What is Pupil Premium?

Pupil Premium is an allocation of additional funding provided to schools to support specific groups of children who are vulnerable to possible underachievement.

These include pupils who are entitled to Free School Meals. It is for schools to decide how Pupil Premium, allocated to schools per FSM pupil, is spent and although funding is targeted at eligible pupils, the impact is spread across the whole school. We are grateful that parents apply for the funding and this can be done through the school. If you think your child is eligible, please enquire at the school office.

Since September 2012, schools have been required to publish online information about their pupil premium allocation and how they plan to spend it. The Ofsted Subsidiary Guidance 2014 also states that schools must publish a statement of how they spend the money for the previous year and its impact on the attainment of the pupils eligible for support through the pupil premium. Please see documents showing the schools statements and plans in regards to the Pupil Premium.
 

Ofsted Observations on our Pupil Premium Funding

Our latest Ofsted inspection made these observations in regards to our Pupil Premium Funding
 

‘The Executive Head Teacher, ably assisted by her team, provides effective leadership. Their strong actions have revitalised the school ethos and have led to rapid improvement.’
 

'Leaders and teachers have a shared ambition that all groups of pupils achieve well from their different starting points. They have higher expectations of what pupils can achieve’
 

‘Leaders make effective use of the pupil premium funding to support disadvantaged pupils. Leaders and teachers have created bespoke plans to ensure that these pupils make good progress in all that they do. As a result, in 2018 there have been significant improvements in the proportion of disadvantaged pupils reaching age related expectations.'
 

‘Overall, disadvantaged pupils achieve well. Leaders have overhauled the way in which they use the pupil premium funding to better meet pupils’ needs. Leaders and teachers understand the barriers these pupils face, creating bespoke plans to help pupils achieve as well as other pupils. At the end of key stage 2 in 2018, the proportion reaching the expected standard in reading, writing and mathematics was in line with other pupils nationally. In mathematics, disadvantaged pupils made better progress than other pupils nationally from similar starting points. Leaders have had a very positive impact on improving pupils’ achievements in reading, writing and mathematics. They are now developing the wider curriculum so that pupils make consistently good progress in subjects beyond English and mathematics.’