Clanfield CE Pupil Premium
The Pupil Premium was introduced in April 2011 to tackle ‘educational inequality’ by raising achievement and improving outcomes for children from low-income families who are eligible for free school meals and children who are in care.
In addition the school receives some funding to support pupils with parents in the Armed Forces. The additional funding is made available to schools to help them narrow the attainment gap that still exists between pupils from disadvantaged and more affluent backgrounds.
It is for schools to decide how the Pupil Premium is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility. However, schools are to be held accountable for how they have used the additional funding to support pupils.
Pupil Premium Application Form
Purpose of Pupil Premium (from the DfE Website)
The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their wealthier peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.
In most cases the Pupil Premium is allocated to schools and is clearly identifiable. It is for schools to decide how the Pupil Premium, allocated to schools per FSM pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.
Schools are free to spend the Pupil Premium as they see fit. However, they will be held accountable for how they have used the additional funding to support pupils from low-income families. New measures will be included in the performance tables that will capture the achievement of those deprived pupils covered by Pupil Premium.
The PP review will be held at the end of each academic year.
Our purpose
At Clanfield C of E Primary School we identify that disadvantage can extend beyond those pupils that are eligible for Pupil Premium funding.
We consider that all pupils should be considered as individuals and therefore consciously avoid labelling, generalisations and stereotyping disadvantaged pupils by referring to them as a group.
Not all disadvantaged pupils face similar barriers or have less potential to succeed but it is important to note that when things don’t got to plan then they are impacted the most. When things go well, they reap the greatest benefits.
Disadvantaged pupils are defined as those:
- With special educational needs and disabilities (SEND)
- Who meet the definition of children in need of help and protection - assessed by social workers as needing help and protection as a result of risks to their development or health, or who have a disability
- Receiving statutory local authority support from a social worker
- Who meet the criteria for pupil premium funding, including:
o Pupils claiming free school meals at any point in the last 6 years
o Looked-after children or previously looked-after children
o Children who left care through adoption or another formal route
In addition to these definitions, we are aware that some families may suffer social isolation, across the socio-economic spectrum:
- Pupils who are from low income families but not eligible for Pupil Premium.
- Pupils who have refugee status.
- Families who work long hours and children attend BC and ASC
- Pupils who have English as an additional language (EAL).
- Pupils who are young carers.
- Pupils who have long term health conditions.
- Pupils who, although not on the SEND register, do suffer with mental–health difficulties which can impact their learning.
- Family education levels.
- Collaborative Partnerships: Build strong partnerships with external agencies. These partnerships can provide additional support and expertise to meet the needs of our disadvantaged students, especially in a rural setting.
Ways we support:
Culture- unwavering vision for everyone to be included, sense of belonging and for all children to feel safe and happy with clear challenge from governors to ensure spend is robust
Systemic frameworks- continue with our early intervention, collaboration between all staff and rigorous review
Curriculum and teaching- adaptive teaching, removing barriers and targeted intervention
Nurturing the whole child- pastoral care, enrichment, personalised planning
For example:
Collaborative Partnerships: Build strong partnerships with external agencies. These partnerships can provide additional support and expertise to meet the needs of our disadvantaged students, especially in a rural setting.
Pupil Profiles (PPs): Develop PPs for each SEN outlining their specific needs, goals, and strategies for support. We regularly review and update these plans to ensure they are tailored to the individual student's progress (three times a year).
Adaptive Teaching: Implement instruction strategies to cater to the diverse learning needs of our disadvantaged students. This may involve providing additional resources, adapting teaching methods, and offering alternative assessments to accommodate their individual abilities. We have carried out lots of research in this area and have created our own adaptive feedback, modelling and explanations grid that we are using within lessons ( Sept 25)
Use of Technology: Where appropriate we use of assistive technology and digital resources to support our disadvantaged students in their learning. This can include text-to-speech software, speech recognition tools, and accessible online materials.
Staff Professional Development: We provide ongoing professional development opportunities for teachers and support staff to enhance their understanding and give ideas to implement effective strategies for supporting these students. This can include training on specific learning difficulties, behaviour management techniques, and inclusive teaching practices. We have worked closely with a specialist school to ensure our culture in school is lived.
Parent and Community Engagement: We foster strong partnerships with parents and the wider community to ensure a holistic approach to supporting our disadvantaged students. Regular communication, parent workshops, and community involvement can help create a supportive network for these students.
Access to Resources: We have appropriate resources and facilities to meet the needs of disadvantaged students. This may include accessible classrooms, specialised equipment, and a well-stocked learning support area. We have additional resources in terms of adult support through our SEN/SEMH lead TA, Drawing and Talking Advanced TA and Mental Health Lead who enrich our pastoral care and provide expert input surrounding SEMH (Social, Emotional and Mental Health).
Inclusion and Positive School Culture: We foster an inclusive and positive school culture that values and celebrates the achievements of all students. We promote a sense of belonging and ensure that all students are fully included in all aspects of school life.
Financial Support: It is important to recognise that financial support alone will not address all the challenges faced by disadvantaged children. This said, we provide support for our pupils to ensure that they are provided with equal opportunities to help support their educational outcomes and enhancement both their engagement and well-being. We have reached out to businesses and have complimented the PPG grant with a hardship fund.
Early Intervention: Our SENCO and Early Years coordinator spend a lot of time together planning and identifying need.
Staff complete a review of the disadvantaged child 3x year and this is discussed during the PPM meeting.
For more information on the Pupil Premium, please visit:
http://www.education.gov.uk/schools/pupilsupport/premium
