Funding is allocated to schools to address underlying inequalities between identified groups of children and their peers. Pupil Premium provides additional funding annually on top of the main funding a school receives.
It is targeted at students from disadvantaged backgrounds to ensure they benefit from the same opportunities as all students.
The Pupil Premium grant received by school is comprised of income for:
Children who are in receipt of Free School Meals (FSM), or were in receipt of FSM up to six years previously
Children who have been continuously looked after for the past six months
Children who have left care under the Adoption and Children Act 2002 or who have left care under a Special Guardianship or Residence Order
Children whose parent / parents are currently serving in the armed forces have left service up to six years previously
Our aim is that all pupils, regardless of their background or the challenges they face, make good progress and have access to an inclusive and broad curriculum. We will consider the challenges faced by our vulnerable children and how best we can support their needs in all aspects of school. We also aim to give our disadvantaged children opportunities that they might not otherwise get as well as ensuring that we have sufficient staff to provide appropriate interventions, both academic and pastoral.
High-quality teaching of a well-planned and sequential curriculum is at the heart of our approach, with a focus on areas in which disadvantaged pupils require the most support. The focus of our pupil premium strategy is to ensure that all our disadvantaged children can read fluently and have the basic skills that allow them to move through the education system and are ready for the next stage in education. This will be done while ensuring they have access to a broad curriculum. As well as academic support it is vital that children are supported in their social and emotional needs in order to ensure they are able to learn effectively and contribute to school (and society) in a positive way.
Our strategy is also integral to wider school plans for education recovery, notably in its targeted support through the National Tutoring Programme for pupils whose education has been worst affected, including non-disadvantaged pupils.
Our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment, not assumptions about the impact of disadvantage. The approaches we have are based on evidence including the Education Endowment Foundation (EEF) Teaching and Learning Toolkit and Early Years Toolkit.