The Government provides extra support for these children through Pupil Premium funding. The following information is taken from the DFE website (further information can be found using the link) http://www.education.gov.uk/schools/pupilsupport/premium/b0076063/pp)
- Pupil Premium is allocated to schools and is clearly identifiable. It is for schools to decide how the Pupil Premium, allocated to schools per FSM pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.
Barriers to learning
A group of KS2 pupils were surveyed (September 2019). Here is what they said about barriers and challenge for themselves and other pupils:
“Sometimes I find things hard and I get angry. It’s up to me to change this. I go out with Mrs Roberts to discuss things with her and that’s really working.”
“In maths I think of different methods in my journal.”
“I extend my learning by writing an explanation.”
“My teacher asks tricky questions. My teachers asks me to apply what I have learned to something different”
“When I finish my work I am asked to up level it. I like to think outside outside the box”
“Talk about things with Mrs Sears to make our friendships better”
Our pupils that are eligible for pupil premium funding face many barriers that affect their learning and general development. These include:
Limited access to language
Poor literacy levels
Narrow experience of life outside school
Difficulty being self-confident and resilient.
Pupil premium funding is used carefully and effectively to support the large numbers of disadvantaged pupils. A broad range of initiatives, including employing an attendance officer and a learning mentor, are helping to make sure that disadvantaged pupils make strong progress. In 2016, the overall progress that this group made by the time they left school was similar to that of other pupils nationally (February 2017)
Pupil premium allocation 2019 2020 is:
Overarching aims for pupil premium funding 2019 2020:
1. Target the persistently absent pupils that are pupil premium and reduce percentage.
2. Close pupil premium gaps in attainment in reading, writing and maths as per individual and whole class targets: increase number of pupils working at greater depth in reading, writing and mathematics; focus on reading and GPS to close the scaled score gap.
3. Support the wellbeing, good mental health and personal resilience of pupil premium pupils to reduce the impact of their barriers to learning and secure outcomes (personal targets) contributing to closing the gaps as per action plan.