In 2011-12 the government launched its Pupil Premium funding. This money is sent to schools based on the number of pupils in the school who are eligible for Free Schools Meals (FSM) and the number of children who are in care. From 2012-13, it was expanded to include all children who have been eligible for FSM within the last 6 years.
In Bridgemere, Pupil Premium funding is used to diagnose and break down barriers to learning, provide training for staff that allows them to effectively support our Pupil Premium children and ensure that pupils reach their full potential, both academically and socially.
The barriers to learning that our Pupil Premium children face vary significantly from child to child. Some of our children have difficulties coping with a classroom environment which impacts upon them academically and socially. Some of the parents of our Pupil Premium children are not confident with the content of the curriculum and as such do not feel comfortable supporting learning at home. We have therefore used our funding to address these issues by running homework clubs, providing interventions and additional support in a variety of areas.
Please see our attached documents to note how we spent the money in 2019-20 and the impact it made and how we are spending the money this year.
From September 2021 at Bridgemere CE Primary, we will be making decisions on how to use the pupil premium in our school based on research evidence, one source being the guide published by the Education Endowment Foundation (EEF)
Considering a tiered approach to Pupil Premium spending can helpschools balance approaches to improving teaching, targeted academicsupport and wider strategies.
Spending on improving teaching might include professional development, training and support for early career teachers and recruitment and retention. Ensuring an effective teacher is in front of every class, and that every teacher is supported to keep improving, is the key ingredient of a successful school and should rightly be the top priority for Pupil Premium spending.
Targeted academic support
Evidence consistently shows the positive impact that targeted academic support can have, including on those who are not making good progress across the spectrum of achievement. Considering how classroom teachers and teaching assistants can provide targeted academic support, including how to link structured one-to-one or small group intervention to class-room teaching, is likely to be a key component of an effective Pupil Premi-um strategy.
Wider strategies relate to the most significant non-academic barriers to success in school, including attendance, behaviour and social and emotional support. While many barriers may be common between schools, it is also likely that the specific features of the community each school serves will affect spending in this category.