How we help all our students achieve their full potential
Research tells us what disadvantaged students benefit from and as such we strive to implement the following:
- High quality teaching– we ensure this through regular observation, monitoring and a programme of Continued Professional Development. We work closely with our cluster school and other Primaries in the academy to up-skill our staff and keep them well-informed and inspired.
- Small class sizes– our classes are small and this means children receive more individual support.
- Careful planning of how to utilise support staff– we have detailed timetables to ensure our support staff are used effectively at all times.
- Staff awareness and understanding – staff ensure they know what the gaps are in a child’s learning and set IEP targets with measurable outcomes and clear step by step instructions for support staff to utilise in small group and one to one sessions.
- Planned, timely and targeted interventions – These can be groups focusing on a similar target or weekly one-to-one sessions with disadvantaged children to assist them in achieving their individual targets in their IEP. These are often English and Maths based, for example, additional phonics or targeted reading. Some pupils receive support to develop confidence, physical motor skills and their emotional wellbeing.
- Rigorous monitoring and evaluation of targeted interventions – staff regularly review individual IEP targets, set new ones and adapt their strategies where they see fit.
- Enrichment– we run a breakfast club and a wide range of afterschool clubs. Disadvantaged children are entitled to attend two after school clubs for free. We also provide many opportunities throughout the year for pupils to learn outside the classroom and also maximise opportunities presented by having visitors into school.
- Nurturing and support in order to develop confidence, self-esteem and raise aspirations– we work hard to support all of our families and provide a safe environment for children to learn in. We have small nurture groups which run through the week, we provide specified talk time to those who need it. When required, we provide breakfast, PE Kit and spare uniform to ensure pupils can embrace school life fully.
- Targeted parental engagement and support – we have good relationships with our parents and regularly share their child’s current targets with them. Results from a parental survey have resulted in us being in the process of providing a range of online videos to help parents support their child with maths and phonics.
- Staff to oversee the Pupil Premium Programme –Senior teacher Claire Murray; attends training, keep abreast of new research, teaches new strategies to staff, oversees all interventions, collates and analyses data and keeps governors updated.
Other Disadvantaged Pupils
We are aware that pupils might be disadvantaged using variety of measures and that access to Pupil Premium funding is not the only measure to explain why there might be barriers to learning.
All pupils are categorised using a disadvantage matrix so that teachers are aware of possible barriers to learning and address possible issues wherever possible.
We currently have no pupils classed as EAL in school, however we have several pupils who have parents with limited English skills. We support these families in a variety of ways. Often explaining letters and helping them to navigate online tasks linked to their child.
Alongside these pupils we also have a vulnerable pupils list, which contains the names of pupils for which we have several concerns, these might be linked to safeguarding, SEN and family break up. However they do also include pupils, where we have concerns which don’t meet the neglect or safeguarding thresholds, but we are still aware that there are challenges at home.
Pupil Premium Policy