At Wellfield Middle School, we believe that all children have an equal entitlement, and should be provided with an equal opportunity to: achieve their academic potential, thrive socially and acquire new skills and abilities.
The school receives funding from the Government to support it in trying to meet this aspiration. Pupil Premium is additional funding, from the government, provided to schools for supporting pupils from low income families to ensure they benefit from the same opportunities as all other children. There are three categories of children that qualify for Pupil Premium:
Children who are eligible for free school meals (FSM);
Looked after children;
Armed forces children.
The Pupil Premium Grant 2018/19:
Pupil premium per pupil
Pupils in year groups reception to year 6 recorded as Ever 6 FSM
Pupils in years 7 to 11 recorded as Ever 6 FSM
Looked-after children (LAC) defined in the Children Act 1989 as one who is in the care of, or provided with accommodation by, an English local authority
Children who have ceased to be looked after by a local authority in England and Wales because of adoption, a special guardianship order, a child arrangements order or a residence order
Pupil Premium per Pupil
Pupils in year groups reception to year 11 recorded as Ever 6 Service Child or in receipt of a child pension from the Ministry of Defence
We seek to ensure that teaching and learning opportunities meet the needs of all of the pupils.
We will 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 assessed and addressed.
The funding will be used to narrow and close the gap between the achievement of these pupils and their peers. Our work through the Pupil Premium will be aimed at accelerating progress, moving children to at least age related expectations in English and Maths. Pupil Premium resources may also be used to target able children on FSM. Provision will not necessarily be aimed at those children with identified Special Educational Needs.
In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged.
We also 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.
We will ensure that the additional funding reaches the pupils who need it most and that it makes a significant impact on their education and lives.
For the current academic year, we will publish a strategy for the school’s use of the Pupil Premium, which will include:
the school’s Pupil Premium grant allocation amount;
a summary of the main barriers to educational achievement faced by eligible pupils at the school;
how the Pupil Premium will be spent to address those barriers and the reasons for that approach;
how we will measure the impact of the Pupil Premium;
the date of the next review of the school’s Pupil Premium strategy.
For the previous academic year, we will include:
how the Pupil Premium allocation was spent;
the impact of the expenditure on eligible and other pupils.
Pupil Premium will be clearly identifiable within the budget.
The Head teacher, in consultation with the governors and designated school staff, will decide how the Pupil Premium Budget is spent for the benefit of entitled pupils.
The school will frequently and rigorously monitor and assess what additional provision is needed for individuals and groups of pupils.
Action plans will be drawn up and will outline: identified barriers to learning and desired outcomes, proposed actions or interventions, costing and success criteria.
We will continually monitor, evaluate and review the success of the impact of the Pupil Premium Funding and further develop and adapt strategies and interventions accordingly.
The evaluation of this policy is based on how quickly the school can ‘narrow the gap’ between socially disadvantaged pupils and their peers. The success criteria for the Pupil Premium Policy are:
early intervention and support for socially disadvantaged children;
the vast majority of socially disadvantaged children will meet their individual targets;
effective parental pupil school support;
having an effective system for identifying, assessing and monitoring pupils;
having a whole-school approach;
create a positive school atmosphere in which pupils’ differences are recognised and valued as full members of the school community; developing confident and independent learners.
The Head Teacher and leadership team will regularly and rigorously monitor, evaluate and review the strategies we have put into place for Pupil Premium and report to the Governing Body:
the progress made towards narrowing the gap, by year group, for socially disadvantaged pupils;
an outline of the provision that was made since the last meeting;
an evaluation of the cost-effectiveness, in terms of the progress made by the pupils receiving a particular provision, when compared with other forms of support.
Role of the Governing Body
It will be the responsibility of the Chair of the Curriculum Committee to whom this information is reported to present to the full Governing Body.
Ensure the Pupil Premium is used effectively in narrowing the gap between those children eligible and their peers.
Delegate powers and responsibilities to the Head Teacher to ensure all personnel and stakeholders are aware of and comply with this policy.
Role of the Head Teacher
Ensure all personnel and stakeholders are aware of and comply with this policy.
Use data effectively to identify children who are underachieving.
Put into place effective strategies and interventions where appropriate.
Evaluate the impact of these strategies and interventions.
Ensure guidelines are followed in publishing information and reporting to parents.
Ensure the Pupil Premium grant is evident in the school development plan.
Provide termly report to the Governing Body outlining what progress has been made towards narrowing the gap for socially disadvantaged pupils; o the provision that has been used since the last report; o a pupil progress cost effectiveness evaluation.
Role of the Coordinator
Interpret national, local and school performance data effectively to monitor standards of achievement across the school.
Use performance data to evaluate pupils’ progress and, with appropriate colleagues, set targets for improvement for groups of children.
Use performance data to identify areas of strength and weakness in teaching and with the Head Teacher, take steps to identify any weakness identified.
Report to the Senior Leadership Team and Governors as required and advise where appropriate.