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 a way to address the current underlying inequalities between children eligible for free school meals (FSM) and their peers. Pupil Premium is allocated to schools and is clearly identifiable as it is created to target specific groups of children and pay for their additional support. 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.
At CCJ our Pupil Premium Spending is approved by the headteacher and the governing body, who then monitor its impact to ensure that it is spent effectively. The premium premium funding is allocated per financial year (April to April) but the spending strategy spans an academic year (September to September). In recent years, the school has received approximately £55,000 of pupil premium funding. Our Pupil Premium Governor is Julian Kendell.
Miss Friend, our deputy head, is the pupil premium champion for the school and she works with the SLT, governors, staff, children and parents to ensure that our children receive the best from CCJ.
- Approximately 16% of the school are entitled to pupil premium funding.
- We have close links with our partner Infant school and how they provide for their pupil premium families
- There are currently no known forces families within the school.
- The DHT and HT work together to run the pupil premium virtual school and work with the SENCO, family link workers, EWO, school nurse and identified pupil premium governor to develop a whole school approach to pupils entitled to PP.
- PP progress and attainment is the responsibility of the whole team. The SLT, class teachers and teaching assistants all work hard to meet the needs of the whole child as well as accelerate progress and target gaps.
- The schools monitoring cycle looks specifically at PP children and their progress/attainment as well as non PP children. This monitoring includes work with the Governors.
Pupil Premium Coffee Mornings
Towards the end of every term we invite our Pupil Premium families into school for coffee, cake and a chat. We have a different theme each term (we are keen for some ideas from you!) and so far this year have covered our Pupil Premium offer, reading strategies at home, e-safety, spelling and SEND. Miss Friend leads each coffee morning with the support of different staff members who come in to talk about their subject or specialism.
At our last coffee afternoon we decorated biscuits, talked about upcoming events, discussed e-safety, showed off some work we were proud of and had a natter- come and join us soon!
The Whole Child
We closely track the needs of each pupil with a focus on Equity, Engagement and Excellence.
Equity: Are the child's basic need met? Can we offer therapeutic support? Do external agencies need to be involved? Are the barriers to learning removed?
Engagement: Can we enhance the aspirations of our children? Do they have enrichment opportunities? Are they able to experience all that we wish them to?
Excellence: Is attendance and punctuality as high as possible? Can we remove any barriers to low attendance? Are parents engaged and supportive at home and school? Are academic interventions focused and impactful?
70 Things at CCJ
The staff at CCJ have created a list of 70 things we wish our children to be able to experience at some point during their four years at our school. For our PP children, this is tracked and targeted to ensure a wide range of engagement with enrichment opportunities. For example, last year we noticed that a significant number of children hadn't ever been to theatre and so theatre trips are now held in each band for all of our children. This year we have found that some children feel they haven't met an 'expert' so we will be inviting in STEM specialists from the Ministry of Defence to work with our Year 4s.
CCJ have been awarded the Pupil Premium Quality Mark (April 2019)
Quotes from the Pupil Premium Quality Mark assessor report
"The example set by senior leaders is inspirational and the tone set; aspirational. Staff are diligent in their observation, analysis and recording of pupil need and want; with concomitant interventions and activities swiftly put in place. The regularity and thoroughness of monitoring and review ensures that what is working is continued and what is not working either replaced or reconfigured. The regard given to developing the whole child ensures that life enhancing experiences are offered to all with particular and careful further enhancement offered to those pupils with vulnerabilities; no matter what they might be.
Leadership and ownership are encouraged and developed in both staff and pupils. Staff, no matter what their designation, feel confident to play their part in the development of pupils; acting as part of a team, taking individual responsibility and embracing leadership of: an activity, intervention or innovation. Pupils are offered numerous opportunities to develop team responsibility skills and to display leadership with staff careful to identify those pupils who do not always put themselves forward in order to find ways to let them shine.
Whole school issues are identified and raised by all staff; ensuring: bottom up, top down and peer to peer commitment and engagement. This shared and distributed leadership style has encouraged innovative practice and meant that trialing approaches and sharing successes and failures is applauded, encouraged and learned from. The number of curriculum and delivery methodologies being implemented by the school testimony to the mantra that constant striving and looking for improvement are key to the ongoing development and ultimate happiness of the pupils.
The breadth of experience and expertise amongst the governors of the school is admirable; allied to their commitment to see that pupils thrive, not only academically but emotionally, culturally and spiritually this makes a powerful combination. Parents/carers are very well supported; with the school and staff finding ways to offer flexibility in: time, place, environment and approach to maximise parent/carer access both to staff and, support & guidance mechanisms and materials.
The school's desire to see every pupil have: a breadth of experiences, a sense of self worth, high levels of aspiration, a can do attitude and a smile on their face coupled with the determination to help them achieve academically is totally admirable and absolutely right". April 2019
We are currently in our second year of Achievement for All, with the aim of improving our provision for Pupil Premium pupils, here is what our AfA coach has said about our school:
" A continued high level of commitment from senior leaders and governors means that disadvantaged pupils are high profile and actions to further improve their progress (not only academically but in the widest sense) are part of the school development plan. Regular, rigorous monitoring of progress towards these actions is enabling timely intervention where a need is identified. " Jan 2019
Rationale for Pupil Premium allocation and spending
The school strongly believes that in order to raise achievement the needs of the ‘whole child’ must be addressed. Therefore it allocates its Pupil Premium spend across three distinct categories:
In each category spending is allocated based on areas of need identified and evidence of impact both within school and from a wider research pool (Education Endowment Foundation, for example. There are also many provision which are in place that do not have an additional cost associated.
Barriers to Learning
We believe that the needs of every pupil differ and this is equally true of Pupil Premium children. However, when we look at an individual child, the following barriers will be considered and if it is felt that they are a barrier for an individual, we look for strategies to overcome or diminish the barrier.
Barriers to learning may include:
- poor attendance and increased number of broken weeks
- lack of funding to access clubs, trips and residential camps
- lack of parental engagement and support for home learning
- poor social skills
- poor communication and language skills
- low attainment or progress within Reading, Writing and Maths
- low self esteem or 'feeling different' due to older uniform etc
- ensuring pupils have regular meals and a balanced diet.
- poor motivation and lack of aspiration
Measuring the Impact
To ensure that the funding is effectively used, we monitor and review the impact of the strategies on a regular basis. The Pupil Premium spending and impact report breaks this down further for each academic year. Some of the methods that we use to measure the impact include
- termly pupil progress meetings with every teacher to discuss the progress and barriers of every child
- staff training opportunities as a whole staff
- sending the PP lead on the PP conferences
- speaking with other local schools to share best practice and assess ourselves against the toolkit
- PP review with the local authority
- analysing data for progress and attainment
- speaking with pupils about their learning
- meeting with parents to look at how the support has helped their child
- monitoring attendance and broken weeks
- TA intervention analysis at the end of each term