The pupil premium is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers.
Pupil premium funding is available to both mainstream and non-mainstream schools, such as special schools and pupil referral units.
The indicator used for disadvantage will be
In the 2016 to 2017 financial year, schools will receive the following funding for each child registered as eligible for free school meals at any point in the last 6 years:
Schools will also receive £1,900 for each looked-after pupil who:
The Service Child Premium is £300 per child
The pupil premium is not ring-fenced and schools can choose what to spend it on.
Eligibility
If you get any of the following support payments your child may be entitled to receive free school meals:
Income Support
Income-based Jobseekers Allowance
Income-related Employment and Support Allowance
Support under Part VI of the Immigration and Asylum Act 1999
The guaranteed element of State Pension Credit
Child Tax Credit (provided you’re not also entitled to Working Tax Credit and have an annual gross income of no more than £16,190)
Working Tax Credit run-on – paid for 4 weeks after you stop qualifying for Working Tax Credit
Universal Credit
If you register, your child does NOT have to eat a school meal at lunchtime but your child’s school will get the Pupil Premium.
East Boldon Junior School
Pupil Premium allocation 2011-2012 £4,880
Pupil Premium allocation 2012-2013 £11,214
Pupil Premium allocation 2013-2014 £16,200
Pupil Premium allocation 2014-2015 £20,999
Pupil Premium allocation 2015 – 2016 £18,480
Pupil Premium allocation 2016 – 2017 £17,740
Pupil Premium allocation 2017 – 2018 £20,500
The Pupil Premium will be used to:
Ensure that teaching and learning opportunities meet the needs of all the pupils.
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 addressed and assessed. (In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive school meals will be socially disadvantaged. Similarly we recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.)
Pupil Premium funding and resources means that not all children receiving free school meals will be in receipt of pupil premium interventions at one time.
All our work through Pupil Premium will be aimed at accelerating progress and moving children to achieving at least age related expectations in Literacy and numeracy.
We will provide small group or 1-1 support for pupils with identified special needs.This could be social and emotional support and/or support for learning.
Provide increased learning resources for pupils to access inside and outside school e.g., Sumdog, Purple Mash, additional reading books etc.
During the academic year 2015/16 pupil premium was used to provide small group support to children in years 5 and 6 in maths and English. The school employed a qualified teacher part time to deliver lessons on 5 half days per week.
The funding supported the cost of Teaching Assistants who worked with small groups and individuals under the guidance of the class teacher.
As a result, pupils were able to make progress and gain confidence.
Funding was also used to provide Emotional Resilience support to individuals and to deliver Circle of Friends to small groups of children.
in 2015/16 three children were eligible for pupil premium (E6 – children who have been in receipt of free school meals at any time during the last 6 years):
The year 6 cohort was divided into 3 teaching groups, the pupil premium supporting the provision of an additional teacher for 4 mornings per week. The less able children were taught in a group of 10 by a teacher and TA, the other two teaching groups were therefore smaller than their home classes. This enabled all children to benefit from smaller class sizes.
2 children taught in the small maths and English groups, both made expected progress in writing, reading, SPAG and maths, from their individual starting points. I child in the higher ability group made expected progress in maths and better than expected progress in English.
