The pupil premium is allocated to children from low income families who are currently known to be eligible for Free School Meals(FSM) and children who have been looked after continuously for more than six months. This also includes pupils eligible for FSM at any point in the last six years (known as the ever 6 FSM).
Schools are free to spend the pupil premium as they see fit. However, we are held accountable for how we have used the additional funding to support children from low income families in order to close the attainment gap between them and their peers.
At Sharlston we believe that one of the biggest barriers for children can be poverty of expectation and so are determined to create a climate that does not limit a child’s potential in any way- we aim to instil a love of learning and every child is encouraged to reach for the stars.
Our key objective in using Pupil Premium Grant is to narrow and eventually close the gaps between pupil groups. As a school we have an good track recording of ensuring our pupils make progress, but historically levels of attainment have been lower for FSM – this is also a national trend. Through targeted interventions we are working to eliminate barriers to learning and maximise progress. For children who start school with low attainment on entry, our aim is to ensure that they make accelerated progress in order to reach at least age related expectations as they move through school.
We have worked hard to improve provision – recent improvements are listed below
Increased attainment and progress across the school
Purchase and trained TA delivery of focused interventions
Development of the school library to raise profile of reading in the school and support improved attainment in reading
All pupils being able to access enriching extra curricular activities (sports, panto, school visits, Yr 6 residential)
Successful development of the whole school behaviour and attitudes scheme – ‘Its Good to be Green’ – with targeted support for individuals from Learning Mentor resulting in children being more responsible for their own learning and behaviour both in and out of the classroom