved self-esteem of children.
Lesson observations and work scrutiny will indicate good progress, high expectations and an awareness of the learning needs of individual children
Teacher assessments will indicate the difference between disadvantaged pupils and other pupils will have diminished
Statutory assessments will indicate that the difference between disadvantaged pupils and other pupils will have diminished
More disadvantaged pupils will be accessing higher ability work and achieving greater depth
Pupil conferencing and Pupil Progress Meetings will support the levels of attainment achieved within classes
Online Pupil Survey and our own in-school pupil surveys will indicate that children feel happy, safe and well-supported
Parent feedback (through the Parent Forum, the Parent Survey at the end of the year and Parents’ Evenings) will indicate that parents feel happy with the school, they feel their children are safe and well-supported within school
Attendance will have improved in key areas
During 2016/17, the Federation of Newent Schools will be allocating the pupil premium on the following support and opportunities:
Additional teaching assistant hours to support teaching within class and to deliver interventions in Key Stage 1 and 2, targeted at all abilities and needs, boosting children at all levels of academic achievement
Additional teaching assistant time in order for appropriate preparation between the teacher and teaching assistant in the morning and for appropriate feedback at the end of the day
A Pastoral Lead who will be available for all children but will monitor the behavioural, emotional and social development of disadvantaged pupils, who will provide support for parents and who will monitor attendance
A specific teaching assistant who will deliver interventions in Key Stage 1 to provide early support as soon as possible
Extra hours for SENCO/Inclusion Leader support to provide professional support and development for all staff to provide Quality First Teaching for all abilities and for the training, monitoring and quality assurance of interventions
Additional contributions towards the cost of residential trips and other educational visits
Payment of school meals for some children who have received free school meals in the past
Additional teaching resources aimed at the teaching of children in receipt of pupil premium, in particular reading comprehension resources, fine motor control resources, speech and language development resources and maths equipment
Additional teaching resources for the teaching of emotional literacy, including the use of Therapeutic Story Writing
Additional costs that mean that children feel enjoyment within school such as music tuition or magazine subscriptions, allocated according to the need of the child