Harbottle C of E (Aided) First School – Pupil premium information
Pupil premium provides the school with extra funding. It is given to schools for children who have been registered for free school meals at any time in the last 6 years, have been looked after for one day or more, are adopted from care or leave care under a Special Guardianship or Residence Order or whose parents have served in the armed forces in any of the previous 4 years.
The pupil premium grant is designed to allow schools to help these pupils by improving their progress and the exam results they achieve. It is important to note that not all children eligible for free school meals are low attaining or making poor progress. The individual needs of each child will be assessed and planned for accordingly.
This additional money could make a significant difference to us. We can use it in any way we choose to improve the quality of the education that we provide for your child. This could include for example additional training for our staff, investing in partnership working with our colleagues in the area to further our expertise or supporting our staff in working on specialised areas such as speech and language.
Free school meals are available to people who are classed as unemployed and receiving a qualifying benefit.
However, this is not automatically available, as an application needs to be completed and returned to the school or free school meal office at County Hall. An application cannot be made retrospectively as the process is a set criterion and there is no appeals process.
Children who receive income support or income-based jobseekers’ allowance in their own right are also entitled to claim free meals under the same application process.
If a child attends school, or the parent/guardian resides, in Northumberland the applicant can apply to Northumberland authority for free school meals.
We recognise that Covid-19 has had a significant effect on the education of all children and acknowledge that disadvantaged children may be particularly adversely affected.
Pupil Premium 2019-20
We had no pupils entitled to Pupil Premium during school year 19-20
Pupil Premium 2020/2021 – Amount allocated £4035
We had 3 boys in receipt of PP and FSM funding.
£2,790 – We used this for 6 hours per week of additional teaching assistant hours.
The Pupil Premium children responded well to some more 1:1 time that having an extra teaching assistant allowed. This included developing social skills and the introduction of basic English and maths skills.
£1,245 was allocated for a whole day Newcastle visit/ pantomime/ restaurant experience. However, due to COVID-19 restrictions and lockdown, this did not take place. There are plans to hold a similar visit 2021/2022 if restrictions allow.
We received Pupil Premium Income for 2020-2021: £4035
Pupil Premium 2021-22 – Amount allocated £4035
We had 3 boys in receipt of PP and FSM funding.
£2,790 – We used this for 6 hours per week of additional teaching assistant hours. The children benefited from extra 1:1 input which included teaching social skills and consolidating number and English skills.
£1,245 – This money was put towards therapeutic play with a trained therapist. 2 PP children accessed this for 45 minutes each per week. The children made great progress through this, being able to internalise their feelings and express these.
Pupil Premium 2022-23 –
We are anticipating receiving funding of £2690
Total number of pupils eligible for pupil premium funding – current year July 2022-23 – 2
Number of eligible boys – 1
Number of eligible girls – 1
Number of pupils eligible for free school meals in the last six years (ever 6 FSM) – 2
Number of service children – 0
What we will do 2022-23 –
What is the most effective way to support disadvantaged pupils’ achievement?
Taken from supporting the attainment of disadvantaged pupils, by Department for Education
- Whole school ethos of attainment for all
Schools has an ethos of high attainment for all pupils. They view each pupil as an individual and consciously avoid stereotyping disadvantaged pupils by referring to them as a group – they never assume that all disadvantaged pupils face similar barriers or have less potential to succeed.
- Addressing behaviour and attendance
Schools make sure they have really effective behaviour strategies: communicating simple, clear rules and training all staff in behaviour management. They also have strong social and emotional support strategies to help pupils in need of additional support, including through working with their families.
- High quality teaching for all
Schools emphasise the importance of ‘quality teaching first’. They aim to provide a consistently high standard, through setting expectations, monitoring performance, tailoring teaching and support to suit their pupils and sharing best practice.
- Meeting individual learning needs
Schools see pupils as individuals, each with their own challenges, talents and interests. Staff work to identify what might help each pupil make the next steps in their learning, whether they are performing below, at, or above expectations. They focus on providing targeted support for under-performing pupils during curriculum time (as well as providing learning support outside school hours). They seek out strategies best suited to addressing individual needs, rather than simply fitting pupils into their existing support strategies. Schools provide both individual support for pupils that have very specific learning needs, and group support for pupils with similar needs.
- Deploying staff effectively
Schools identify the strengths of each member of staff and find the best ways to use them. They are quick to spot potential and ‘grow their own staff’. They devolve as much responsibility as possible to frontline staff and deploy their best teachers to work with pupils who need the most support. They ensure that teaching assistants (TAs) are well trained in supporting pupils’ learning as well as in specific learning interventions, so TAs can provide effective support to individual pupils or small groups. They also ensure strong teamwork between teachers and support staff.
- Data driven and responding to evidence
Schools use data to identify pupils’ learning needs at every opportunity – when pupils join the school, during regular reviews of progress and during day-to-day teaching. They review progress every few weeks, spot any signs of underperformance and address them quickly. Teachers engage with the data themselves: they input, analyse and use it to underpin their teaching. Pupils are given time to review their feedback and discuss their progress with teachers.
- Clear, responsive leadership
Senior leaders ensure that staff are willing to do whatever it takes to help each pupil to succeed. They hold every staff member accountable for pupils’ progress. They train staff to provide high quality feedback to pupils and adopt the same approach themselves when providing feedback to staff.
Pupil Premium Strategy Statement 2022-23
Might you be eligible?
If you think you may be entitled, you can also apply online.