Pupil Premium Policy
Evidence shows that children from disadvantaged backgrounds generally face extra challenges in reaching their potential at school and often do not perform as well as their peers. Therefore, publicly funded schools in England receive additional funding (pupil premium) from the government to help overcome barriers to learning and improve the progress and outcomes of disadvantaged pupils.
School leaders know their schools best and should therefore make decisions on how to spend pupil premium funding. This policy offers guidance to schools within Humber Education Trust in securing the most effective use of pupil premium funding and securing the best possible outcomes for our disadvantaged pupils.
Eligibility and funding
Pupil premium funding based on the number of pupils in school in January each year from the following groups:
Free school meals;
Looked-after and previously looked-after children;
Service premium – whilst paid to schools with the pupil premium the service premium is not part of the pupil premium and eligibility relates to pupils with a parent serving in HM Forces or in in receipt of a pension from the Ministry of Defence. This funding is to help with pastoral support. Pupils who attract the service premium do not form part of the school’s disadvantaged population or data.
Schools may spend their pupil premium funding on pupils who do not meet the eligibility criteria but need additional support. For example:
are in contact with a social worker
used to be in contact with a social worker
are acting as a carer
Allocation of additional funding
All schools in Humber Education Trust will the Education Endowment Foundation (EEF) Guide to the Pupil Premium. This includes the following 5 key principles of spending:
Schools can make a difference in narrowing attainment gaps;
Evidence-informed teachers and leaders must combine research findings with professional expertise to make decisions;
Quality First Teaching helps every child;
Funding must support middle and higher attaining pupils – it must not solely focus on lower ability pupils;
Focussing on a small number of carefully chosen priorities is effective – less can be more.
In line with the EEF Guide, all schools within Humber Education Trust will adopt a tiered approach to Pupil Premium spending. They are as follows:
Quality First Teaching
Ensuring an effective teacher is in front of every class, and that every teacher is
supported to keep improving, is the key ingredient of a successful school and should rightly be the top priority for Pupil Premium spending. Spending on improving
teaching might, but not exclusively, include professional development, training and
support for early career teachers and recruitment and retention.
Targeted academic support
Evidence consistently shows the positive impact that targeted academic support can have, including on those who are not making good progress. Considering how classroom teachers and teaching assistants can provide targeted academic support, including how to link structured one-to-one or small group intervention to classroom teaching, is likely to be a key component of an effective Pupil Premium strategy. The EEF have evaluated the impact of a range of strategies and schools are
encouraged to make use of these resources.
Wider strategies relate to the most significant non-academic barriers to success in school, including attendance, behaviour and social and emotional support. While many barriers may be common between schools, it is also likely that the specific features of the community each school serves will affect spending in this category.
Trustees are responsible for:
Holding Trust leaders to account in order to ensure the Pupil Premium grant helps all disadvantaged pupils by improving their progress and attainment.
The CEO and Deputy CEO are responsible for:
Monitoring the allocation (using EEF guidance), implementation and impact of Pupil Premium spending for all schools;
Commissioning Pupil Premium reviews as required;
Producing termly reports (to Trustees) relating to outcomes for disadvantaged pupils for both individual schools and the Trust.
Local Governing Bodies are responsible for:
Agreeing and approving annual Pupil Premium statements;
Ensuring the school meets its statutory responsibilities for Pupil Premium spending, including publication on the school website.
Refer to the scheme of delegation for supported schools as approval of Pupil Premium spending must be given by the CEO.
Headteachers / Principals are responsible for:
Writing annual Pupil Premium statements using agreed EEF guidance and templates;
Reviewing Pupil Premium statements for the previous academic year using agreed guidance and templates;
Ensuring agreed strategies are effectively implemented and monitored so that they lead to improved outcomes for disadvantaged pupils;
Publishing statutory information on the school’s website;
Producing termly reports relating to outcomes for disadvantaged pupils to LGB and the Trust.
Teachers and other school staff are responsible for:
Ensuring they have an accurate understanding of the disadvantaged pupils in their class/group etc and their specific barriers to achieving highly;
Implement the school’s agreed Pupil Premium strategy (as appropriate to their role).
DfE Pupil Premium Policy https://www.gov.uk/government/publications/pupil-premium/pupil-premium
DfE Guidance on writing Pupil Premium Strategy Statements https://www.gov.uk/guidance/pupil-premium-strategy-statements
DfE Pupil Premium Strategy Statement Templates – blank and example https://www.gov.uk/guidance/pupil-premium-strategy-statements
DfE Pupil Premium Effective use and accountability www.gov.uk/guidance/pupil-premium-effective-use-and-accountability
EEF Pupil Premium Guide www.educationendowmentfoundation.org.uk/evidence-summaries/pupil-premium-guide
EEF Teaching and Learning Toolkit https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/
EEF Early Years Toolkit https://educationendowmentfoundation.org.uk/evidence-summaries/early-years-toolkit
DfE Pupil Premium Conditions of Grant https://www.gov.uk/government/publications/pupil-premium-allocations-and-conditions-of-grant-2019-to-2020/pupil-premium-conditions-of-grant-2019-to-2020
Service Premium www.gov.uk/government/publications/the-service-pupil-premium
Frederick Holmes – Pupil Premium Strategy Statement
|School name||Frederick Holmes School|
|Pupils in school||91|
|Proportion of disadvantaged pupils||33|
|Pupil premium allocation this academic year||£39,280|
|Academic year or years covered by statement||2019-21|
|Publish date||01 September 2020|
|Review date||01 September 2021|
|Statement authorised by||Berni Moorcroft|
|Pupil premium lead||Helen Maddison|
|Governor lead||Sarah Horton|
The following info is taken from the spring data report. The percentage of pupils achieving in each subject relates to them making or exceeding expected levels of progress.
No of pupils in cohort: 35
No of PP pupils: 18 No of non-PP pupils: 17
|Subject||Full cohort||Pupil Premium||Non Pupil Premium|
Strategy aims for disadvantaged pupils
|Progress in basic skills||95% of pupils to make expected or better progress in reading and writing, and number||Sept 21|
|Progress in Communication||95% of pupils to have successful means of expressive communication||Sept 21|
|Sensory||90% of pupils to be able to self- regulate effectively||Sept 21|
Quality First Teaching priorities for current academic year
|Priority 1 Basic skills||Ensure all relevant staff are upskilled in new curriculum , and receive support time from subject leads in delivery and assessment|
|Priority 2 Communication||Ensure all staff trained in communication pathways
Audits of AAC- investment in resources, and training
|Priority 3 Sensory||Ensure all staff trained in sensory processing
Ensure all pupils assessed and appropriate support strategies in place
|Barriers to learning these priorities address||Staff knowledge and appropriate specialist support for pupils|
|Projected spending||£ 29,280|
Targeted academic support for current academic year
|Priority 1 Phonics||Additional daily phonic sessions for targeted pupils|
|Barriers to learning these priorities address||Developing phonic strategies and wider reading skills|
Wider strategies for current academic year
|Priority 1 Support for families||Family support worker to support pupil attendance and those in acute need|
|Priority 2 ELSA||Support worker to run individualised sessions for pupils to support with well-being|
|Barriers to learning these priorities address||Improving attendance particularly for those pupils who have not attended school for over 6 months and who themselves or their parents are reluctant to send back to school post COVID closure|
Monitoring and Implementation
|Teaching||Ensuring enough time is given over to allow for staff professional development||Use of INSET days and additional cover being provided by senior leaders|
|Targeted support||Ensuring class staff ability to re-enforce intervention skills||English lead to support class teams|
|Wider strategies||Pupils and family fear to return to school post COVID-19 closure||Whole school measure, support trust, LA|
Review: last year’s aims and outcomes
|Physical disability and health issues||PMP audit identified PMP in place for all pupils with PD. All pupils received 1:1 support for PMP/PE based activity (therapy based activities, swim, rebound,|
|Communication skills||80% of pupils accessed appropriate technology and planned interventions. Learning Walks indicated opportunities for expressive communication embedded.|
|Attainment in Basic Skills||89% pupils make expected progress in Reading and 83 % in writing and Number Maths and English overall|
|Restricted access to social and cultural experience including vocational learning||Over 50% of Pupil Premium pupils attended a high quality planned extended curriculum opportunity|
NB Last year’s review based on 6 months of academic year due to COVID 19 and school closure