Pupil Premium

What is Pupil Premium?

The Government introduced the Pupil Premium Grant in April 2011.

This grant, which is additional to main school funding, is seen by the government as the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their peers, by ensuring that funding to tackle disadvantage reaches the pupils who need it most.

The pupil premium is allocated to schools and is clearly identifiable.

 

Pupil premium is paid for any pupils who:

  • have been eligible for FSM at any point in the previous 6 years
  • looked after children (LAC)
  • children under a Special Guardianship Order (SGO)
  • children adopted from care
  • children whose parent/s are currenlty serving in the armed forces

 

Schools can decide how the pupil premium is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility. The money enables us to continue our work supporting these children, and their families, in order that they make the best possible progress in school. However, schools will be held accountable for how they have used the additional funding to support pupils from low income families.

For more information please visit:

http://www.education.gov.uk/schools/pupilsupport/premium/a0076063/pp

 

 

Pupil Premium Funding:

2013/2014: £66,600

2014-2015: £76,725

2015-2016: £75,896

2016-2017: £75,220

2017 - 2018: £63,360

2018 - 2019: £75,054

 

At Cledford, pupil premium grants are spent on bespoke programmes to support literacy, numeracy, emotional well-being and to support families with contributions towards educational visits. 

All of our teaching assistants are trained either in a specialist literacy or maths intervention.  Key staff are trained in the ‘Every Child Counts’ (ECC) initiative and lead that intervention programme in school. 

We also have an experienced specialist reading teacher who teaches Every Child a Reader (ECaR) and leads our ‘FFT Wave 3’ intervention team.  Early intervention in reading difficulties pays dividends in the long run; once a child is reading at the level of his/her class, they show achievement in all areas of the curriculum. The ECaR teacher works with children who are experiencing the most difficulties in reading.  She ensures that staff training remains up-to-date and that it leads to outstanding progress in reading.

Throughout the year, identified children are supported directly by a one to one specialist teacher. The specialist teacher and TAs work very closely with the carers of the children in the program to ensure that the skills a child is being taught in school are used at home. This partnership with parents, the class teacher and the one to one teacher is our key to success.

Some children start later in the academic year, and they continue the program in the following academic year. Our success rate is high: only a few children continue to need extra targeted support once the reading program has finished.

 

Interventions utilised to narrow the gap and raise pupil attainment and progress:

  • Nurture Group (Emotional well-being)
  • PERMA (Emotional wellbeing)
  • Drawing and Talking Therapy (Emotional well-being)
  • Nurture/Play Development for EYFS (Emotional well-being)
  • Forest School (Emotional well-being)
  • Every Child Counts (ECC) First Class at Number
  • Catch Up Numeracy
  • Power of 2 - Maths Intervention
  • Talk Boost (Speech And Language Therapy)
  • ECaR (Every Child  a Reader)
  • Write Away Together
  • Early Literacy Intervention for EYFS
  • FFT Wave 3 – Reading & Writing
  • BRP (Better Reading Partnership)

 

 

Cledford Primary School, George VI Ave, Middlewich, CW10 0DD