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Pupil Premium

Pupil Premium

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 2018–19

Please see below for information regarding how the pupil premium was spent in the last financial year, the impact of this funding, and the plans for future spending.

 

Strategy Cost Impact
Quality first teaching: Professional Development,
Monitoring and evaluation
£13,131 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 £3,604 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 £10,458 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.”

How we plan to spend the Pupil Premium allocation in 2019-20

  • – Quality first teaching: professional development, monitoring and evaluation
  • – 1:1 support / intervention
  • – Small group tuition
  • – Emotional literacy interventions
  • – Opportunities to enhance life experiences