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Pupil Premium

The Pupil Premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils of all abilities and to close the gaps between them and their peers. It is in addition to the school's delegated budget and schools can spend the Premium in the way they think will best support the raising of attainment for the most vulnerable pupils.

The pupil premium is allocated to children who are looked after by the local authority, those who have been eligible for FSM at any point in the last six years (also known as Ever 6 FSM) and for children whose parents are currently serving in the armed forces.

In the 2017-18 financial year, schools will receive the following funding for each child registered as eligible for free school meals at any point in the last 6 years:

  • £1,320 for pupils in Reception to year 6

  • £1900 for children in care

Our key objective in using the Pupil Premium Grant is to ensure that a child’s basic needs are met and then focus on raising the attainment of disadvantaged pupils and extending opportunities, thus enabling all children to reach their full potential. A significant amount of additional funding has been allocated to the school and we are determined to ensure that it has maximum impact. When planning the allocation of funds we consider children’s safety, welfare, progress and the targets discussed at data review meetings, in addition to taking into account research by the Sutton Trust – EEF Teaching and Learning Toolkit on tested strategies to improve learning.

 

Pupil premium funding is allocated following a needs analysis which identifies priority classes, groups or individuals. We follow a model where we firstly identify barriers to learning, plan and provide support to overcome these barriers then evaluate the impact of the support adapting it as necessary.


 

Our aim is to minimise barriers to learning and achievement for all children, including those eligible for the Pupil Premium (PP). Barriers to achievement at Oakwood Ave C.P. include:

  • Speech and language development

  • Social and emotional difficulties

  • Cognition and learning

  • Family circumstances

  • Attendance

School tracking data is used to enable us to identify needs, with the progress of all children being monitored on a termly basis so children are identified quickly if they start to fall behind. Intervention staff work closely with class teachers, ensuring their input (appropriately differentiated) supports the learning in class. Intervention staff are aware of the barriers to learning of the individuals within their group.


 


 

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