Pupil Premium

Pupil premium funding

Income Based Job Seekers Allowance
Child Tax Credit Only (with income up to £16,190) with no element of Working Tax Credit
National Asylum Seekers Support
Guarantee Element of the State Pension Credit
Employment and Support Allowance (income related)
Universal Credit (income dependant)

We use this extra money to fund things like additional tuition, learning support assistants, art therapy, booster classes, educational trips and after school clubs.

If you think you meet the criteria it is very important that you apply to us because your child will continue to benefit from this funding for six years once your children are registered.

Even if you do not want your child to receive a free meal, we would urge all parents who think they might be eligible to fill in an application form so that your child can benefit from this extra funding.

If your child is starting in Reception it is very important that you fill in an application form because we will not have any of your details registered.

If you have previously not been eligible for free school meals but think that you now might be, you also need to fill in an application form.

Examples of how we use pupil premium funding include

Subsidised trips and enrichment activities
Running booster classes in literacy and maths
Providing additional teaching support
Provided targeting teaching groups and interventions
Subsidising extra-curricular activities
Increasing provision for those pupils who are gifted and talented
Providing art therapy.

1-to-1 and small group teaching
Subsidising music lessons
Additional pastoral care
Mentoring

How we spend the money

The pupil premium money at Preston Park Primary School is used to remove barriers.

Identified Barriers		Success Criteria
Barrier 1	Enriching curricular opportunities: Working poor families, minimum wage incomes and multiple occupancy housing limit pupil experiences and opportunities to access world learning. Enriching curriculum opportunities enable children in receipt of the pupil premium grant to consolidate and enhance their learning.	· Children take part in activities beyond the classroom including clubs. · Children to experience real life situations such as money handling workshops/enterprise. · Attendance on school trips · Continuation of music lessons for longer periods of time (KS2).
Barrier 2	Pupil wellbeing: Improve parenting skills and parental emotional support to pupils.	· Attendance at parent groups, e.g. Place2Be, coffee mornings and Emotion coaching workshops. · Engagement with Family Liaison Officer. · Increased parental attendance at curriculum events. · Pupil confidence and participation in learning opportunities.
Barrier 3	Reading: Additional support needed in developing and improving children’s phonics and reading skills.	· Class/ intervention planning and pupil outcomes show that target children are receiving appropriate support. · Progress data shows that target pupils have made accelerated progress. · In year data shows the difference diminishing. · End year data shows that the difference has been diminished between target pupils and national data.
Barrier 4	Support for Families: First generation migrant EAL families. Children with no prior schooling. Lack of basic literacy/ numeracy skills amongst parents who are unable though not unwilling to support pupils. Parents unaware of support networks available to them incl SEND	· Attendance at parent groups, e.g. Place2Be coffee mornings. · Attendance at parent workshops / curriculum evenings. · Attendance at Parent consultation evenings. · Attendance at achievement assemblies. · Engagement with Parent Liaison · Engagement with Place2Be. · SEND children making accelerated progress
Barrier 5	Challenge for all: Additional challenge for all pupils enabling accelerated progress and raising aspirations	· Planning / intervention groups show that target children are receiving appropriate support. · Progress data shows that target pupils have made accelerated progress. · In year data shows the difference diminishing. · End year data shows that the difference has been diminished between target pupils and national data.

Preston Park Primary

Pupil Premium

Pupil premium funding

How we spend the money

Identified Barriers

Success Criteria

Barrier 1

· Children take part in activities beyond the classroom including clubs.

· Children to experience real life situations such as money handling workshops/enterprise.

· Attendance on school trips

· Continuation of music lessons for longer periods of time (KS2).

Barrier 2

Pupil wellbeing: Improve parenting skills and parental emotional support to pupils.

· Attendance at parent groups, e.g. Place2Be, coffee mornings and Emotion coaching workshops.

· Engagement with Family Liaison Officer.

· Increased parental attendance at curriculum events.

· Pupil confidence and participation in learning opportunities.

Barrier 3

Reading: Additional support needed in developing and improving children’s phonics and reading skills.

· Class/ intervention planning and pupil outcomes show that target children are receiving appropriate support.

· Progress data shows that target pupils have made accelerated progress.

· In year data shows the difference diminishing.

· End year data shows that the difference has been diminished between target pupils and national data.

Barrier 4

Support for Families: First generation migrant EAL families. Children with no prior schooling.

Lack of basic literacy/ numeracy skills amongst parents who are unable though not unwilling to support pupils.

Parents unaware of support networks available to them incl SEND

· Attendance at parent groups, e.g. Place2Be coffee mornings.

· Attendance at parent workshops / curriculum evenings.

· Attendance at Parent consultation evenings.

· Attendance at achievement assemblies.

· Engagement with Parent Liaison

· Engagement with Place2Be.

· SEND children making accelerated progress

Barrier 5

· Planning / intervention groups show that target children are receiving appropriate support.

· Progress data shows that target pupils have made accelerated progress.

· In year data shows the difference diminishing.

· End year data shows that the difference has been diminished between target pupils and national data.