Kingsfold Primary School - Pupil Premium Funding

Pupil Premium Funding

Statement of intent

At Kingsfold Primary School, we are committed to providing quality first teaching and learning experiences which benefit all our children. This involves a commitment to staff professional development and training. We make every effort through our wider strategies to remove barriers to learning and we have high expectations for pupil behaviour. We provide targeted academic support through class support strategies and through interventions as appropriate. We work with relevant agencies to ensure that our pupils and their families can access early help support that they need, in a timely manner supported by our own Family Support Worker. We have high expectations for our children and strive to maintain and improve our standards as we recover from the effects of COVID pandemic.

Our main long-term aims are:

To narrow the attainment gap between disadvantaged and non-disadvantaged pupils.
For all disadvantaged pupils in school to make nationally expected progress rates.
To support our children’s health and wellbeing to enable them to access learning at an appropriate level.
To remove barriers to learning so that our children can reach their full potential. This includes behaviour management to ensure that all children can ‘Be Ready, Be Respectful and Be Safe’ in line with our Behaviour Policy.

We aim to do this through:

Ensuring that teaching and learning opportunities meet the needs of all the pupils. First quality teaching and tailored support are used effectively.
Ensuring that appropriate provision is made for pupils who belong to all vulnerable groups, this includes ensuring that the needs of disadvantaged pupils are addressed.
Recognition that some pupils who receive Pupil Premium funding are high attaining and that they need to be challenged to reach their full potential.
Recognition that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.
Recognition that pupils may need support with one area at a time (e.g., reading) and that interventions for many areas at one time may be detrimental to the well-being of the child.
Pupil voice – a key indicator of where support is required and of attitudes to learning.
Positive communication and relationships with parents developed.

Our drivers and intent underpin our school curriculum and long-term vision:

RESILIENT

Kingsfold children will leave having built up resilience. They need the opportunities to become resilient to be able to deal with different challenges across the curriculum and in the wider world. They will develop the ability to solve problems without giving up. Developing the skills to work independently and become resourceful will be key to this.

INQUISITIVE

Kingsfold children will leave being inquisitive. They will question the way the world was in the past, is now and begin to think about how it will possibly look in the future. The children will look beyond the local community and question both local and global issues. They will be expressive and creative in their nature and recognise the need to be individual. They will value diversity and celebrate British values.

CHALLENGED

Kingsfold children will leave school having been challenged. Children will be motivated by success from challenging themselves. This attitude and success will be praised and encouraged. They will set personal goals to aspire to. Curriculum subjects will allow children the chance to aim high. Kingsfold children will leave school accepting challenges and seeing these as a positive. Their ambition will be boundless.

Identification of pupils

We would like to make you aware of our Pupil Premium Programme and the opportunities this provides for pupils here at Kingsfold School.

Ever 6

The pupil premium for 2020 to 2021 includes pupils recorded in the January 2020 school census who are known to have been eligible for free school meals (FSM) in any of the previous 6 years.

Children adopted from care or who have left care

At Kingsfold Primary School our PP Funding will be allocated according to need and in the following Priority order, taking into account individual circumstances;

Looked After Children in receipt of FSM;
Looked After Children or adopted children;
Children of families currently in receipt of FSM;
Children of families who have previously been eligible for FSM (Ever 6);
Ever 6 Service child/ren.

Monitoring of Funding

Funding is used to provide support and to fund intervention strategies, as necessary. The Headteacher and the PPG Governor are responsible for the quality assurance of the interventions. A copy of the Pupil Premium Grant and Pupil Premium audit will also be available on the school website.

The audit includes;

The amount of Pupil Premium funding in the current year.
Details of future spend.
Details of how the previous year’s funding was spent.
The impact on the educational attainment of pupils identified as Pupil Premium.

We have been fortunate to be able to offer additional support as a result of our current funding, but we are keen to do more. We know that there are many other areas we could develop and we are keen to enhance our pupil support and intervention provision for all pupils.

If you feel your son/daughter may be eligible for Free School Meals we would encourage you to apply. Even if your son/daughter does not subsequently take up the meals in school, we would receive valuable additional funding to develop our pupil support provision. If your son/daughter may meet one of the other criteria for Pupil Premium please contact me in school for a discreet discussion.

APPLY HERE

Please be assured that other pupils would not be made aware of your son/daughter’s eligibility and this information is shared confidentially within school.

If you have any further questions about Pupil Premium please do not hesitate to contact me at school. If you believe your son/daughter may be eligible please contact the school office to find out more.

Academic Year 2023-2024Enter text...

Name
Pupil_premium_strategy_statement Sept 23.pdf	Download

Showing 1-1 of 1

Name
The pupil premium how schools are spending the funding.pdf	Download
Pupil Premium Next Steps Action Plan 2021-2022.pdf	Download
PPG Policy 2022.pdf	Download

Showing 1-3 of 3

Strategies and Reviews

Name
PPG statement 2021-22 DfE review with impact.pdf	Download
PPG statement 2021-22 DfE.pdf	Download
Pupil Premium Strategy Review 2020-2021.pdf	Download
Pupil-premium-strategy audit 2019-20 and 2018-19 review.pdf	Download
Pupil-premium-strategy audit 2020-21 and 2019-20 review.pdf	Download

Showing 1-5 of 5

Intended Outcomes 2021-2022

Intended outcome	Links to challenges	Success criteria
To ensure all pupils have access to high quality first quality teaching and tailored intervention.	1 & 2	• Disadvantaged pupils finish each Key Stage ready to move on to the next phase. • Children are equipped with the skills to be ‘resilient’, learn and make progress academically. • Gap between disadvantaged progress and non-disadvantaged progress narrows. • Staff receive appropriate training linked to knowledge and the working memory.
To ensure that disadvantaged pupils have access to high quality speech and language intervention and provision at the earliest opportunity.	1 & 2	• All EYFS pupils to be assessed regularly. • Pupils in the EYFS to make progress towards CLL using interventions such as Talk Boost and/or NELI. • The percentage of disadvantaged pupils reaching the Communication and Language early learning goal is in line with their non-disadvantaged peers. • Disadvantaged pupils finish EYFS ready to move on to Key Stage 1. • Identified pupils work 1:1 on a weekly basis with the staff in EYFS. • Pupils with complex speech and language are referred to SALT at the earliest opportunity.
To ensure that children who have experienced ACES or have barriers to learning are identified and addressed with access to the correct support to move forward.	3, 5 & 6	• Pupils access support in school if they require it. • Pupils access Lego and Play Therapy opportunities with the family support worker. • Children are equipped with the skills to be ‘resilient’, learn and make progress academically. • Support staff are available in each class for support if pupils require this.
To provide disadvantaged pupils with high quality enrichment opportunities.	3, 5 & 7	• Carefully planned enrichment linked to the curriculum to enrich the experiences. • Disadvantaged pupils develop resilience, inquisitiveness and challenge through the enrichment opportunities. • All pupils have the opportunity to participate in a residential visit away from home during their time in KS2. • Pupils draw on their experiences and this has a positive impact on their curriculum learning – linked to the Pupil Learning Passport Kingsfold Primary School - Kingsfold Passport. • Establish Forest School Provision and outdoor learning opportunities.
To ensure that disadvantaged pupils’ attendance and punctuality is high priority and the gap between disadvantaged pupils and their peers closes.	1 & 4	• Disadvantaged pupils attendance % increases on a 3 year trend. • Gap between disadvantaged attendance and non-disadvantaged attendance narrows. • Disadvantaged pupils attend regularly and are punctual. • Number of disadvantaged pupils classed as PAs decreases.
To ensure those families who struggle to support their pupils have adequate support from school through early help.	3	• Parents of disadvantaged pupils engage with school processes to support them. • Early help and signposting is available for all parents and families who need this support.