Pupil Premium Report
The Pupil Premium was introduced in April 2011 for pupils eligible for free school meals (FSM) and pupils in care who had been looked after continuously for more than six months. These include pupils from low income families and children in care. In 2012-13 it was extended to pupils who had been eligible for FSM during the past six years (the so-called ‘ever 6’ model). A Service Premium was also introduced for pupils whose parents serve in the Armed Forces to address their emotional and social well-being. The potential for the achievement of these groups of pupils to fall behind their peers has been identified through statistical research and analysis. The Pupil Premium is additional Government funding aimed at addressing this inequality by ensuring that funding to tackle disadvantage reaches the pupils who need it most.
What are the aims of Pupil Premium?
The purpose of the Pupil Premium is to raise the achievement and aspirations of disadvantaged groups of pupils. The link between FSM and underachievement is strong. The Pupil Premium seeks to tackle this inequality in educational outcomes. It is intended to help schools provide targeted support to improve the life chances of pupils from lower income families and young people who face additional challenges in their lives and enable them to achieve as well as they can.
What are the most effective ways to support disadvantaged pupils’ achievement?
Research undertaken by NFER has identified seven building blocks that are common in schools which are more successful in raising disadvantaged pupils’ attainment. More successful schools use fewer strategies. Success is associated with a combination of metacognitive, collaborative and peer learning strategies.
The research report, Supporting the Attainment of Disadvantaged Pupils: Articulating Success and Good Practice, (2015), highlights what the most successful schools are doing. To raise the achievement of disadvantaged pupils at Holy Apostles', we implement the following seven distinct ‘building blocks of success’ as identified by the DfE/NFER:
1. Whole school ethos of attainment for all
We have an ethos of high attainment for all pupils and avoid stereotyping disadvantaged children as all facing similar barriers or having less potential to succeed.
2. Addressing behaviour and attendance
We ensure effective behaviour strategies are in place, respond quickly to poor attendance and provide strong social and emotional support, including working with families.
3. High quality teaching for all
We emphasise high quality teaching and aim for consistently high standards by setting expectations, monitoring performance and sharing best practice.
4. Meeting individual learning needs
Our staff identify each pupil’s challenges and interests. They seek the best strategies to help each pupil make the next step in his or her learning. We provide individual support for specific learning needs and group support for pupils with similar needs.
5. Deploying staff effectively
Our school devolves responsibility to and provides training opportunities for teachers and teaching assistants to work with pupils who need the most support so that they can support children’s learning effectively.
6. Data driven and responding to evidence
Our teachers use data to identify children’s learning needs, review progress every few weeks and address underperformance quickly. We use evidence of performance to make decisions about support strategies to secure rapid progress.
7. Clear responsive leadership
Our senior leaders set ever higher aspirations and lead by example. They hold all staff accountable for raising attainment and share their thinking with and invest time and money in staff training.
In these ways, we aim to provide the best learning opportunities for our pupils and enable them to acquire and develop the skills and qualities necessary for a successful future life as citizens in modern Britain.