Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.
Pupil Premium is a Government Initiative, which was introduced in 2011, which is intended to improve the outcomes for children and is based upon the number of children entitled to Free School Meals and those in the Care System. At Shakespeare Primary School we aim to give all children access to a first class education and we use the Pupil Premium money to ensure that our pupils are given every opportunity to succeed.
The attached documents give a clear and detailed over-view of how school leaders have directed this money for the last three years to help raise standards and outcomes for our children.
Our focus here at Shakespeare Primary School, where our community comprises of many low-income families, is to deliver a provision that is enriching and aspirational for all of our pupils. It is our role to provide a curriculum that enables all pupils to achieve the best possible educational outcomes to prepare them for the next step in learning and in life.
Through quality first teaching, it must be clearly identifiable how teachers ensure the disadvantaged pupils within their care are targeted, in order to narrow the gap between themselves and their non disadvantaged peers. This provision should include a safe, positive learning environment, targeted questioning, not assuming knowledge or prior experiences, personalised activities based on previous feedback from conferencing and high quality targeted in-class support where appropriate.
Teachers are expected to deliver carefully planned, well-sequenced lessons that progressively build conceptual understanding over time. They must provide opportunities for concepts to be revisited and embedded to ensure secure acquisition of knowledge is in place, aiming for the growth in cultural capital to become clear and ensuring the curriculum for our disadvantaged pupils is not reduced in anyway.
Real-time feedback, assessment, data analysis through the use of INSIGHT, our internal data grids and pupil progress meetings heighten our awareness of the academic needs of our disadvantaged pupils, ensuring pupils secure the desired skills and knowledge in every area of learning. Teachers use resources that are well selected to support the acquisition of learning and enable independent engagement and application of knowledge by all disadvantaged pupils.
Continued Professional Development ensures teachers and support staff fully understand why we need to raise the cultural capital and outcomes for our disadvantaged pupils and their families.
Targeted Academic Support
Assessment informs future curriculum delivery and intervention where needed. Academic intervention is used, within our tiered approach, to target academic gaps to ensure our disadvantaged pupils are not disadvantaged further. Pupils are selected for intervention through in class assessment and the use of our internal data grids, giving consideration to those pupils who have slipped from their last statutory assessment point or when a barrier to learning is identified. Intervention data is tracked with the expectation that the disadvantaged pupils are making at least expected progress and with the aspiration that they attain in-line with their non-disadvantaged peers.
Support for the parents within our disadvantaged families is varied and bespoke. Our families’ level of disadvantage can often move within a continuum of disadvantage and their needs vary accordingly. Through an open door policy, our Parent Support Advisor, staff team and parental engagement opportunities, we strive to understand and collaborate with parents and carers to secure a positive learning environment both at home and at school. Our Shakespeare Food Shop and Breakfast club are designed to support families with elements of life that are often a struggle. Subsidised residentials and peripatetic music lessons support the growth of individual cultural capital.
We will know this strategy is being effective when: disadvantaged pupils’ recall of knowledge and learning mirrors or surpasses that of their non disadvantaged peers.
There is an increase in cultural capital held by our disadvantaged pupils.
All disadvantaged pupils are making at least expected progress and striving for accelerated progress to ensure they are performing at age-related expectation or better across reading, writing and maths.