The pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers. The amount received is dependent on the number of children who are eligible and have claimed for free school meals at any time in the last six years (this categorisation changed in 2012). All schools are required to report on the amount of funding and how this is being used.
We are committed to supporting improved outcomes for our disadvantaged pupils. In order to help our disadvantaged pupils overcome their barriers to learning and be happy and successful at Harbour Vale School and in their future lives, we are guided by the following principles.
We have a whole school ethos of aspiration and attainment for all pupils and encourage all staff to convey positive and optimistic messages to our disadvantaged pupils.
We have high expectations of everyone, from everyone and avoid stereotyping disadvantaged pupils as all facing the same barriers to learning or having less potential to succeed.
We promote the power of positive, growth mindsets in our disadvantaged pupils to help inspire them to see and strive to meet their full potential.
We have an unerring focus on the quality of teaching and learning in order to meet the needs of all our pupils. We ensure that personalised provision is in place for children who are Pupil Premium-eligible and have their barriers for learning identified and educational needs accurately assessed and met.
We utilise evidence to decide which strategies are likely to be most effective in overcoming barriers to learning. We deploy staff effectively to work with pupils who need the most support and training is provided where this is necessary to support pupils’ learning.
We have systems in place which carefully monitor, manage and support good behaviour and attendance for all our pupils. If poor attendance is an issue, this is addressed as a priority.
Our teachers and leaders collect, analyse and use data to identify pupils’ learning needs and review progress regularly. Under performance is addressed rapidly through additional support and interventions.
Every effort is made to engage and empower parents and carers in the education and progress of their child. We believe in creating opportunities for our Pupil Premium-eligible children through extra-curricular activities and additional classroom or school-wide roles and responsibilities to promote a sense of belonging and connectedness in our school.
We aim to instill an enduring passion for learning in all our pupils by providing a strong grounding in English and mathematics and a broad base of skills and knowledge acquired across our rich and varied curriculum.
Summary of the main barriers to educational achievement faced by eligible pupils at Harbour Vale School and strategies to improve:
Attendance and Punctuality – A greater proportion of pupil premium children require additional support to maintain good attendance above 96% and to also ensure they come to school on time.
Passive attitude towards learning – A greater proportion of our pupil premium children require an enhanced curriculum to ensure their learning is not passive.
Low level Literacy and Numeracy skills– to improve children’s literacy and numeracy skills in order to maximise children’s outcomes in speaking and listening, reading, writing and maths.
Emotional well-being and readiness for learning – Using our REAL (Readiness for Engagement and Learning) data we can identify barriers to their emotional well being and readiness to learn. Students are then targeted so that a consistent approach is held by all staff.
Parental Involvement – A greater awareness of the expectations of each Key Stage and Year group and to encourage a partnership in learning. Invitations and transport to parents consultation evenings and key events.
Speech and Language upon entry to school – A small proportion of our pupil premium children require speech and language support when they enter school. This is gauged from their admission forms and carried out in line with County policy and procedure.
Resources to be ready to learn -Children not having the correct resources to learn, having a positive learning environment, with clear expectations throughout the school (lessons and unstructured times)
This academic year we will receive £955 per PPG student. Students can be referred to us at any point throughout the academic year. The amount of PPG funding that we will be able to claim will depend on the proportion of the school year that they are on our role. Therefore we are unable to forecast the exact amount of PPG funding we will be in receipt of as it is totally dependent on our student intake which varies year upon year.
We aim to close the attainment gap between PPG and non PPG students using personalised interventions for PPG students to address individual needs. Examples of these include ELSA support, use of specialist alternative provisions, targeted literacy and numeracy interventions & social and emotional interventions.
We evidence the closing of the attainment gap through effective assessment, targeted interventions and regular monitoring. Whole school progress data is collected and analysed on a regular basis and the scrutiny of the progress of PPG students in line with other students is part of this process.
A designated member of staff has responsibility for monitoring and reviewing the progress of PPG students to ensure that the interventions in place are having a positive impact and that the attainment gap is closing.
The date of the next pupil premium strategy review September 2021
We received £5061 in PPG funding for the academic year 2019/2020.
This funding was used to target areas of individual need as part of a personalised curriculum for our PPG students. These interventions included
Sessions at REACH youth
Anger management sessions
Ansbury mentoring sessions
These interventions supported our students and developed their skills to boost their confidence, self esteem and other key skills. Through having developed these skills, they were able to better engage in the classroom and better engage with learning in the traditional sense, having a positive impact on their academic progress. We also saw a positive impact on the students mental health through engaging with these specialist interventions which again had a positive impact in the classrooms at HVS.
We have evidence of the positive impact on the personalised reports provided by the external providers, increase in timetabled learning time in centre, our learning logs and also our academic progress data.
Interventions are reviewed on a half term basis and if a positive impact is not evidenced, the intervention is amended or changed to find a more suitable intervention that would provide rapid progress.