Pupil Premium Statement
At Ickford School we accept responsibility for the development of all pupils, recognising that a number of pupils within the school population, may at any point during their school career require additional support and intervention. We are committed to meeting their pastoral, social and academic needs in a nurturing environment conducive to high expectations. As with every child in our care, a child who is entitled to Free School Meals, and consequently the Pupil Premium Grant, is valued, respected and entitled to develop to his/her full potential, irrespective of disadvantage.
Pupil Premium Funding
The Pupil premium is allocated to children from low-income families who are currently known to be eligible for Free School Meals (FSM) in both mainstream and non-mainstream settings and children who have been looked after continuously for more than six months. It is also available for pupils who have been on the FSM register but no longer qualify. Schools have the freedom to spend the Premium, which is additional to the General Annual Grant (GAG) funding that makes up the school's budget, in a way they think will best support the raising of attainment for the most vulnerable pupils.
In order to meet the above requirements, the Governing Body and staff of Ickford School ensure that provision is made which secures the teaching and learning opportunities that meet the needs of all pupils. As part of the additional provision made for pupils who belong to vulnerable groups, the Governors and staff of the school ensure that the needs of socially disadvantaged pupils are adequately assessed and clarified. Regular meetings take place to review tracking data and to compare the progress and attainment of all children. Every child's circumstances are taken into account when making decisions about possible interventions or support within the classroom.
In making provision for socially disadvantaged pupils, the Governors and staff of Ickford School recognise that not all pupils who receive free school meals will be socially disadvantaged. The Governors and staff also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. They therefore reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being socially disadvantaged.
Ickford School regularly reviews the curriculum and provision available to all children in school including the range of support on offer. We believe that all children benefit from most from high quality first teaching and our priority is to ensure that every teacher receives up to date on-going professional development using internal expertise or external training providers. The school views training in specific areas of expertise as a means to maximise value for money and ensure the longevity of PPG funded provision for future groups of pupils in school. We also ensure that learning support staff are well trained and effective within classrooms as well as highly effective in carrying out interventions when required. All Pupil Premium funded intervention and provision is assessed and evaluated to measure impact. Subsequently activities are either maintained or modified for future implementation and any ineffective approaches are stopped.
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 and 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 outlined in detail within the action plan and includes key provision for:
- High quality, inclusive 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.