Newsletter & Extra info! https://t.co/ZpXGpRNmox
21st October 2021
We receive Pupil Premium funding to help us to close the gap in attainment between those less advantaged pupils and the school and national expectations of attainment.
We have high aspirations and ambitions for our children and we believe that no child should be left behind. We strongly believe that it is not about where you come from but your passion and thirst for knowledge, and your dedication and commitment to learning that makes the difference. We are determined to equip our children with the life skills they will need in order to realise and fulfil their potential. Pupil premium funding represents a significant proportion of our budget and we are committed to ensuring it is spent to maximum effect.
We know that nationally children from deprived backgrounds underachieve compared to their non-deprived peers. We aim to actively breakdown those barriers to enable ALL of our children to achieve age related outcomes, regardless of their social and economic status or family circumstances.
Our key objective in using the Pupil Premium Grant is to narrow the gap between pupil groups. There is a shared commitment amongst staff in ensuring all pupils make good progress, but as mirrored nationally, our levels of attainment have been lower for FSM children in the past. We do, however, analyse outcomes for all of the following KS1, KS2, Phonics and EYFS, this means National Levels and PIVATS as well as a range of other measures are used.
Enriching the children’s learning through extensive school trips, activities in school delivered by external providers and our own staff and by providing a broad range of school activities for children of all age ranges and by engaging vulnerable pupils and their families with attendance support.
Through targeted interventions we aim to eliminate barriers to learning and increase progress rates. Moderated assessment data is collected termly so that the impact of Quality First Teaching interventions can be monitored regularly. Interventions are adapted or changed to suit the changing needs of the learners and case studies are used to evaluate the impact of interventions (including pastoral, attendance and behaviour). Regular feedback about progress is given to children through focussed marking and parents through termly pupil progress meetings.
Senior Leadership Team will ensure that teaching and learning staff: set high expectations for all children through Quality First Teaching, share expertise and good practice through CPD and structured support via coaching and mentoring. They are also offered continuous CPD, contribute towards school initiatives and quality assessment, structured planning for and delivering of interventions.