Introduced in 2011, the pupil premium is a sum of money given to schools each year by the Government to improve the attainment of disadvantaged children. This is based on research showing that children from low income families perform less well at school than their peers.
Often, children who are entitled to pupil premium face challenges such as poor language and communication skills, lack of confidence and issues with attendance and punctuality. The pupil premium is intended to directly benefit the children who are eligible, helping to narrow the gap between them and their classmates.
Primary schools are given a pupil premium for:
All children who currently qualify for free school meals based on their family circumstances are entitled to Pupil Premium. This applies if you receive any of the following benefits:
Children who are or have been in care, and children who have a parent who is or was in the armed forces, are also entitled to Pupil Premium.
In addition, pupils who have qualified for free school meals on the above grounds in the past, but are no longer eligible, continue to receive pupil premium for the next six years.
Schools are responsible for recording the children who are eligible for pupil premium in their annual school census - you don't have to do anything yourself, other than making sure you return any paperwork that relates to the benefits you receive or your child's entitlement to free school meals.
If your child qualifies for free school meals or has at any point in the past six years, it’s important that you tell their school – even if they're in Reception or KS1 and receive universal school meals for infant pupils, or are in KS2 and take a packed lunch – as this enables them to claim pupil premium.
If you feel your child is eligible to be in receipt of Pupil Premium, please click on the link below to be taken through the application process on the Derbyshire County Council website.
How is the money spent?
Schools can choose how to spend their pupil premium money, as they are best placed to identify what would be of most benefit to the children who are eligible. However they are required to publish how it is spent online.
|To support mathematical development through 1st class maths|
To support emotional development and social development through nurture and positive play programme
|To develop emotional and social development through nurture programme||£4,000|
|To develop language through NELI and talk boost|
To develop core stability through physical literacy programme
To support reading through 1-1 reading intervention
Additional support where required e.g. attending afterschool clubs, uniforms, music lessons etc.
To develop memory and retention of information through memory magic intervention
To purchase equipment to support children in school e.g. wobble cushions, ear defenders (sensory equipment), specialist equipment, autism outreach equipment
To train a staff member in ELSA to support social and emotional development.
To provide precision teaching for children to develop key skills.
The Covid-19 pandemic played a large part to our impact last academic year. While we were still open to vulnerable children not all took the offer. Impact was measurable between September and March.
To support mathematical development through first class maths
1st class maths – children have taken part in this intervention and their confidence has increased in maths. Their mathematical age has increased from the beginning of the programme, Mathematical problem solving and application has improved as has the use and understanding of vocabulary.
To support emotional development and social development through nurture and positive play programmes
Nurture/positive play – boxall profiles show an increase against the area of social and emotional targets set for each child.
To develop language through talk boost
Talk boost has been used with small groups and has an impact on the children. They are more confident to speak in front of other children as well as able to take turns in a conversation and listen to speech.
To develop core stability and strength through physical literacy and Bikeability
Physical literacy has developed fine motor skills and writing pressure and control. This is seen through the assessments at the beginning and end of the programme.
To support reading through better words and 1-1 reading programmes
1-1 reading has continued to support children’s love of reading and work on specifics such as fluency, speed, HFW recognition. Develops more confident readers.
Additional requirements for children e.g. attending after school clubs, uniform etc
After school clubs were cancelled due to the pandemic and each children has only had the opportunity to attend for 4 sessions this year due to guidance. Therefore less impact has been seen in this area.