What is Pupil Premium?
The Pupil Premium is additional funding provided to schools that are publicly funded in England. Students eligible for Pupil Premium are often referred to as ‘Disadvantaged Pupils’ by the government and schools. The purpose of this funding is to raise the attainment/improve the progress of disadvantaged pupils and close the gap between them and their peers.
The School receives £935 of additional funding for each child registered as eligible for free school meals at any point in the last 6 years. Schools also receive a sum of £2,300 for each looked-after pupil who has been looked after for 1 day or more, was adopted from care on or after 30 December 2005, or left care under a special guardianship order or a residence order. A premium of £300 is issued for pupils whose parents are in the armed services.
Pupil Premium at Framingham Earl
We are committed to using our Pupil Premium funding to support our students, aiming to identify and overcome barriers to progress. The performance and well-being of our disadvantaged students is tracked diligently to inform the strategies introduced for each individual.
How have we spent Pupil Premium funding (2018/19) and what was the impact?
The School received approximately £94,000 in Pupil Premium funding for 2018-19 to support 102 students recognised as ‘disadvantaged’. This represented 14% of the total number of students on roll.
Funds obtained through Pupil Premium were used to support the learning of all eligible students, both academically and non-academically. This included supporting specific staffing roles within the school to effectively monitor student performance, lead on interventions and work with teaching colleagues to help improve outcomes.
During 2018-19, this money was spent in the following ways:
To improve the outcomes for our Pupil Premium students the School’s Intervention Coordinator and other supporting staff continued in their roles offering increasingly bespoke support, earlier intervention in all year groups and improved monitoring and evaluation of impact as well as disseminating this information widely across the school.
Further Intervention in Core Subjects: £9,605
Small group and one to one intervention across all year groups to narrow any gaps in progress as early as possible during the period students are at the School. The impact of this intervention varies depending on the student but we monitor this carefully and report it regularly to governors. Feedback from last year’s programme has been used to further develop this programme and make it more useful to our students.
We worked with various external intervention providers during the year to provide high quality intervention in both Maths and English to support the progress of our students. All intervention groups contained disadvantaged students in them.
Resources and Trips: £26,816
In 2018/19, £11,162 was spent to support the continuation of the Accelerated Reader programme to support improvements in reading as an identified barrier to learning.
The School also spent £480 to support the purchase of Audiopi, allowing disadvantaged students to easily access the GCSE English texts.
£883.10 was spent on resources to support the learning of students considered ‘disadvantaged’. This included the purchase of revision texts, netbook computers, e-readers and similar resources to directly support the learning of our disadvantaged learners. These resources are requested by teaching staff or the students themselves. This amount all includes clothing and similar provisions which might otherwise lead to poor attendance or social exclusion.
Disadvantaged students were supported in accessing extra-curricular activities, college courses and educational trips (£3,087). For example, transport set up which previously would have prevented participation allowing students to attend school trips to Sicily, ‘the Trenches’ and London or to access college courses to ensure the curriculum available to them supports their learning. We also use Pupil Premium funding to support students to attend school on a daily basis, by providing them with a bus pass.
The School spent money on other bespoke items to support their progress. This included, for example:
Impacts of Expenditure 2018-19 on GCSE Outcomes
Progress 8 Score for all students = +0.30
Progress 8 Score for Disadvantaged students = -0.18 (-0.41 in 2017/18)
All of our disadvantaged students in 2017/18 went on to access their post-16 destinations in education, employment or training. We are awaiting this information for the 2018/19 cohort.
Pupil Premium Funding 2019-20
What is the grant allocation for the current academic year?
The School expects to receive approximately £84,000 in Pupil Premium funding for the 2019-20 academic year.
What are the main barriers to educational achievement faced by eligible pupils at the School?
As always, we treat each student as an individual, and those classed as ‘disadvantaged’ (as well as many not classed as ‘disadvantaged’) present with a range of barriers to achievement. Many of these students require far more support than the Pupil Premium funding we are allocated could possibly cover, and some require very little support over their 5 years with us.
Examples of common barriers to achievement seen within our School are:
This list is far from exhaustive, and each student in the School is supported to deal with their own personal barriers to learning. Much of our work with disadvantaged students is done within the classroom through ‘quality first’ teaching and learning, where teachers use their experience and expertise to overcome barriers such as lack of confidence to participate verbally or ask for help.
How will you spend the Pupil Premium to address these barriers?
The following outlines some of the key areas in which this additional funding will be used:
How will you measure the impact of the Pupil Premium funding?
As always, impact of this expenditure will be measured in a variety of ways:
The School’s Pupil Premium strategy will be reviewed annually in the Summer term and amended to reflect the current needs of our students.