Pupil Premium

The Pupil Premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers.

It is for schools to decide how the Pupil Premium, allocated to schools per FSM pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.” Source – DfE website

At Torah Temimah, we have high aspirations and ambitions for our children and we believe that no child should be left behind. We do not believe that any child’s background or disadvantaged personal circumstances should indicate or limit his potential to excel in life. We believe that every child, regardless of background and personal circumstances, should be given the opportunities to succeed. The targeted and strategic use of Pupil Premium Grant (PPG), along with allocations made from the school’s delegated budget, will help ensure that every child gets those opportunities.

The number of pupils attracting PPG in this school is very low. However, we are committed to ensuring that the very modest amounts of PPG funding that the school receives are used to support the attainment, progress and inclusion of those pupils, and to extend and enrich their curriculum and learning opportunities.

We recognise that when dealing with extremely small numbers of pupils, statistical group analysis of their attainment and progress in comparison with national or even school cohort averages is highly unreliable, statistically insignificant and therefore devoid of real meaning. We therefore target, and evaluate the impact of our use of PPG, in relation to individual pupils’ circumstances and personal objectives – e.g. attendance, breadth of curriculum opportunities (including e.g. music tuition), social inclusion, participation in whole-class or whole-school activities, extra-curricular activities such as clubs, off-site activities, emotional and social development and wellbeing, and of course academic attainment and progress.

Principles: Our Pupil Premium Strategy

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

2. We ensure that appropriate provision is made for pupils who belong to vulnerable groups. This includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed.

3. Our objective in ensuring that Pupil Premium funding is used effectively, is to eliminate under-achievement and promote the attainment of excellence by all vulnerable pupils, with the priority being to do so for those individual pupils who attract the school’s Pupil Premium Grant.

4. In making provision for vulnerable pupils, we recognise that not all pupils who receive free school meals or who are looked-after, and who therefore attract PPG, will in fact be socially disadvantaged or will be under-achieving academically compared to their individual potential. However, there may be activities and experiences that they are unable to access as a result of disadvantage, and as a result of which their ambitions and horizons may be more limited.

5. We also recognise that not all vulnerable pupils in this school who in fact are socially disadvantaged or who are under-achieving are registered or qualify for free school meals. There may therefore be vulnerable and socially disadvantaged pupils who do not attract PPG, but who nonetheless fall firmly within the principle-driven target group for PPG support. This is particularly true at our school, where specific factors (such as large family sizes and overcrowding) strongly indicate a significantly wider level of deprivation than is reflected in the small number of pupils qualifying for free school meals. School leaders’ close knowledge of the school community and individual families supports the idea that many families who might qualify for FSM nonetheless choose not to claim, for a range of valid reasons. We shall therefore seek wherever possible to use Pupil Premium funding in ways that will benefit not only the children who actually attract the funding, but also in addition other pupils or groups of pupils whom the school has identified as being at risk of under-achievement, social disadvantage or loss of opportunity.

Provision

The range of direct provision the Governors may consider making may include:

  • Providing small group work with an experienced teacher focussed on overcoming gaps in learning.
  • 1-1 support.
  • Additional teaching and learning opportunities provided through trained TAs or external agencies.
  • Retaining and providing 1:1 or small group access to specialist staff for social and emotional support.
  • Purchase of additional or specialist resources to support learning.
  • Enabling subsidised or zero-cost participation in extra-curricular activities, clubs and other learning or social opportunities for which charges or voluntary contributions are normally sought from parents and carers.
  • Other interventions that are considered to be effective in narrowing gaps in achievement or opportunity.

Drawing on good practice guidance from Ofsted and other sources (e.g. John Dunford), we may also choose to use Pupil Premium funding in other creative but effective ways to overcome barriers to success that are faced by disadvantaged pupils. These could include e.g.:

  • Staff training in strategies that will particularly benefit disadvantaged pupils.
  • Enabling the family to undertake educational, horizon-broadening and enrichment activities that would not otherwise be possible.
  • Maintaining or enabling whole-school facilities or activities that effectively benefit disadvantaged children while also benefitting other children.

The key life skills and core curriculum areas of literacy, maths and science will usually be considered as priority areas for interventions, if resources are insufficient to meet all needs. Pupil premium funding may also be used to target higher attaining disadvantaged children to achieve mastery and attainment beyond age-related expectations, or to extend and enrich the curriculum for such children.

Provision funded by the PPG will not be aimed at children with SEN, with or without a Statement of Special Educational Needs or an EHCP, unless these children are among those who attract the PPG or who otherwise are known to be vulnerable or socially disadvantaged and at risk.

Report on Pupil Premium spending

Schools are now required to publish:

1. In the previous academic year (2016-2017):

  • how the pupil premium allocation was spent
  • the impact of the expenditure on eligible and other pupils           

2. In the current academic year (2017-2018):

  • the amount of the school’s allocation of pupil premium grant
  • details of the main barriers to educational achievement
  • how the allocation will be spent to address the barriers and why these approaches were taken
  • how the school will measure the impact of the pupil premium
  • the date of the next pupil premium strategy review.

The total amount of Pupil Premium funding received by the school is as follows:

  • 2011/12 – £2,580
  • 2012/13 – £3,000
  • 2013/14 – £3,812
  • 2014/15 – £6,615
  • 2015/16 – £3,220
  • 2016/17 – £6,600
  • 2017/18 – £5,280

Previous academic year (2016-17)

In 2016-17, PPG (£6,600) was used as follows:

  • Provision at zero cost of individual instrumental music tuition in keyboard for an eligible pupil to extend and enrich his personal curriculum (£150).
  • Inclusion at zero cost of eligible children in after-school and lunchtime clubs (£195).
  • Provision, without soliciting voluntary contributions towards the cost, of off-site curriculum visits and other enrichment activities (approx. £100).
  • Provision of social inclusion support groups, including clubs, targetting eligible pupils (£500).
  • Additional teaching assistant support to promote attainment and progress (approx. £2,500).
  • Provision of specialist music teacher for all classes to ensure that children attracting Pupil Premium, alongside other children, have access to high quality teaching in this aspect of the curriculum (£3,300).
  • Resources for the Pupil Support Officer to support eligible pupils’ emotional and social development and wellbeing through a small social skills group (£120).

The pupils attracting PPG in 2016-17 all maintained high levels of school attendance (>96%). Two pupils have identified special educational needs, but all achieved academic progress in line with or exceeding their individual targets in English and maths.

The use of some PPG funds to provide specialist music tuition in KS2 enabled all pupils to receive high quality teaching in this specialist area. In addition, the resources purchased to support social inclusion were also used in social skills groups that benefitted many other pupils.

Current academic year (2017-18)

Amount: The PPG funds available total £5,280 (4 pupils).

Main barriers to educational achievement: Special educational needs; limited access to books at home; limited access to extra-curricular activities e.g. lunchtime and after school clubs, residential visits; limited access to extra-curricular sport activities.

How the allocation will be spent:

  • Additional 1:1 or small group support (£3,500)
  • High quality books for children to have at home (£800)
  • Inclusion in extra-curricular clubs & activities (£500)
  • Residential visit (£150)
  • Additional sport activities (£150)
  • Other resources & contingency (£180)

How impact will be measured:

  • Tracking of academic attainment and progress
  • Attendance monitoring
  • Monitoring participation in extra-curricular activities & clubs
  • Monitoring reports of behaviour, bullying and other incidents
  • Pupil voice surveys
  • Parent surveys

Review of Pupil Premium strategy: Our Pupil Premium strategy will be reviewed next in July 2018.

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