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Hayeswood First School

Pupil Premium

What is Pupil Premium Funding?

The Pupil Premium is an allocation of additional funding provided to schools to support specific groups of children who are vulnerable to possible underachievement. These include pupils who are entitled to free school meals, those looked after by the local authority and those now adopted but formerly looked after. Since 2012, funding has been extended to include pupils who have been eligible for free school meals at any time within the last 6 years. Nationally, statistics have shown that students who are in receipt of FSM do less well than their peers in external exams. The aim of this money is to try to close that attainment gap. All schools are required to publish, on their websites, what funding they have received and how the money is being spent. Please refer below for details of how we spend the Pupil Premium at Merley First School.

Eligibility for Pupil Premium, and Impact of Funding Click on the links at the bottom of this page:

  • A parent friendly introduction to Pupil Premium and Service Premium, including details of how to apply; Pupil Premium Grants Parent information pack

  • An explanation of the purpose behind Pupil Premium funding, and information on how schools are funded. Government Pupil Premium Information

Use of Pupil Premium Funding

Pupil Premium funding comes directly into school. It is based on the number of children registered as eligible for Free School Meals (FSM) at the moment and in the past six years, together with the number of pupils who are either currently ‘looked after’ or formerly ‘looked after’ and now adopted. It is not in any way assumed that all children eligible for the Pupil Premium are low-attaining or making poor progress. We consider how best to support the learning and access to all aspects of education for all categories of children, including those that are higher attaining in addition to those who have barriers to learning.

Potential barriers faced by eligible children

  • Barriers to learning in one or more curriculum area which may or may not result from a Special Educational Need

  • Lack of self-confidence or self-esteem in learning

  • Difficulties with making friends and establishing secure relationships with adults

  • A lack of resources to engage fully with the wider life of the school, including extra-curricular clubs, educational visits, instrumental tuition etc.

How We Measure Impact

We assess the impact of our interventions in the following ways:

  • Progress in learning measured against EYFS or National Curriculum age-related milestones;

  • Progress in specifically targeted areas such as reading, spelling and numeracy using standardised assessments;

  • Progress in phonics, reading and spelling against age related expectations

  • Progress in confidence and self awareness through ELSA assessments

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.’ DfE site