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Southfields Primary School

Southfields Primary School

Pupil Premium Policy

Please download a copy of our Pupil Premium Policy

Southfields Primary School

Pupil Premium Policy

Believe in yourself,

Value others.

Be proud of your achievement,

Smile, shine, be happy.

 

Date agreed:        September 2017

Date for review:   September 2018

This policy, having been presented to, and agreed upon by the whole staff and Governors, will be distributed to:

  • All teaching staff
  • School governors

A copy of the policy will also be available in:

  • The Staffroom
  • School web site
  • The Parents Policy Library

This will ensure that the policy is readily available to visiting teachers, support staff and parents.

Southfields Primary is totally committed to social justice and improving life chances for potentially vulnerable children. It is dedicated to sharing its work and findings beyond the school to improve outcomes for as many children as it can reach and has a particular specialism in Speech and Language development.

At Southfields we believe our school is a community and that it is vitally important that everyone is safe and happy within it. We aim to provide an environment in which our children are secure and confident, irrespective of race, gender and religion, with Equal Opportunities for all.

Background

The pupil premium is a new government initiative that targets extra money at pupils from deprived backgrounds. Research shows that pupils from deprived backgrounds underachieve compared to their non-­‐deprived peers. The premium is provided to enable these pupils to be supported to reach their potential.

The Government has used pupils entitled to free school meals (FSM), looked after children and service children as indicators of deprivation, and have provided a fixed amount of money for schools per pupil based on the number of pupils registered for FSM over a rolling six year period. This fixed amount of money is expected to increase every year for the course of this current Parliament. At Southfields Primary School we will be using the indicator of those eligible for FSM as well as identified vulnerable groups as our target children to ‘diminish the difference’ regarding attainment.

Context

When making decisions about using pupil premium funding it is important to consider the context of the school and the subsequent challenges faced. Common barriers for FSM children can be less support at home, weak language and communication skills, lack of confidence, more frequent behaviour difficulties, and attendance and punctuality issues. There may also be complex family situations that prevent children from flourishing. The challenges are varied and there is no “one size fits all”.

 

Key Principles

By following the key principles below, we believe we can maximise the impact of our pupil premium spending.

 

Building Belief

We will provide a culture where: staff believe in ALL children

there are “no excuses” made for underperformance

staff adopt a “solution-­‐focused” approach to overcoming barriers staff support children to develop “growth” mindsets towards learning

Analysing Data

We will ensure that:

All staff are involved in the analysis of data so that they are fully aware of strengths and weaknesses across the school

We use research (Such as the Sutton Trust Toolkit) to support us in determining the strategies that will be most effective

Identification of Pupils

We will ensure that:

ALL teaching staff and support staff are involved in the analysis of data and identification of pupils ALL staff are aware of who pupil premium and vulnerable children are

ALL pupil premium children benefit from the funding, not just those who are underperforming Underachievement at all levels is targeted (not just lower attaining pupils)

Children’s individual needs are considered carefully so that we provide support for those children who could be doing “even better if…..”

Improving Day to Day Teaching

  • We will continue to ensure that all children across the school receive good teaching, with increasing percentages of outstanding teaching achieved by using our team leaders to:
  • Set high expectations
  • Address any within-­‐school variance
  • Ensure consistent implementation of the non-­‐negotiables, e.g. marking and guided reading Share good practice within the school and draw on external expertise
  • Provide high quality CPD
  • Improve assessment through joint levelling and moderation

Increasing learning time

We will maximise the time children have to “catch up” through: Improving attendance and punctuality

Providing earlier intervention (KS1 and EYFS) Extended learning out of school hours, Early mornings and after school Easter holidays

Individualising support

“There’s no stigma attached to being in an intervention in this school. Everyone needs something, whatever that might be, and so they’re all getting something somewhere.”

We will ensure that the additional support we provide is effective by:

  • Looking at the individual needs of each child and identifying their barriers to learning Ensuring additional support staff and class teachers communicate regularly
  • Using phase and year leaders to provide high quality interventions across their phases Matching the skills of the support staff to the interventions they provide
  • Working with other agencies to bring in additional expertise Providing extensive support for parents
  • to develop their own skills
  • to support their children’s learning within the curriculum to manage in times of crisis
  • Tailoring interventions to the needs of the child
  • Recognising and building on children’s strengths to further boost confidence

Going the Extra Mile

In our determination to ensure that ALL children succeed we recognise the need for and are committed to providing completely individualised interventions for set periods of time to support children in times of crisis.

Monitoring and Evaluation

We will ensure that:

  • A wide range of data is used – achievement data, pupils’ work, observations, learning walks, case studies, and staff, parent and pupil voice.
  • Assessment Data is collected half termly so that the impact of interventions can be monitored regularly Assessments are closely moderated to ensure they are accurate
  • Teaching staff and support staff attend and contribute to pupil progress meetings each term and the identification of children is reviewed
  • Regular feedback about performance is given to children and parents Interventions are adapted or changed if they are not working
  • We regularly evaluate the impact of pastoral interventions, such as on attendance and behaviour A designated member of the SLT maintains an overview of pupil premium spending
  • A governor is given responsibility for pupil premium: Mr J Durance

Reporting

When reporting about pupil premium funding we will include: information about the context of the school

objectives for the year reasons for decision making analysis of data use of research nature of support and allocation Learning in the curriculum Social, emotional and behavioural issues Enrichment beyond the curriculum Families and community an overview of spending Total PPG (pupil premium grant) received Total PPG spent Total PPG remaining A summary of the impact of PPG  - Performance of disadvantaged pupils (compared to non-­‐pupil premium children) Other evidence of impact e.g. Ofsted, Accreditations

Case studies (pastoral support, individualised interventions) Implications for pupil premium spending the following year.

The Governing Body will consider the information provided and will ensure that there is an annual statement to the parents on the school website outlining how the Pupil Premium funding has been used to address the issue of closing the gap for pupils eligible for Pupil Premium. This task will be carried out in line with the requirements published by the Department for Education.

 

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  • Ofsted Outstanding 2011|2012
  • Ofsted Outstanding 2008|2009
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  • Leeds Inclusion Chartermark
  • Arts Council England
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