Pupil Premium and COVID-19 Recovery Funding

Publicly-funded schools in England get extra funding from the government to help them improve the attainment of their disadvantaged pupils. 

Evidence shows that pupils from disadvantaged backgrounds:

• Generally face extra challenges in reaching their potential at school.
• Often do not perofrm as well as their peers.

The pupil premium grant is designed to allow schools to help disadvantaged pupils by improving their progress and the exam results they achieve.

Schools get pupil premium funding based on the number of pupils they have from the following groups.

Free School Meals: Schools get £1,345 for every primary aged pupiil, who claims free school meals, or who has claimed free school meals in the last 6 years.

Looked-after and previously looked after children: Schools get £2,345 for every pupil who has left local authority care through adoption, a special guardianship order or child arrangements order. Local authorities get the same amount of money for each child that they are looking after, they must work with the school to decide how the money is used to support the child's oersonal education plan. 

Service Premium: The Service Premium is not part of the pupil premium as the rules to attract the service premium are different. Schools get £310 for every pupil with a parent who is serving in HM forces or has retired on a pension from the Ministry of Defence. The funding is to help with pastoral support.

Whiteparish All-Saints' Statement of Intent

At Whiteparish All-Saints C of E Primary, our ambition for disadvantaged learners and vulnerable pupils is to ensure high quality education for all by prioritising our funding on strategies that make a difference to those pupils who experience disadvantage. As a whole school team, we are acutely aware of how disadvantage can impact on a pupil’s academic and social development and keep this at the forefront of our practice when meeting the needs of all pupils. We endeavour to use our pupil premium grant to ensure the greatest impact, both academically and socially, on those pupils identified as being disadvantaged and vulnerable.

Key principles in the allocation of funding:

We will aim to ensure that effective teaching, learning and assessment meets the needs of all pupils through rigorous analysis of data. Class teachers will identify specific intervention and support for individual pupils which will be reviewed at least termly. Alongside academic support, we will ensure that those pupils who have social, emotional and mental health needs will access high quality provision from appropriately trained adults.

Aims:

• To narrow the attainment gaps between disadvantaged pupils and their non-disadvantaged counterparts both within school and nationally.
• For all disadvantaged pupils in school to make or exceed nationally expected progress rates.
• Enable pupils to look after their social and emotional well-being and to develop resilience.
• Access a wide range of opportunities to develop their knowledge and understanding of the world (build cultural capital).

Steps to Success:

• Provide all teachers with high quality CPD to ensure that pupils access effective ‘quality first teaching’, which is targeted and meets the needs of all pupils.
• Provide targeted intervention and support to quickly address identified gaps in learning including the use of small group work and 1:1 tuition.
• Target funding to ensure that all pupils have access to trips, residentials, first hand learning experiences.
• Provide appropriate nurture support to enable pupils to access learning within and beyond the classroom.

Barriers and Challenges:

• Lack of parental support with reading and home learning
• Gaps in knowledge in reading, writing, mathematics and phonics
• Speech and Language difficulties
• Limited exposure to a wide range of vocabulary
• Poor social and learning skills (enhanced by the impact of the pandemic)
• Poor rate of school attendance
• Continued disruption to learning due to COVID-19