Evidence shows that economically disadvantaged pupils perform less well on average than non-disadvantaged pupils, at all levels of school education.
Due to this, the government has provided pupil premium funding. They have used the free school meals measure to identify children who qualify. They also identify extra funds for children whose parents are in the armed forces, who are in foster care or adopted.
The funding comes to the school each term, and it is the school’s responsibility to decide how to spend and account for the funds. The school must be able to show to Ofsted that children who qualify for funds are making good progress and aim for them to at least be in line with their peers before they leave primary school.
At Bildeston, our data shows both good and improved progress and results for our pupils who are disadvantaged.
The Education Endowment Fund (EEF) completed a review of the best types of intervention to have the greatest impact, and it is from this review that we have made choices about the types of support and interventions we use - for example our employment of an interventions teacher and our commitment to small class sizes where we can. We have selected Accelerated Reader as a proven and EEF supported intervention for reading, and have paid for this through a grant from the LA Challenge Fund matched by Pupil Premium funding from our budget. We have also taken the opportunity for staff to train in Philosophy for Children, an EEF proven intervention to develop pupils intellect and language.
Bildeston Primary School Pupil Premium Funding, Allocation and Impact 2017/2018
At Bildeston Primary, all members of staff and governors accept responsibility for those students recognised as economically disadvantaged and are committed to meeting their pastoral, social and academic needs. Children who trigger pupil premium are tracked, as are all children. Teachers know which children in their class may need extra support and meet with the Headteacher every half term to discuss every child’s progress in reading, writing and maths. This discussion allows for reviews of activities to take place and activities to be altered to ensure the best interventions are being used and are having the greatest impact.
We have 3 key objectives:
1. Raising Attainment
a) Attainment in English and Maths for the disadvantaged students should be at least in line with their peers and in line with their personal attainment targets.
b) Higher attaining disadvantaged pupils should be supported to achieve as well as higher attaining pupils who are advantaged.
2. Improve Attendance
To implement strategies to close the attendance gap between the disadvantaged and non-disadvantaged students
3. Improving Engagement
To improve curriculum and school engagement and ensure that PP students participate in school life, both in and out of class, at the same level as their peers.
Barriers to achievement at Bildeston Primary School
We identify potential barriers as follows:
- Issues with speech and language which act as a barrier to clear communication – Communicate employed
- Ability to support with homework and reading at home – extra reading done at school, parental courses on curriculum areas offered regularly
- Ability to fund uniform – help with funding is given
- Ability to fund extra activities such as residential visits, educational visits and clubs – help with funding is given
- Ability to access holiday activities such as Gipping Valley Sports Activities
- Social and emotional issues – Behaviour support service accessed as needed, high level of pastoral care
- Attendance – work with families and the EWO to improve attendance
- Curriculum vocabulary – Use of Philosophy for Children in class, emphasis on vocabulary in subject teaching
- Organisation and support at home – support for families and individuals from our play therapist