The Pupil Premium is funding provided to schools which is additional to main school funding.
The funding is allocated according to the number of pupils on-roll who are eligible for free school meals (FSM), a smaller amount allocated according to the number of children of service families, and an allocation for each pupil who has been ‘Looked After’ (in care) for 6 months or more. In 2012, funding was extended to include pupils who have been eligible for free school meals within the past 6 years.
It is for schools to decide how the Pupil Premium is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility. However, schools are to be held accountable for how they have used the additional funding to support pupils from low-income families. From September 2012, this information must be published on the school website. Please see below for information regarding how the pupils premium was spent in the last financial year, the impact of this funding, and the plans for future spending.
Pupil Premium Statement 2021-2024
Our Pupil premium strategy statement can be found below.
For the year 2021/2022 the school was allocated pupil premium funding amounting to £4655, and with an allocation of £2000 recovery premium.
Pupil Premium Strategy Baydon 2021 to 2024
Pupil Premium 2020/2021
| Amount of pupil premium grant | £4,035 This consists of pupils entitled to Free School Meals |
| Main barriers to overcome | Emotional needs Speech and language SEND Issues at home Attention difficulties Absences |
| How, and why, we will spend the pupil premium grant | Using the Educational Endowment’s Guide to Pupil Premium, we have adopted a three tier approach. 1. Professional development for our teachers as we know that providing high-quality teaching for all is effective for disadvantaged learners CPD will include: • reading across the school and increasing opportunities for high quality writing; • use of CPA approach within the maths curriculum; • teacher’s subject knowledge across the foundation subjects; and • TA’s subject knowledge through online training when available 2. Targeted interventions as a pre-teach, within the lesson or after so individual pupils can ‘keep up’ not just ‘catch up’. 3. Wider strategies for both individual children and whole school including: • ELSA – weekly, targeted interventions to support a particular child with their emotional literacy • Forest School – weekly, small group sessions to give children an opportunity for emotional or social support |
| Intended impact | Progress and attainment as measured through NFER scores, teacher professional judgement and EYFS, year 2 and year 6 progress and attainment scores. In addition, we will monitor impact through pupil voice and parental voice. |
| Date of next review | September 2021 |
Pupil Premium 2019/2020
| How we spent the pupil premium grant | We received £10,820 We spent it on: 1. Support of pupils across the curriculum by quality first teaching. Research shows that quality first teaching delivers the best results for disadvantaged and vulnerable children. Funding was spent on professional development, monitoring and evaluation. 2. Some children were provided with additional support in order for them to reach their potential. This included teaching assistant hours providing targeted interventions including Speech & Language interventions in line with support from SALT. 3. An ELSA (Emotional Literacy Support Assistant) Teaching Assistant worked with individuals to support positive mental health and growth. 4. Forest School - small group sessions enabling pupils to receive emotional and/or social support |
| IMPACT EYFS % of children passing lt Good Level of Development | This was was not assessed due to Covid-19 school closure. |
| IMPACT Year 1 Phonics % of children passing the Phonics Screening Check | This was was not assessed due to Covid-19 school closure. |
| IMPACT Year 2 SATs % reaching expected standard in Reading, Writing and Maths | This was was not assessed due to Covid-19 school closure. |
| IMPACT Year 6 SATs % reaching expected standard in Reading, Writing and Maths | This was was not assessed due to Covid-19 school closure. |