What is the Pupil Premium?
The Pupil Premium is a grant (PPG) which provides additional funding to publicly funded schools in England. It is targeted at students from disadvantaged backgrounds to ensure they benefit from the same opportunities as students from less deprived families. The main aim is to raise the attainment of disadvantaged pupils and close the gap between them and their peers.
The level of funding and categories have changed since the Pupil Premium was introduced but for the academic year 2021-22, the January 2021 census is used to identify pupils eligible for the premium and there are four main categories and the level of funding for primary age children in each of the categories is as follows:
- Ever 6 Free School Meals
- The premium is worth £1,345
- For pupils who at any point in the past 6 years have been in receipt of Free School Meals (FSM);
- Looked After Children
- The premium is worth £2,345
- For any pupil who has been continuously looked after for the past six months
- Adopted from care
- The premium is worth £2,345
- For pupils who have been adopted from care under the Adoption and Children Act 2002 or who have left care under a Special Guardianship or Residence Order
- Ever 6 Service children
- The premium is worth £310
- For any pupil whose parent/parents are currently serving in the armed forces or are in receipt of a pension from the MoD
- Any pupil recorded in the January 2021 school census who was eligible for the service child premium since the January 2014 census as well as those recorded as a service child for the first time on the January 2020 school census.
How the Pupil Premium is spent is monitored closely with all schools accountable for the impact of the money spent.
Marlow Church of England Infant School Pupil Premium Strategy
At Marlow Church of England Infant School, we are committed to ensuring that each individual pupil receives the very best education allowing them to reach their full potential academically and socially. This undertaking is a reflection of our school's vision and values.
The school's Christian vision embodies the belief that every individual is created in God’s image and therefore is precious and valuable. We believe in treating everybody with respect and dignity because we acknowledge everyone’s God given value and unique identity. This is linked to the Bible verse:
Then God said, “Let us make mankind in our image, in our likeness” Genesis 1:26
The values that underpin this vision are:
Trust, Respect, Kindness, Perseverance, Forgiveness, Thankfulness
In valuing all, we focus on the needs of each individual and ensure that we have the highest expectations for everyone and strive to ensure that every child is the best they can be.
When deciding how to spend the Pupil Premium Grant ('PPG') it is important that we look at the potential barriers to learning faced by Pupil Premium pupils in the context of our school. The reasons for underachievement are many and varied and could include such factors as a lack of a basic physical need (eg. not sleeping enough), parents’ level of education so they are not able to support their child at home, general less support at home, social and emotional difficulties due to complex family situations or attendance and punctuality difficulties. Each child entitled to the PPG is unique in their situation and our response to their needs must reflect this.
We ensure that:
- A high profile is given to Pupil Premium Pupils
- All staff are accountable for the progress of Pupil Premium children
At Marlow C of E Infant School, we undertake to ensure that pupil premium funding is used to give those eligible the same opportunities to achieve and progress in their learning as the rest of the pupils. We aim to improve the rate of progress and level of achievement for these pupils through the use of carefully targeted strategies and interventions.
The strategies we use are split into 3 groups:
1.Whole school strategies which benefit all pupils:
- Quality teaching and learning, supported by a strong CPD culture
- Engaging and relevant curriculum
- Pupil level tracking, assessment and monitoring
- Quality assessment
- Effective reward, behaviour and attendance policies
- Inclusive and positive school culture
2.Targeted strategies for under-achieving pupils
- Early intervention and targeted learning interventions
- One –to one support and other ‘catch up’ provision
- Monitoring and evaluation of impact of targeted interventions
- Outside agency support
- A pastoral and well-being culture
- Social groups delivered using the SEAL resources
- Developing self-esteem and confidence through listening to pupils, focusing on their talents and interests.
- Parental engagement
3.Targeted strategies to specifically benefit disadvantaged pupils
- Subsidising school trips and other learning resources
- Targeting of outside agency support
- Additional transition support when moving between EYFS to Year 1 and Year 2 to Year 3 at our feeder school at Holy Trinity CE(A) school
The number of pupils entitled to PPG at Marlow C of E infant school is small when compared to national figures and through our deployment of the PPG in recent years we have been able to narrow the achievement gap between those in receipt of PPG and those who are not. Progress meetings identify and address the areas of need for Pupil Premium children but with such small numbers, it is difficult to identify trends.
Our funding priorities for 2021-22 fall into 4 key areas:
- Learning and the Curriculum
- Parents and Families
- Social and Emotional Support
- Enrichment within and beyond the curriculum
Specific areas of focus are to:
Progress meetings identify and address the areas of need for Pupil Premium children. With such small numbers, it is difficult to identify trends. Overall the differences between the group and the non-group are small in terms of progress and attainment.
The priorities for the next academic year must address:
- Giving support to PP children in Year 2 in all areas of learning so that they continue to make more than expected progress. Identification of barriers and breaking learning down into smaller sequential steps will be essential actions. Interventions and Nurture groups will continue to ensure that these children are able to settle back into routines of school and regain their independence in learning.
- Year 1 children will have focused support during the transition period from Reception to Key Stage 1. TA support will be in place to address the gaps in learning and there will be an emphasis on well-being and nurture to ensure that the Early Learning Goals in the Prime Areas for these children are met before moving on to the Year 1 curriculum.
We will review this strategy in December 2021