Pupil Premium is additional funding provided to schools for supporting children who are at a greater risk of under-achievement.

 

We ensure that teaching and learning opportunities meet the needs of all pupils

 

We ensure that children belonging to vulnerable groups, including those from socially disadvantaged backgrounds, are adequately assessed and provision is made to meet their needs

 

In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free schools meals will be socially disadvantaged

 

We also recognise that not all pupils who are socially disadvantaged will be in receipt of free school meals. We therefore reserve the right to allocate the Pupil Premium funding to support any groups of pupils that the school deems to be socially disadvantaged

Our Pupil Premium provision is carefully planned in order to elicit high outcomes for disadvantaged children and to narrow any attainment gaps between contrasting groups.

With this in mind, activities and support are designed after reflection on our own practice and in response to various research projects, an example being the Education Endowment Foundation.

This has determined which types of intervention have been proven to have the most impact on children’s progress and attainment.

(Source: Education Endowment Foundation – Evidence summaries)

Some of the various provisions for Pupil Premium are exampled below;

Metacognition and Self-Regulation: Impact = +7 months eg use of the gradual release model.

Fidelity to a validated phonics scheme (Little Wandle): Impact = +5 months eg Use of scheme to ensure consistency across the school

Collaborative Learning: Impact = +5 months eg Writing Groups and activities

Oral Language Interventions: Impact = +5 months eg Talk boost

Professional Development of current support staff particularly in feedback: High quality feedback at primary age can add  (7+ months).

 

 

Documents

Key principles for using Pupil Premium

  1. The Excel Academy carefully ring-fences the funding at the beginning of the academic year so that it was spent on a targeted group of students.
  2. The Excel Academy never confuses eligibility for the pupil premium with low ability, and focuses on supporting our disadvantaged pupils to achieve the highest levels.
  3. The Excel Academy thoroughly analyses which pupils are underachieving, particularly in English, mathematics and EBACC subjects, and why.
  4. The Excel Academy draws upon evidence from our own and others’ experience to allocate the funding to the activities that were most likely to have an impact on improving achievement.
  5. We allocate our best teachers to teach intervention groups to improve mathematics and English, or re-deploy support teachers who have a good track record in raising attainment in those subjects.
  6. The Academy uses achievement data frequently to check whether interventions or techniques are working and make adjustments accordingly, rather than just using the data retrospectively to see if something had worked.
  7. The Academy ensures that a designated senior leader, a Vice Principal, plus the Principal, have a clear overview of how the funding is being allocated and the difference it is making to the outcomes for pupils termly.
  8. The Academy also ensures that class and subject teachers know which pupils are eligible for the pupil premium so that they can take responsibility for accelerating their progress.
  9. The projects we have set up are to tackle a range of issues, e.g. attendance, behaviour, factors outside of the Academy, professional INSET on FSM pupils, effective teaching and learning, strong careers information, advice and guidance, literacy support, targeted support, good facilities for supported self-study, further enrichment.

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