"The larger-than-average proportion of disadvantaged pupils achieve well, particularly in reading."
"Disadvantaged pupils, including the most able disadvantaged, are also making good progress."
Click the links below for previous reports detailing the impact of this funding on pupils' attainment at Coldean and our proposals for the coming year:
Pupil Premium Grant (PPG) is additional funding to raise the attainment of disadvantaged pupils. It is based on the number of pupils:
- registered as eligible for free school meals at any point in the last 6 years
- registered as a child of a parent serving in the UK’s Armed Forces in the past 5 years
- in local authority care for 1 day or more
- has left local authority care because of one of the following:
- a special guardianship order
- a child arrangements order
Coldean Primary School is committed to diminishing the difference between the attainment of socially disadvantaged pupils and their peers and the PPG funding forms a vital part of achieving this.
- All members of staff and governors accept responsibility for socially disadvantaged pupils and are committed to meeting their pastoral, social and academic needs within the school environment.
- We ensure that appropriate provision is made for pupils who belong to vulnerable groups ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed.
- We recognise that not all pupils who have ever received free school meals will be socially disadvantaged.
- We recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals.
- The Governors reserve the right to allocate the pupil premium funding to support any pupils or groups of pupils the school has legitimately identified as being socially disadvantaged or underperforming.
PPG funding is primarily used to support interventions to:
- improve attendance
- offer emotional support through the Learning Mentor Team enabling children to abetter access the curriculum
- raise attainment in reading, writing and mathematics.
All interventions are designed with the ultimate outcome to increase the percentage of pupils achieving age-related expectations (ARE) and beyond to a greater depth at the standard (GDS).
As a school we feel that it is imperative to focus on early intervention to ensure that the children who start school with low attainment can make accelerated progress to reach age-related expectations and beyond.
Monitoring & Evaluation
The school’s evaluation of its own performance is rigorous. Tracking of progress over time for each pupil is thorough and facilitates timely and appropriate intervention.
To guarantee that the Pupil Premium Grant funding is used effectively, we ensure that:
- A wide range of data is used – achievement data, pupils’ work, observations, learning walks, case studies, and staff, parent and pupil voice.
- Assessment data is collected at the start and end of each intervention so that impact can be monitored regularly. These are closely moderated or use approved standardised tests to ensure they are accurate.
- Termly pupil progress meetings between teaching staff and senior leaders enable quick identification of any challenges or barriers to progress and allows the school to develop sensible strategies and interventions to promote improvement for all children - not just the children who are in receipt of PPG.
- Regular feedback about performance is given to children.
- Interventions are adapted or changed if they are not working.
- A designated member of the SLT maintains an overview of pupil premium spending.
- The Assessment Coordinator collates all performance data, analysing and evaluating the effectiveness and value for money of each intervention.
- A governor is given responsibility for pupil premium grant funding.
- Quantitative data sources used include ASP/RAISEonline, the local authority’s School Information Packs, Tapestry in the Early Years as well as whole school data (using Target Tracker) to evaluate impact in terms of overall attainment and progress.