Pupil Premium funding is additional funding for any student who is currently in receipt of Free School Meals or has been within the last six years. The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between these and other students by ensuring that funding to tackle disadvantage reaches the pupils who need it most. 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.
The amount of Pupil Premium allocated during the Academic Year 2018/19 was £85 085
Pupil Premium Strategy
The amount of Pupil Premium allocated during the Academic Year 2019/20 is £69 190.
At Gaynes School we pride ourselves on having high aspiration and ambition for all pupils, regardless of their background. We operate a no excuse culture, setting children up to have the skills, knowledge and confidence to succeed. Our mission is to ensure that every pupil achieves academic success and has the real option of going to university or following a career of their choice. We believe our pupils work hard towards this goal because we make it real for them. We have high expectations for all of our pupils, and believe that with great teaching and a lot of love and care, every child can fulfil their potential.
Some interventions are adopted on a whole school basis and are not restricted to FSM registered pupils only. However, the implementation of some intervention programmes would not have been possible without the Pupil Premium. The majority of school strategies are targeted towards improvement in the attainment and progress of pupils. A number of these key strategies are resourced from the schools’ main budget, including smaller class sizes, educational support staff and an intervention programme. We have allocated the additional Pupil Premium funding to specific initiatives to support the most disadvantaged pupils.
The key objective is to narrow the gap between pupil groups. The achievement of pupils at primary is good however levels of attainment are lower for some children who are eligible for FSM. While we recognise that this is a national trend, we are committed to doing everything we can to close this achievement gap. Through the application of high quality programmes and provision overall, we aim to eliminate barriers to learning and progress. The use of targeted interventions is also important. Children who start with low attainment on entry will need to make accelerated progress in order to reach at least age-related expectations.
It is also important that low attaining pupils grow in confidence and independence. Therefore, quality social experiences in and outside school can also have a significant impact.
It must also be remembered that there can be children who, whilst being eligible for FSM and Pupil Premium, are not low attaining but may not be maximising their full potential. We must therefore never confuse eligibility for the Pupil Premium with low ability. We must focus on supporting all disadvantaged children to achieve the highest levels.
Funding is allocated within the school budget by financial year. This budget enables the school to plan its intervention and support programme. Expenditure is therefore planned and implemented by academic year as shown.
As an inclusive school, Gaynes School strongly believes that no pupil should be disadvantaged as a result of background and ensures that resources and support are also provided for children who may not necessarily be eligible for free school meals or looked after, but who have been identified by the school as being at an educational disadvantage compared to their peers. This support is funded out of the School’s main budget. Programmes involving children who are eligible for the grant as well as those who are not are often part-funded by Pupil Premium, proportional to the children they benefit.
At Gaynes School we will:
- Make decisions about the spending of Pupil Premium funding based on educational research
- Make decisions about the spending of Pupil Premium based on our knowledge of the children and their families
- Ensure that staff are aware of the potential barriers to learning for FSM and LAC pupils
- Track the attainment and progress of pupils on FSM as a group and ensure this is in line with the progress and attainment of the whole class
- Measure the success of intervention programmes through impact analysis
The challenge to establish a clear link between educational expenditure and pupils’ learning is harder than one would imagine. It may seem obvious that more money offers the possibilities for a better or higher quality educational experience, but the evidence suggests that it is not simply a question of spending more to get better results. (Sutton Trust 2012)
Barriers to Learning
- Low aspiration within the local area.
- Employment market suppressed within local context.
- Transportation to wider UK.
- Children from low economic backgrounds.
- Low self-esteem and self-confidence.
- Single parent families.
- Social mobility.
Additional Educational Resources for Looked After Children – allocated £1, 800
Strategy: For 2019-20 each looked after child has a Personalised Educational Plan drawn up by our specialist worker in conjunction with the local authority to ensure that each student receives resources and support which would be appropriate for them as an individual. Examples can be used from all of the above strategies.
Proposed Impact: Looked after students have a tailored programme of support to meet their needs leading to a closing of achievement gap at Gaynes School.
Year 7 Catch Up Grant – allocated £1280
The government provides £500 per pupil for any Year 7 student who has not achieved at least a Level 4 in English and maths. This is then used by to provide additional support help students catch up and achieve accelerated progress in Year 7. For 2018-19 Gaynes School received £2112. This was used to fund extra support sessions for students in addition to the taught curriculum. The sum received for 2019-20 is £1280. This has been used to fund extra support sessions in addition to the taught curriculum.
Students showed increased capacity in Mathematics and English and achievement was higher across the different tracking periods. 63% of low ability students made good progress in Mathematics and English in the academic year 2018-19.
Proposed Impact of Catch-Up Grant for 2018-19: 100% of the students to have made accelerated progress in English with at least 75% of the students to have made accelerated progress in maths.
Effect of PPG Funding
Effect of PPG Funding
|Key Stage 4 Attainment (2019 validated)||Pupils Eligible for PP||Pupils Not Eligible for PP|
|5 Grades 9-4 Inclusive of English and Maths||59%||80%|
|English Language 9-4||53%||81%|
|English Literature 9-4||76%||88%|
|Best English at Grade 4||76%||91.8%|
|Best English at Grade 5||58.8%||72.9%|
|Maths 9-4||82.4%||86.5 %|