Pupil Premium Statement

At Ickford School, we take collective responsibility for the progress, wellbeing and development of all pupils. We recognise that some children may require additional support or targeted intervention at different points in their school journey, and we are committed to ensuring that these needs are met effectively and compassionately. Our inclusive approach ensures that every child is supported within a nurturing environment that promotes high expectations, aspiration and achievement.

Pupils eligible for Free School Meals and the Pupil Premium Grant are fully included in all aspects of school life and are valued, respected and supported to achieve their full potential. We use Pupil Premium funding strategically to remove barriers to learning and participation, addressing pastoral, social and academic needs so that disadvantage does not limit opportunity. Through targeted support, high-quality teaching and a strong culture of inclusion, we aim to ensure equity, progress and success for every child in our care.

Pupil Premium Funding

The Pupil Premium Grant is additional funding allocated to schools to support pupils from low-income families. It is provided for pupils who are currently eligible for Free School Meals (FSM), those who have been eligible for FSM at any point in the past six years, and children who have been looked after continuously for more than six months. The grant is also available to pupils who are no longer eligible for FSM. This funding is in addition to the school’s General Annual Grant (GAG), and schools have the flexibility to use it in ways they judge will most effectively raise attainment, improve wellbeing and reduce barriers to learning for disadvantaged and vulnerable pupils.

At Ickford School, Trustees and staff work together to ensure that Pupil Premium funding is used strategically to secure high-quality teaching, learning and support that meets the needs of all pupils. As part of our inclusive approach, the needs of pupils who may be socially or educationally disadvantaged are carefully identified, assessed and reviewed. Regular meetings are held to analyse tracking data, monitor progress and attainment, and evaluate the impact of provision across all groups of pupils. Decisions about additional support or intervention are made on an individual basis, ensuring that each child’s unique circumstances and needs are taken into account.

The school reserves the right to allocate Pupil Premium funding to support any pupil or group of pupils who have been legitimately identified as being disadvantaged, in order to promote inclusion, equity and equal access to learning opportunities.

Ickford School regularly reviews our curriculum and the range of provision available to all pupils. We believe that the greatest impact comes from high-quality first teaching and our priority is to ensure that all teachers benefit from ongoing, high-quality professional development, drawing on both internal expertise and external training where appropriate. Targeted training in specific areas is used to maximise the effectiveness and sustainability of Pupil Premium-funded provision. Learning support staff are also well-trained to support pupils effectively within the classroom and to deliver targeted interventions when required. All Pupil Premium-funded provision is regularly monitored and evaluated for impact, ensuring that effective approaches are sustained, refined or adapted, and that any strategies which do not demonstrate impact are discontinued.

A summary of the main barriers to learning and progress for disadvantaged children 

• Underdeveloped personal, social and emotional (PSED)needs, particularly for children on entry to the Early Years Foundation Stage (EYFS).
• Underdeveloped language skills.
• Risk of attendance at a lower rate than non-disadvantage pupils.
• Emotional and social needs that impact on learning including mental health and wellbeing.
• Increased pupil mobility
• Pupils in receipt of pupil premium, who enter school with lower starting points and require individualised provision.
• Limited access to wider enrichment activities.
• Impoverished cultural capital.

Our strategy to remove these barriers are embedded in order to ensure:

• High quality, inclusive 'quality first' classroom teaching.
• A consistent, unambiguous attendance policy.
• A dedicated school pupil counselling service.
• Targeted interventions to meet pupil needs.
• Highly qualified learning support assistants.
• A commitment to enriching the curriculum. 

Gov.UK Pupil Premium Conditions of Grant