Pupil Premium
The pupil premium is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers.
Pupil premium funding is available to both mainstream and non-mainstream schools, such as special schools and pupil referral units.
Pupil premium funding is reviewed annually in September.
Recovery Premium
Children and young people across the country have experienced unprecedented disruption to their education as a result of coronavirus (COVID-19). Those from the most vulnerable and disadvantaged backgrounds will be among those hardest hit. The aggregate impact of lost time in education will be substantial, and the scale of our response must match the scale of the challenge.
We know that we have the professional knowledge and expertise in the education system to ensure that children and young people recover and get back on track. Returning to normal educational routines as quickly as possible will be critical to our national recovery.
Click on the links below to view our Pupil Premium strategy documents and reviews:
“Adults help pupils who fall behind.”
“Staff are well trained in teaching children to read.”
“Senior leaders, alongside the multi-academy trust, have provided subject leaders with training.”
“There is a clear focus on the teaching of early mathematics and reading.”
“The ‘Mountbatten 50’ challenges pupils to complete a range of interesting activities
before they leave the school.”
“Teachers who are new to the school welcome the support they receive.”
“There are a wide range of school clubs.”
” Some teachers check carefully to find out which pupils are stuck and which pupils need further challenge during lessons.”
“Pupils listen carefully to what adults say. They join in class discussions enthusiastically.”
“There are respectful relationships between adults and pupils.”
“Pupils recommend the school to their friends.”
“Staff welcome the highquality training they receive. They feel proud to work in the school.”
“Leaders and teachers make regular checks to see how well pupils with special educational needs and/or disabilities (SEND) are doing.”
“Curriculum plans are well sequenced.”
“Pupils learn how to keep safe when using the internet.”
“Subject leaders are knowledgeable about their subjects.”
“Children settle into school quickly.”
“Staff encourage
pupils to be independent from an early age.”
“Teachers check what pupils have learned and remembered each term.”
“Teachers appreciate the support they receive from subject leaders to help them improve their teaching.”
“Pupils say they feel safe in school.”
“Pupils say that behaviour is good.”
“The school is calm and orderly. Pupils walk around school sensibly and are courteous to one another.”
“The school enjoyed recent success when the computing club won a local area competition using their coding skills.”
“Pupils support each other well when they are completing their work.”
“Children start to learn to read as soon as they enter the school.”
“Pupils enjoy learning about a wide range of subjects.”
“Staff work closely with professionals from external agencies to provide support for pupils with SEND.”
“The early years environment is inviting and well organised.”
“Leaders have considered what pupils might need to know to broaden their understanding of the world around them.”
“Pupils enjoy attending school.”
“Leaders work well
with members of the multi-academy trust to support staff.”
“Pupils access a range of visits and activities beyond their own experiences.”
“There is a strong team culture within the school.”
“The residential visit to Robinwood encourages pupils to experience new challenges and work collaboratively with their friends.”
“Leaders have thought carefully about the curriculum plans they have introduced.”