What is Pupil Premium?
Pupil Premium (PP) is additional funding for pupils registered as eligible for Free School Meals and was introduced in April 2011. It is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years (known as ‘Ever 6 FSM’). The allocation 2019/20 is £1320 per child. Schools also received funding for children who have been adopted from Social Care during the previous six years (allocation = £1900 per child) and children of service personnel. Data shows that the children within these categories sometimes need extra support, resources or tuition to achieve their full potential. The money is allocated to address the specific needs of these children. PP funding is additional to main school funding and it is used at HGPS to address any underlying inequalities between children eligible by ensuring the funding reaches the pupils who most need it. In our school this created an additional funding of £164,140 in 2019-2020.
Impact on the way in which Pupil Premium been spent:
In Key Stage 1, Pupil Premium has been used to provide one to one teaching with an experienced Stockport Early Reading Intervention Learning Support Assistant focused on overcoming gaps in reading and writing. It has also been used to support children who need Reading Recovery from our accredited Reading recovery specialist teacher in school. In-house data evidences the positive impact on children’s reading ages. Funding has also been used to provide a designated teacher to teach reading, writing and maths in small group work.
Learning Support Assistants have been used across the school to work with children in small groups on interventions to support their success. These include Motivational Maths and spelling, grammar and punctuation work. Local data evidences that these differences are diminishing.
In Key Stage 2 a Better Reading Program has been used to support PP children and this has had a positive impact on their achievement (attainment and progress). This additional support has impacted, and closed or removed the gaps between those children and their peers at the end of Key Stages.
Funding has also been given to enrich the curriculum. Authors have been invited into school, visiting theatres have performed for children, and children have had the opportunity to play musical instruments. Opportunities for educational visits, residentials and visitors have been included. These have inspired children’s writing, performance and musical ability.
Some of the funding has been used to support children holistically, Breakfast clubs have been provided and Nurture clubs have been put in place for children who just need an opportunity to strengthen friendships. This has had a positive impact on their self-esteem and view of themselves as successful learners.