Stoke Minster CE (A) Primary School
Pupil Premium Policy
MISSIONSTATEMENT
Our school strives to be a community in which:
- The teachings of Jesus are at the heart of all we are and do
- We celebrate the uniqueness of each individual
- All experience challenge, discovery and achievement
- We prepare individuals to contribute fully in an ever changing world
Aims:
At Stoke Minster CE(A) Primary School we have high aspirations and ambitions for our children and we believe that no childshould be left behind. We strongly believe that it is not about where you come from, but yourpassion and thirst for knowledge, your dedication and commitment to learning that make thedifference between success and failure. We are determined to ensure that our children, including children considered to be ‘socially disadvantaged’, are valued, respected and entitled to achieve his/her full potential. Pupil premium funding represents a significantproportion of our budget and this policy outlines how we will ensure it is spent to maximum effect.
Principles and background to the Pupil Premium
The pupil premium is a Government initiative that targets extra money at pupils from deprived backgrounds, which research shows underachieve compared to their peers. The Government has used pupils entitled to free school meals (FSM), looked after children andservice children as indicators of deprivation, and have provided a fixed amount of money forschools per pupil based on the number of pupils registered for FSM over a rolling six year period.This fixed amount of money is expected to increase every year for the course of this current Parliament. At Stoke Minster we will be using the indicator of those eligible for FSM as well asidentified vulnerable groups as our target children to ‘close the gap’ regarding attainment.
Context
When making decisions about using pupil premium funding it is important to consider the context
of the school and the subsequent challenges faced. According to research, common barriers for FSM children can be: less support at home, weak language and communication skills, lack of confidence, more frequentbehaviour difficulties, and attendance and punctuality issues. There may also be complex familysituations that prevent children from flourishing. The challenges are varied and there is no “onesize fits all”.
Key Principles
By following the key principles below, we believe we can maximise the impact of our pupil premium spending:
Building Belief
We will provide a culture where:
• staff believe in ALL children
• there are “no excuses” made for underperformance
• staff adopt a “solution-focused” approach to overcoming barriers
• staff support children to develop “growth” mindsets towards learning
Analysing Data
We will ensure that:
• All staff are involved in the analysis of data so that they are fully aware of strengths and
weaknesses across the school
• We use research (such as that of John Hattie and Visible Learning) to support us in determining the
strategies that will be most effective
Identification of Pupils
We will ensure that:
• ALL teaching staff and support staff are involved in the analysis of data and identification ofpupils
• ALL staff are aware of who pupil premium and vulnerable children are
• ALL pupil premium children benefit from the funding, not just those who areunderperforming
• Underachievement at all levels is targeted (not just lower attaining pupils)
• Children’s individual needs are considered carefully so that we provide support for those
children who could be doing “even better if…..”
Improving Day to Day Teaching
We will continue to ensure that all children across the school receive good teaching, withincreasing percentages of outstanding teaching achieved by using our team leaders to:
• Set high expectations
• Address any within-school variance
• Ensure consistent implementation of the non-negotiables, e.g. marking and guided reading
• Share good practice within the school, draw on external expertise from other local schools and beyond
• Provide high quality CPD
• Improve diagnostic assessment, feedback to children and validate judgements regarding age related expectations through moderation
Individualising support
We will ensure that the additional support we provide is effective by:
• Looking at the individual needs of each child and identifying their barriers to learning
• Ensuring additional support staff and class teachers communicate regularly
• Provide high quality and effective interventions across phases
• Working with other agencies to bring in additional expertise
• Providing support for parents - to develop their own skills (ESOL, Family Learning opportunities); to support their children’s learning within the curriculum
• Tailoring interventions to the needs of the child (e.g. Targeted maths revision sessions inthe afternoons for children who struggle in the main lesson)
• Recognising and building on children’s strengths to further boost confidence
Going the Extra Mile
In our determination to ensure that ALL children succeed we recognise the need for and arecommitted to providing completely individualised interventions for set periods of time to supportchildren in times of crisis.
Provision
Our priorities at Stoke Minster are:
- to narrow the gap for those pupils not on track to achieve age related expectations in KS1 and in KS2
- to provide visits and experiences in order to enrich the curriculum for pupils
- to provide extended school support eg, homework club, after school clubs, residential visit, breakfast club etc
- to use cognitive approaches, including Kagan Co-operative Learning Structures, a focus on problem solving and the teaching of meta-cognition to pupils.
- to provide support and encouragement to parents in order that they engage with school and support their children’s learning
Monitoring and Evaluation
We will ensure that:
• A wide range of data is used – attainment and achievement data, children’s work, lesson observations, learningwalks, case studies, and staff, parent and pupil voice
• Assessment Data is collected half termly so that the impact of interventions can bemonitored regularly
• Assessments are moderated to ensure they are accurate
• Teaching staff hold pupil progress meetings each termand the identification of children is reviewed half termly
• Regular feedback about performance is given to children and parents
• Interventions are adapted or changed if they are not working
• Case studies are used to evaluate the impact of pastoral interventions, such as onattendance and behaviour
• The Headteacher maintains an overview of pupil premium spending
• A governor is given responsibility for pupil premium
Reporting
It will be the responsibility of the Headteacher to produce regular reports for the Governing Body on:
- the progress made towards narrowing the gap, by year group, for socially disadvantaged pupils
- an outline of the provision that was made since the last meeting
- an evaluation of the cost effectiveness, in terms of the progress made by the pupils receiving a particular provision, when compared with other forms of support
The Governors of the school will ensure that there is an annual statement to parents on how the Pupil Premium funding has been used to address the issue of ‘narrowing the gap’, for socially disadvantaged pupils. This task will be carried out within the requirements published by the Department for Education and will appear on our school website
Success Criteria
- Early intervention and support for socially disadvantaged pupils.
- The vast majority of socially disadvantaged pupils meet their individual targets.
- The vast majority of pupils receive effective parental support and parental engagement with school increases.
- Have an effective system for identifying, assessing and monitoring pupils.
- Create a positive school atmosphere in which pupils’ differences are recognised and valued and where pupils support each other to develop into confident and independent learners.
Approved by Governors ………………………………
Signed on behalf of the Governing Body ………………………………
Review Date ………………………………