Pupil Premium

Pupil Premium is funding provided by the government. It is intended to address the achievement gap between disadvantaged children (those eligible for free school meals (FSM)) and children who are not eligible for FSM. It is for individual schools to decide how the money is spent.

At Red Hill Field Primary School we aim to deploy the Pupil Premium funding to ensure that all pupils reach their full potential regardless of their social situation.

How much do we receive?

Red Hill Field Primary School receives £1,323 per child eligible for FSM, £1900 for adopted or looked after children and £300 for children who have parents in the armed forces. In the 2014/15 financial year, Red Hill Field was allocated £36,300 to be paid in four instalments. In 2015/16 the school is set to receive £37,680 payable in four instalments.

With Universal Infant Free School Meals, how do we encourage parents to sign up?

We offer an incentive of free uniform items, assistance with the cost of trips and other activities to encourage all parents who are eligible to sign up for FSM.

What is the funding used for?

We ensure that teaching and learning opportunities meet the needs of all pupils. Appropriate provision is made for pupils that belong to vulnerable groups. This includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed. Pupil Premium funding will be allocated following a needs analysis, which will identify priority classes, groups or individuals. This will be through whole school monitoring of data, assessments and discussions with the class teacher, parents and the child. We recognise that not all pupils that receive Pupil Premium funding will be socially disadvantaged.

Our overarching aim is to provide the best quality teaching and learning experience that will positively impact on all children. Sir John Dunford, the Governments Pupil Premium Champion states that

…schools should focus on the quality of teaching. There is solid evidence that poor teaching disproportionately disadvantages deprived children. Equally, evidence tells us that excellent teaching disproportionately benefits them. So high quality teaching must be at the core of all pupil premium work. It follows that it is legitimate to spend PP funding on raising the quality of teaching.

With this in mind, the funding for 2014-15 was used in several ways:

  • To provide training for teaching and classroom support staff, to better equip them to deliver the best quality teaching
  • To provide training for support staff to provide emotional and pastoral support to vulnerable children
  • To invest in curricula packages, materials and training to support teachers at Red Hill Field delivering an exciting, innovative curriculum which meets the needs of all children(e.g. Cornerstones Curriculum and Ruth Miskin spelling resources)
  • To invest in assessment packages, materials and training to support teachers at Red Hill Field in assessing the progress that children are making. This will also allow teachers to direct teaching and resources to the ‘gaps’ in knowledge and understanding indicated by robust and thorough assessment systems. (e.g. Assertive Mentoring, Rising Stars, Focus Education Assessment without Levels and OTrack system.)
  • To undertake a review of Pupil Premium spending – as directed by the latest report from Ofsted
  • To provide additional academic support for children so that they can make accelerated progress in core curriculum areas. This support is delivered and monitored by a teacher and also delivered by trained classroom support staff. Children participate in intervention groups and other additional provision.
  • To provide emotional support for children so that they can make access core curriculum areas. This support is delivered by trained classroom support staff and monitored by teaching staff.

In 2015-16, amongst other things, Pupil Premium funding is being used for:

  • On-going training for teaching and classroom support staff to better equip them to deliver the best quality teaching
  • Improved systems for communication with parents
  • Wider opportunities (music, arts, clubs, trips, etc.) for all children
  • Continued investment in assessment systems and training
  • Training for staff at all levels – including lunchtime support staff
  • Investment in behaviour and reward systems
  • Continued provision of emotional support delivered by trained staff
  • Access to a trained play therapist
  • Investment in a range of resources designed to support teaching and learning