Quotes from the St.Michael’s Ofsted Report 2016.
Pupils … who are disadvantaged, make very strong progress because of the excellent support they receive.
Teachers … know their pupils very well and use their expertise to shape support that enables pupils to flourish. The additional funding for disadvantaged pupils is used very effectively.
Disadvantaged pupils make progress in all their subjects that is in line with, or better than, progress made by other pupils in the school and nationally. Progress is particularly substantial because expectations of pupils’ achievement are high and because the support they receive is tailored so well to their needs.
What is the Pupil Premium?
Pupil Premium funding is provided to schools which is additional to main school funding. It is allocated according to the number of pupils on roll who:
- – pupils who are known to be currently eligible for free school meals (FSM)
- – pupils who are known to be eligible for FSM for the last 6 years
- – children looked after and those adopted from care
The Pupil Premium Grant at St. Michael’s
At St. Michael’s, we aim to use the Pupil Premium Grant to narrow the attainment gap between pupil groups. As a school, we have a good track record of ensuring that all pupils make good progress.
We carefully decide how the pupil premium is allocated; taking into account the needs of the children and by monitoring the provision and impact it has on the child. We base our decisions on information which is provided by the Sutton Trust – a summary of educational research which identifies the most effective ways to use resources to improve the attainment of disadvantaged pupils.
Research shows that quality first teaching delivers the best results for disadvantaged and vulnerable children. Staff training, collaboration with other primary schools and in house monitoring all contribute to improved outcomes for children. Whilst all children benefit from high quality teaching, disadvantaged and vulnerable children reap disproportionately higher benefits from having good or outstanding teachers. Through observation and assessment we are able to assess if additional provision should be made for individual pupils. It is through high quality teaching and targeted interventions that we work to eliminate barriers to learning.
How we spent our pupil premium allocation in 2019 – 2020 (£22,000)
|Quality first teaching:
Professional Development (15%)
Monitoring and Evaluation (20%)
|£7,850||Research shows that quality first teaching delivers the best results for disadvantaged and vulnerable children. Staff training, collaboration with other primary schools and in house monitoring all contribute to improved outcomes for children. Whilst all children benefit from high quality teaching, disadvantaged and vulnerable children reap disproportionately higher benefits from having good or outstanding teachers.
As a result, all Year 6 children in receipt of Pupil Premium Grant achieved at least the expected level in all areas.
|Targeted intervention & 1:1 support (10%)||£2,150||Children have been supported to achieve their potential. As a result, all Year 6 children in receipt of Pupil Premium Grant achieved at least the expected level in all areas.|
|Emotional Health (55%)||£12,250||Research shows that social and emotional learning programmes appear to be particularly beneficial for disadvantaged or low-attaining pupils and that ‘adventure’ learning has a consistently positive impact of academic outcomes for vulnerable learners. There is also evidence of an impact on non-cognitive outcomes such as self-confidence.
“I feel really happy and I don’t feel like I’ve got anything on my mind. I just feel I only need to have fun & I have fun. It makes me feel I can enjoy myself and have fun anywhere.”
“Forest School gives me the chance to calm down and fix arguments.”
Wider impact on other pupils
- Professional Development (15%) The development of our teachers will have a positive benefit on outcomes for all children.
- Monitoring and Evaluation (20%) Through rigorous monitoring and evaluation we can ensure that the pupil premium grant, whilst targeted at outcomes for the most vulnerable, will nevertheless improve outcomes for all children
- Targeted intervention (10%) in Year 6 has also benefitted a small group of Year 6 children at risk of underachieving to fulfil their potential
- Emotional Health (55%)Our Forest School programme is not limited to disadvantaged children. As a result of the pupil premium grant we are also able to support our emotionally vulnerable children. Furthermore, the expertise of our Forest School leaders benefits the whole school as over the year, all children have the opportunity to attend Forest School
How we plan to spend our pupil premium allocation in 2020-21 (£22,440)
The barriers to learning experienced by our disadvantage children include:
- Family breakup
- Lack of rich learning experiences within the home
- Mental and/or physical health of family members
- Confidence in learning
- Emotional well-being
There are also a number of disadvantaged children with special educational needs (ASD, OCD, working memory failure, dyslexia) which means they are at further at risk of underachieving
We will continue to support our children through a combination of:
- Quality first teaching: professional development, monitoring and evaluation
- 1:1 support / intervention
- Small group tuition
- Emotional literacy interventions
We will know if it is successful if
- Children are happy to come to school and happy in school
- Children are confident to engage in learning that is meaningful and allows them to make progress alongside their peers
- Children have access to therapeutic interventions which allow them to express their fears and worries
- Attendance is high (above 95%) and children arrive in good time.
- Children achieve their full potential in all areas