Pupil Premium Report 2021
Pupil Premium Report 2020
Pupil Premium Report 2019
Income and Expenditure 2019-2020
Income and Expenditure 2020-2021
What is the Pupil Premium Grant?
In April 2011, the Government introduced the Pupil Premium Grant. Pupil Premium Grant is income for schools is additional to main school funding.
Why did the Government introduce the Pupil Premium/Service Premium?
The aim of the funding is to:
- Address the current underlying inequalities between children eligible for Free School Meals (FSM) and their peers by ensuring that funding to tackle disadvantage reaches the pupils
- Improve the progress and attainment of Looked After Children
- To close the attainment gap of disadvantaged pupils although we do acknowledge our responsibilities in this regard for all children who attend this school
- Support the additional emotional and social well-being of children whose parents are currently serving in the armed forces
Pupil Premium funding is available to:
- Local Authority maintained schools, including special schools, pupil referral units (PRUs) and voluntary-sector alternative provision (AP)
- Special schools not maintained by the local authority (NMSS)
- Academies and free schools, including special and AP academies
How is the Pupils Premium Grant allocated?
It is allocated to:
- Children from low-income families who are currently known to be eligible for FSM or have been at any point in the last six years. (The funding allocated is based on the January school census figures for pupils registered as eligible for FSM in reception to Year 11)
- Children who have been looked after continuously for more than six months (calculated using the looked after children data returns (SSDA903)
- Children whose parents are currently serving in the armed forces
How much is allocated per pupil?
In the 2019 to 2020 financial year, schools received the following funding for each child registered as eligible for free school meals at any point in the last 6 years:
£1,320 for pupils in reception year to year 6
£935 for pupils in year 7 to year 11
Pupils who have been in Local Authority care for 1 day or more also attract £1,900 of pupil premium funding.
Funding for these pupils does not go to their school; it goes to the virtual school head (VSH) in the local authority that looks after the child. VSHs are responsible for managing pupil premium funding for looked-after children.
Schools also receive £1,900 for each pupil who has left local-authority care because of one of the following:
- A special guardianship order
- A child arrangements order
- A residence order
If a pupil has been registered as eligible for free school meals and has also left local-authority care for any of the reasons above, they attract the £1,900 rate. The Service Premium is £300 per pupil.
Strategies to Learning
All pupils at Winchelsea School have learning difficulties and it is to be expected that they will be working outside their age related key stage as they progress through the school.
Winchelsea believes in the importance of meeting the individual needs of every child through the day to day teaching by all staff working within the class team and beyond.
The academic and social progress of all children is a result of quality teaching, high levels of support and provision matched to need. The additional in terms of staffing, provision and resources and above the day to day quality teaching enables disadvantage children to further develop and succeed.
Pupil Premium funding is used to enhance staffing and provision across the school to provide quality teaching and support within a positive proactive learning environment. The objectives for this funding are to:
- Raise pupil attainment and achievement.
- Develop confidence and self-esteem whilst improving behaviour.
- Enhance social activities and experiences.
Small classes with high staffing of (on average) one teacher and three Teaching Assistants, enable targeted and focused support to be given to every child.
To maximise pupils learning we:
- Track the progress of individual children on an ongoing basis to identify any underachievement. Following a triangulation process, additional support and interventions are identified and agreed as appropriate.
- Are aware of the current levels of performance of all children in each class, including disadvantaged children and allocate resources according to individual need.
- Focus on effective teaching and learning through individual and personalised learning programmes incorporating both academic progress and social development.
- Provide additional targeted support across the curriculum and school day as required.
- Incorporate a focus on ‘learning to learn’ skills as well as basic literacy, maths, personal and social skills.
- Provide additional support to enable all children to access the full range of school activities, including school trips and residential.
- Expect good attendance.
Areas of expenditure and support
- Quality teaching for all.
- Enhanced staffing levels across the school.
- Additional teaching and learning support – extra teaching assistants.
- Specialist Pupil Participation Assistants (PPAs) support for identified pupils in receipt of Pupil Premium funding.
- Additional fulltime Speech and Language therapists.
- Subsidised three night residential for Year 10 and 11 pupils in receipt of pupil premium funding.
- After school sessions for identified pupils in receipt of pupil premium funding.
- Intervention Groups for identified pupils in receipt of Pupil Premium funding.
- Music, Occupational Therapy and Physiotherapy sessions.
- Off site visits funded for pupils in receipt of Pupil Premium funding.
- An individual budget for each pupil in receipt of pupil premium funding for ‘Specialised Tailored Resources’.
- Visiting subject specialists.
- Welfare support from our Safeguarding and Pupils Participation team.
Winchelsea’s Pupil Premium strategy is monitored throughout the academic year and is reviewed between July and September each year.
Barriers to Learning
All children have an Education, Health and Care Plan (EHCP) and have learning difficulties.
Low levels of self-esteem and low self-confidence.
Speech, language and communication needs.
High levels of anxiety and challenging behaviour.
Low attendance rates for some pupils.
Lack of access to experiences in the wider community.
Geographical location of family homes to school.