PUPIL PREMIUM

Pupil Premium Report 2018-2019

Objectives for Pupil Premium Spending

A number of factors have to be taken into consideration when taking the decisions of when and how to allocate the spending of the Pupil Premium. The most important for the school to consider is the context of the school. This is followed by a number of other factors such as the common barriers the Ever6 children face, the extent to which they receive parental support at home for their learning simultaneously accounting for the complexity of family unit, the access to the resources pupils have both at school and home and the historic levels of attainment and progress to date.

Data from the Fisher Family Trust, Sutton Trust Toolkit and other assessment sources are analysed regularly where children are identified and for their progress/underachievement as well as those who are high performers.

We ensure all staff are aware of who pupil premium and vulnerable children are in their classes. We ensure that each child’s individual needs are considered with care so that the correct intervention is in place for him/her where needed.

Improving Day to Day Teaching

Roxeth Primary School strives to ensure that all children receive high quality teaching, with increasing numbers of outstanding teaching achieved by all teachers. This is achieved with termly observations with the possibility of more observations should the Senior Leadership Team deem necessary, providing access to high quality CPD, termly tracking meetings and improved assessment through joint levelling and moderation.

Individualising Support

We recognise that ‘one size fits all’ method does not work for all children and the fact that PP pupils are not a homogeneous group and cover a wide range of needs. Therefore, we understand that work and teaching has to be tailored to each child in order to help raise his/her attainment and we will take these group and individual needs fully into account: We will 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.  We ensure there is a Teaching Assistant available in classrooms; volunteers are deployed to classrooms to assist children with their reading and other areas. We employ external agencies to assist those children who require additional support and purchase any resources that will help further aid/boost teaching and learning.

Key Principles

We believe achievement for all students, including those from disadvantaged backgrounds, is best fostered in a school with an ethos of high expectations, where high quality teaching and learning is at the heart of all we do.

We design, tailored and regularly review our curriculum to ensure it meets the needs of all students

We believe teaching and learning in the classroom is the main focus for raising achievement

We believe additional targeted interventions support and complement class based provision

We believe students from disadvantaged backgrounds benefit fully from school wide opportunities to develop the cultural and social capital needed to support transition to their next stage of education, training or employment.

 

Article 3: The best interests of the child must be top priority

Article 21: If a child is adopted, the first concern must be what is best for the child

Article 23: A child with a disability has the right to live a full and decent life

Article 28: Every child has the right to an education

Article 29: Education must develop every child’s personality, talents and abilities to the full

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