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Pupil Premium



Aims:
In our federation we have high aspirations and ambitions for our children and we believe
that no child should be left behind. We strongly believe that it is not about where you
come from but your passion and thirst for knowledge, and your dedication and
commitment to learning that make the difference between success and failure, and we
are determined to ensure that our children are given every chance to realise their full
potential. Pupil premium funding represents a significant proportion of our budget and
this policy outlines how we will ensure it is spent to maximum effect.

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. In our schools we will be using the
indicator of those eligible for FSM as well as identified vulnerable groups as our target
children to ‘close the gap’ 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:
o staff believe in ALL children
o there are “no excuses” made for underperformance
o staff adopt a “solution-focused” approach to overcoming barriers
o staff support children to develop “growth” mindsets towards learning

Analysing Data
We will ensure that:
o All staff are involved in the analysis of data so that they are fully aware of
strengths and weaknesses across the school
o 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:
o ALL teaching staff and support staff are involved in the analysis of data and
identification of pupils
o ALL staff are aware of who pupil premium and vulnerable children are
o ALL pupil premium children benefit from the funding, not just those who are
underperforming
o Underachievement at all levels is targeted (not just lower attaining pupils)
o 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 Standards
Leaders to:
o Set high expectations
o Address any within-school variance
o Ensure consistent implementation of the non-negotiables, e.g. marking, providing
high quality feedback and target setting
o Share good practice within the school and draw on external expertise
o Provide high quality CPD
o Improve assessment through joint levelling and moderation

Increasing learning time
We will maximise the time children have to “catch up” through:
o Improving attendance and punctuality
o Providing earlier intervention (KS1 and EYFS)
o Extended learning out of school hours – e.g. Booster Provision

​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:
o Introducing a new management role from September 2014 to focus on the raising of
standards and the monitoring of interventions
o Looking at the individual needs of each child and identifying their barriers to
learning
o Ensuring additional support staff and class teachers communicate regularly
o Using Standards Leaders to monitor the quality of high quality interventions across
their phases
o Matching the skills of the support staff to the interventions they provide
o Working with other agencies to bring in additional expertise
o Home / School support provided by Learning Mentor
o Support for parents as required to to develop their own skills (Literacy, ICT, Back
to Work, Managing Money) to to support their children’s learning within the
curriculum to to manage in times of crisis
o Tailoring interventions to the needs of the child (e.g. Targeted maths revision
sessions in the afternoons for children who struggle in the main lesson)
o With interventions, using different ‘ways in’ to learning, not just doing ‘more of the
same’
o 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:
o A wide range of data is used – achievement data, pupils’ work, observations, learning
walks, case studies, and staff, parent and pupil voice
Approved by Governors Spring Term 2014
P:Federation Policies/P
o Intervention Data is collected half termly so that the impact of interventions can be
monitored regularly
o Assessments are closely moderated to ensure they are accurate
o Teaching staff and support staff attend and contribute to pupil progress meetings
each term and the identification of children is reviewed
o Regular feedback about performance is given to children and parents
o Interventions are adapted or changed if they are not working
o Case studies are used to evaluate the impact of pastoral interventions, such as on
attendance and behaviour
o The Executive Headteacher / Business Manager maintains an overview of pupil
premium spending
o A Governor is given responsibility for pupil premium

Reporting

When reporting about pupil premium funding we will include:
o information about the context of the school
o objectives for the year
o reasons for decision making
o analysis of data
o use of research

- nature of support and allocation
o Learning in the curriculum
o Social, emotional and behavioural issues
o Enrichment beyond the curriculum
o Families and community

- an overview of spending
o Total PPG (pupil premium grant) received
o Total PPG spent
o Total PPG remaining

- a summary of the impact of PPG
o Performance of disadvantaged pupils (compared to non-pupil premium
children)
o Other evidence of impact e.g. Ofsted, Accreditations
o Case studies (pastoral support, individualised interventions)
o 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.

Pupil Premium Statement

Pupil Premium Analysis

Pupil Premium 2014 - 2015

Pupil Premium 2013 - 2014