The pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils of all abilities and to close the gaps between them and their peers.
Pupil premium funding is available to:
- schools maintained by the local authority, including:
- special schools, for children with special educational needs or disabilities
- pupil referral units (PRUs), for children who can’t go to a mainstream school
- academies and free schools, including:
- special academies, for children with special educational needs or disabilities
- alternative provision (AP) academies, for children who can’t go to a mainstream school
- voluntary-sector AP, with local authority agreement
- non-maintained special schools (NMSS), for children with special educational needs as approved by the Secretary of State for Education under section 342 of the Education Act 1992
Funding for financial year 2016 to 2017
In the 2016 to 2017 financial year, schools will receive the following funding for each pupil registered as eligible for free school meals (FSM) at any point in the last 6 years:
- £1,320 for pupils in reception to year 6
- £935 for pupils in year 7 to year 11
Schools will receive £1,900 for any pupil:
- identified in the January 2016 school census or the alternative provision census as having left local-authority care as a result of one of the following:
- a special guardianship order
- a child arrangements order (previously known as a residence order)
- who has been in local-authority care for 1 day or more
- recorded as both eligible for FSM in the last 6 years and as being looked after (or as having left local-authority care)
For the pupils who attract the £1,900 rate, the virtual school head of the local authority that looks after the pupil will manage the funding.
The Government is not instructing schools how they should spend this money; it is not ring-fenced and schools ‘are free to spend the pupil premium as they see fit’ (DfE 2011). However, the Government is clear that schools will need to employ the strategies that they know will support their pupils to increase their attainment, and ‘close the gap’.
At Percy Hedley School we have chosen to use pupil premium funding to benefit our pupils in line with the key drivers of Communication, Wellbeing and Functionality and Independence. There have been difficulties collecting the expected pupil premium payments from all local authorities.
In 2015-16 Percy Hedley School used pupil premium received (£26,297 of the £51,592 expected) to help fund:
|Magic carpet technology in the sensory room.||Magic carpet technology enables pupils to interact with their environment and practice cause and effect skills with minimum movement. This enables pupils with limited purposeful movement to actively control their environment. It enables group work as pupil work together to create effects on the carpet. Pupils with sensory difficulties and difficulties in regulating themselves, find this a calming, soothing environment in which they can manage their levels of arousal and integrate back into the classroom.||
|Specialised Smirthwaite equipment in EYFS.||Pupils in the early years have a range of equipment to practice their motor skills and help create sensory feedback required to enable them to access learning. Swings, scooter boards and rocking boards, give the children vestibular feedback and help them to develop fine and gross motor patterns.||
|Training for the well being team||The well-being team attended First aid mental health training and then disseminated this to staff. Many of the pupils with pupil premium have a range of mental health difficulties, from low-level difficulties to extremely complex issues. As a school this is something that we aim to embrace with all of the staff to enable them to identify issues earlier and support the pupils effectively.||
|Summer school for specific pupils||One of our pupils used the pupil premium allocating to attend summer school. This allowed him to spend two weeks at summer school, which had a positive impact on his continuation of therapy throughout the holidays, in addition to maintaining his routine and supporting with his anxieties.||£1400|
|Clicker 7||This enables pupils with literacy difficulties and/or fine motor difficulties to more effectively record their Literacy work. This was updated from clicker 5 across the school to ensure pupils were continually supported in development of literacy skills.||£1100|
|Library resources||As a 3-19 school with pupils with a range of literacy skills it is necessary for us to have a wide range of library resources, particular for older readers with a lower level of attainment. Extra age appropriate resources were purchased, in addition to new big book resources.||£5000|
|Elklan training||Elklan is specialist training for teaching children with SLCN. This fits in with the development of our topic- based curriculum. 6 staff have now completed the train the trainer course and have delivered to staff across the school the level 3, 20 week course.||
Impact on Pupil information (summary)
- 95% of pupils who received pupil premium (n=45) achieved targets, achieved or exceeded aspirational targets in English
- 98% of pupils (n=45) achieved, achieved aspirational or exceeded aspirational targets in Mathematics
- 98% of pupils (n=45) achieved, achieved aspirational or exceeded aspirational targets in Science
- 93% of pupils (n=45) achieved, achieved aspirational or exceeded aspirational targets in Computing
For more detailed breakdown see iASEND pupil premium data
In 2016-17 Percy Hedley School used its pupil premium allocation on an individual basis linked to students EHC outcomes and specific focus areas. Significantly less pupil premium was collected from Local Authorities for eligible pupils than was anticipated. This led to the decision to
Please see below our pupil premium strategy and a review of last years spend.
This year, we continue to experience great difficulties in receiving any of the allocated amount for each eligible pupil from Local Authorities. Despite this, as a matter of principle, we ensure that the needs of all our pupils are fully met and have allocated funds to ensure that no pupil experiences disadvantage as a result of not receiving their additional funding.