GHS Pupil Premium Policy
Pupil Premium Strategy Statement 2019-20
Pupil Premium Strategy Statement 2018-19
Y7 Catch Up Premium
The Pupil Premium is additional funding which is allocated to schools on the basis of the number of pupils who have been eligible for free school meals (FSM) at any point over the last six years (known as ‘Ever 6 FSM’) and Service Children including those who were eligible for the Service child premium at any point in the last three years (known as ‘Ever 3 Service Child’). Students in care, who have been looked after by local authorities for more than six months also continue to qualify for the Pupil Premium. The Pupil Premium is aimed at addressing the current underlying inequalities which exist between children from disadvantaged backgrounds and their more affluent peers.
PURPOSE OF THE PUPIL PREMIUM POLICY
The purpose of this policy is to outline how we will ensure that the Pupil Premium allocated to us has an impact on narrowing the attainment gaps which currently exist between disadvantaged pupils and their peers.
As a school in receipt of Pupil Premium funding, we are accountable to our parents and school community for how we are using this additional resource to narrow the achievement gaps of our pupils. New measures have been included in the performance tables published annually on a national level. They capture the achievement of disadvantaged pupils covered by the Pupil Premium.
We are aware that under The School Information (England) (Amendment) Regulations 2012, Schedule 4 there is specified information which has to be to be published on a school’s website.
Section 9 of this regulation requires schools to publish the amount of the school’s allocation from the Pupil Premium grant in respect of the current academic year; details of how it is intended that the allocation will be spent; details of how the previous academic year’s allocation was spent, and the effect of this expenditure on the educational attainment of those pupils at the school in respect of whom grant funding was allocated.
DEVELOPMENT OF THE POLICY
In developing this policy we have taken into account our statutory responsibilities in meeting the requirements of the Equality Act 2010. We have also taken into account the Ofsted Inspection Framework 2015, which places a strong focus on improving the learning and progress of different groups and on narrowing gaps in standards. We also note that Ofsted has a statutory duty to report on the outcomes and provision for pupils who are disabled and those who have special educational needs.
HOW WE WILL MAKE DECISIONS REGARDING THE USE OF THE PUPIL PREMIUM
In making decisions on the use of the Pupil Premium we will:
- • ensure that Pupil Premium funding allocated to our school is used solely for its intended purpose.
- • use the latest evidence based research1 on proven strategies which work to narrow the attainment gaps and adapt these as necessary to meet the needs of our pupils.
- • be transparent in our reporting of how we have used the Pupil Premium, so that our parents, interested stakeholders and Ofsted are fully aware of how this additional resource has been used to make a difference.
- • encourage take up of Pupil Premium by working proactively with our parents and carers in a sensitive and supportive manner and to remove any potential barriers or stigma attached to claiming Pupil Premium. In doing so, we also recognise the vital role that parents and carers play in the lives of their children.
- • be mindful of the fact that eligibility and take up of Pupil Premium does not equate with pupils being considered to be of ‘low ability’ because of their social circumstances.
- • ensure there is robust monitoring and evaluation in place to account for the use of the Pupil Premium, by the school and governing body.
- • recognise the fact that Pupil Premium pupils are not a homogeneous group and cover a wide range of needs. As such the strategies we use to raise attainment will take these group and individual needs fully into account.
- • use high quality teaching and learning as the preferred way to narrow the gaps in attainment in the first instance. We will also use high quality interventions with proven evidence of impact to assist our pupils who need additional support in a time limited way.
- • use the Pupil Premium for all year groups not just those taking examinations at the end of the year.
The Sutton Trust ‐ Education Endowment Foundation, Teaching and Learning Toolkit
ROLES AND RESPONSIBILITIES
We expect all members of our school community, particularly staff and governors to be committed to raising standards and narrowing the attainment gaps for our pupils.
THE HEAD AND THE SCHOOL LEADERSHIP TEAM
The Senior Leadership Team at GHS are responsible for the implementation of this policy. They will ensure that all staff are aware of their responsibilities in narrowing the gaps of our pupils and that disadvantaged pupils remain a high profile cohort within the school. They will also ensure that staff are given appropriate support and relevant professional development opportunities to accelerate pupil’s progress and attainment.
It will be the responsibility of the Head teacher to report to Governors on:
- • the progress made towards narrowing the gap, by year group, for disadvantaged pupils,
- • an outline of the provision that has been made since the last report
- • 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
The Assistant Head with responsibility for Pupil Premium has day-to-day responsibility for the implementation of this policy and the monitoring of its outcomes. They will monitor the use of the Pupil Premium on a termly basis to track the allocation and use of Pupil Premium funding. They will also check to see that it is providing value for money.
TEACHING AND SUPPORT STAFF
Through classroom teaching and additional support strategies, teaching and support staff will:
- • maintain the highest expectations of all pupils and not equate disadvantage of circumstance with ‘low ability’,
- • promote an inclusive and collaborative ethos in their classrooms which enable pupils from disadvantaged backgrounds to thrive,
- • plan and deliver curricula and lessons to a high standard and support the acceleration of progress in learning, so that gaps can be narrowed and improvements maintained.
- • support disadvantaged groups of pupils in their class through differentiated planning and teaching, especially for those who find aspects of learning difficult and are in danger of falling behind,
- • keep up-to-date with teaching strategies and research, which have proven track record in narrowing the gaps in attainment and achievement.
- • provide opportunities for staff to engage in a range of professional development opportunities suited to their particular needs and role. This will support them in implementing successful strategies to accelerate progress of pupils and narrow the gaps.
- • evaluate the impact of Pupil Premium spend within their area of responsibility
HEADS OF HOUSE, TUTORS AND PASTORAL SUPPORT ASSISTANTS
Through the development of a holistic vision of pupils in their house heads of house, tutors and support staff will:
- • monitor progress of pupils within their house to ensure pupils from disadvantaged backgrounds are making progress across the whole curriculum.
- • support disadvantaged groups of pupils in accessing the curriculum through the identification of barriers to learning and finding strategies to make progress.
Our governing body has an important role in ensuring our school complies with legislation and that this policy, along with its specific stated actions for narrowing the gaps is implemented.
The Monitoring and Evaluation Committee is responsible for ensuring the implementation of this policy.
Our governing body will have a member designated to work with SLT to keep our work in narrowing the gaps under review so that they can monitor the use of the Pupil Premium. In monitoring and evaluating the work of the school in relation to the Pupil Premium, the governing body will take into account a range of information, including quantitative (data on progress and attainment) and qualitative (case studies, views, surveys etc.) data as evidence of impact.
At the end of the academic year, our Governors will ensure that there is an annual statement on how the Pupil Premium funding has been used to address the issue of narrowing the gaps in our school and the impact this has had.
MONITORING AND REVIEWING THE POLICY
Our work in relation to the Pupil Premium will be reviewed on a termly basis to ensure it is having the intended impact in narrowing the gaps. This will allow us to make adjustments if particular strategies are not working well, rather than leaving things to the end of the year.
Our Pupil Premium Policy will be reviewed on an annual basis and adjustments will be made to it according to the impact the school is having in narrowing the gaps. It will also take into consideration the increased funding that becomes available under the Pupil Premium Grant.
We recognise the importance of context and will evaluate new strategies as robustly as possible to ensure that the approaches we are using have the desired effect. In order to do this effectively, we will where relevant, undertake ongoing evaluations of the strategies we are using, such as that outlined in The DIY Evaluation Guide provided by the Education Endowment Foundation2.
DISSEMINATING THE POLICY
This Pupil Premium policy along with Pupil Premium Reports detailing actions will be published:
- • on our website (with paper copies available on request in the school office).
The Pupil Premium Policy will also be included:
- • in the staff handbook and as part of induction for new staff
- • as a summary in the school brochure
We will also use other methods and occasions such as parents’ evenings and assemblies, as appropriate to share information about the Pupil Premium.