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Pupil Premium

What is Pupil Premium?

The Pupil Premium (PP) is a grant which is given to every school by the Government. It is an additional sum to the main school funding and it is to help address national inequalities between the achievements of children eligible for free school meals, or children in care and others. The amount granted to each school is based on the number of pupils who are known to be eligible for free school meals or who have been eligible in the last six years. Each school makes its own decisions on how the Pupil Premium is spent since they are best placed to assess what additional provision should be made for the individual students within their responsibility. Schools must publish online information on how they have used the funding as one of the requirements. At Burnside Secondary School PRU we are relentless in our determination to ensure that every child makes progress and has high aspirations, regardless of their baselines and whether they are pupil premium or not. Below is a breakdown of how we intend to spend our annual funding for the year 2017 – 2018.

How do we use Pupil Premium Grant to support pupils at Burnside Secondary School PRU?

 

Academic Year

Number of Pupil Premium pupils

Amount allocated per child per year

Total amount for the academic year

2015–2016

47 currently (47%)

(including Forest Pathway College)

 £935

£44,000

2016–2017

20  pupils on roll 

 (including Forest Pathway College)

 £935

£18,700

2017–2018

24  pupils on roll 

 

£935

£22,440

2018-2019

24 currently

24 pupils on roll (taken from January census return) 

£935 £22,440

At Burnside Secondary School PRU  we are focused on spending the Pupil Premium funding wisely, as to ensure that every child at Burnside is an independent, active and confident learner.  We work hard to ensure good or better progress, successful outcomes and achievement for all. We consider that it is imperative to address the holistic, as well as the educational, requirements of the students. This has influenced the choices made in the budget allocation. Therefore, we have purchased and employed a wide range of services: Residential visits; drama courses to explore behaviour patterns and ICT equipment to name but a few. 

Which students are prioritised?

  • Free school meal (FSM) students and other vulnerable students who are underachieving
  • Other underachieving students
  • Report to governors

How is the Impact of the Pupil Premium Grant Funding Measured?

  • School data analysed and published in RAISE online by the DFE
  • All pupils are tracked on a half termly basis for progress using a range of criteria.

Support

To ensure the support given to pupils meets their individual needs and provides a tailored approach to each pupils learning.

  •  A school nurse comes in once a week; this allows students to access a confidential 1:1 session to discuss health, CP or any other issues. She also coordinates and runs immunisation programmes.
  • Consultant Educational Psychologist twice weekly: this enables us to support students with high level learning needs much quicker, and has resulted in an increase in the number of pupils we are able to support. 
  • Incorporating Mindfulness by embedding a growth mindset across the curriculum to enable each child to have a holistic development of their emotional, social and academic wellbeing.

Support IMPACT 

Pupils speak confidently and politely in front of their peers, staff and visitors observed on a daily basis.

Pupils have access to healthcare advice, immunisation programmes and child protection advice  which allows them to be confident in all things relating to their own health and wellbeing. Pupils show an awareness of health in discussions in class.

Pupils are making use of the sessions provided by the Educational Psychologist which allows them to talk through issues and makes them more able to deal with school/home problems.

Through our ethos of obtaining and consistently having a Growth Mindset, Pupils are developing resilience beyond school, and those with difficult home lives continue to believe in themselves where they did not previously and have future aspirations. This is evident in conversations daily with pupils.

Interventions 

To provide small, appropriate interventions in groups and 1:1 settings with highly skilled staff who can track and monitor a pupil’s progress to provide appropriate provisions for all; some of these include workshops, sports, mentoring sessions and educational visits.

Interventions IMPACT 

  • Pupil premium spending is incorporated into the School Improvement Plan.
  • Learning Support Assistants (LSA’s) deliver precision teaching confidently on a daily basis as an intervention to support  progress of under achieving pupils.
  • LSA’s support each other in the preparation of resources in order to deliver the intervention effectively.
  • Pupils enjoy sports and are self-motivated, which is evident by their eagerness to engage in outside sports such as football at a local facility.
  • Pupils enjoy mentoring sessions and readily talk about the topics proposed and their desire to debate and listen is evident in these sessions.
  • Pupil’s readily talk about their learning experiences and the progress they have made observed daily in and outside of lessons.
  • Behaviour has improved during the school day, observed daily.

Enrichment 

We understand that enrichment is many things that students can choose to do beyond their academic pursuits and the normal requirements of their lives. We ensure that we are continuously Developing pupils’ social, moral, spiritual and cultural strengths to allow them to succeed in education, work and society.

Enrichment IMPACT

  • Development of an excellent pupil centred varied curriculum which celebrates the rich diversity of our school community, and to ensure engagement in learning by all pupils.
  • Subsidised visits to enhance our curriculum offer for all pupils.
  • Subsidised partnerships with high quality programmes to enhance the curriculum and learning experiences of our pupils – including companies such as Spark 2 Life.
  • Workshops at local community Hubs help our students to try out new skills such as Horticulture and bike mechanics.
  • Personalised work related curriculum for some pupils such as work experience for Yr 10 pupils.

OBJECTIVES

  • The Pupil Premium will be used to fund additional support that will help raise academic achievement
  • The additional funding will be used to address any underlying inequalities between children eligible for Pupil Premium and their peers
  • We will ensure that the additional funding reaches the pupils who need  it most and that it makes a significant impact on their education and lives

STRATEGIES

  • Pupil Premium will be clearly identifiable within the budget
  • Senior SLT will decide how the Pupil Premium is spent for the benefit of the entitled pupils
  • Burnside Secondary PRU will assess what additional provisions should be made for the individual pupils
  • Burnside Secondary PRU will be accountable for how it has used the additional funding to support the achievement of those pupils covered by the Pupil Premium and the Executive Head will report to the parents on how effective the intervention has been in achieving its aims
  • From September 2015, we publish online information about how we have used the Premium
  • We will track the impact of the strategies put into place through the funding to ensure that  we can show the value that has been added to the education of the entitled children
  • We will monitor, evaluate and review the success of the impact of the Pupil Premium funding

OUTCOMES

  • Disadvantaged children will have opportunities that might not usually be extended to them through the existing school budget
  • The attainment gap will be closed between Pupil Premium eligible pupils and their peers
  • The allocation of the Pupil Premium will always be fluid from year to year to address the needs of the eligible pupils

How the improvements will be sustainable in the future?

The key indicators to see improvement across are:

  • The engagement and active participation of all pupils in daily lessons.
  • Increased confidence, knowledge and skills of all staff in supporting learning.
  • Expected and accelerated progress for all pupils against their baseline.