Pupil Premium, which is separate to main school funding, has been provided to schools since April 2011. The government thinks it’s the best way to ensure that there are no inequalities between children eligible for free school meals (FSM) and their peers.
The Pupil Premium is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years or have been looked after by the local authority for more than 6 months and children of service personnel. Schools are expected to use the money for the benefit of these students you can see a breakdown of our expenditure below.
At Brookfield, our provision is based on the recognition that every child is an individual with different strengths, challenges and barriers to learning. These are discussed and identified as part of Pupil Progress Review meetings, during weekly planning meetings with phase leaders and during year group learning meetings. Progress and attainment of every PP eligible child is also tracked and reviewed termly. The combination of these allows us to identify and target provision to support every child in making progress and achieving academic outcomes in line with their peers whilst flourishing socially and emotionally.
Brookfield’s Pupil Premium strategy:
Our strategy to use the funding to improve progress, attainment and wellbeing for eligible children is two-fold:
· We have a ‘menu’ of support (founded on external evidence and internal evaluation of what works) which is utilised based on individual needs as identified in Pupil Progress Review meetings, parent meetings and termly assessment data. This includes academic and pastoral support as well as provision to ensure equal access to wider opportunities, such as trips and homework packs. We maintain detailed records of this provision, both for the current academic year and for previous years.
· We identify a key area for focus as part of our School Improvement Plan. This might be a sub-group within children eligible for the Pupil Premium. Alternatively, it might be an element of the curriculum where we have identified that some Pupil Premium children make less progress than their peers. In either case, over the course of the year, we trial and evaluate new approaches with the aim of identifying high impact changes to our practice which will then be embedded in the school culture for future years.
Underpinning our strategy is the knowledge that the most important force in terms of children’s progress and attainment is high quality teaching. Therefore, we have a staffing structure that aims to promote and share best practice through: a phase leader model (including weekly planning meeting with each year team); annual lesson study (research projects carried out in class teams); knowledgeable subject leaders who have weekly release time to support their colleagues; weekly year-team learning meetings to allow planning and discussion between teachers and support staff; and targeted CPD to increase our staff’s knowledge of pedagogy in relation to Pupil Premium priorities at Brookfield.
The SLT discuss and review Pupil Premium provision, progress and attainment termly and are held to account by both a Pupil Premium governor and by the LAC (Learning and Achievement committee) and PSWB (Personnel, Salaries and Wellbeing) governor committees.