The Pupil Premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers. This funding is aimed at addressing the current underlying inequalities that exist between children from disadvantaged backgrounds and their more affluent peers.
This funding is allocated to schools on the basis of the number of pupils who have been eligible for Free School Meals at any point over the last six years; children who have been “looked after” for more than six months, children who have left local authority care or children of service personnel.
The DFE has given us the freedom to use the Pupil Premium as we see fit, based on the knowledge of our pupils’ needs.
For the academic year 2019-2020, we have received £23, 080 in Pupil Premium funding. Please see the Pupil Premium Strategy document available for download below.
|Thumbnail||Title||File Size||File Type||Download|
|Tyntesfield Pupil Premium Strategy 2020 21.pdf||737.01 KB|
|Tynt Primary School Pupil Premium Strategy - 19-20.pdf||397.31 KB|
|Tyntesfield Pupil Premium Evaluation 2019-20.pdf||621.14 KB|
|Tyntesfield Pupil Premium Strategy 2021-22.pdf||912.10 KB|
At Tyntesfield, we adopt a personalised child led approach which places the child at the centre of their holistic provision. We believe that this approach enables us to make the most effective use of the pupil premium funding as it listens to the voice of the child and balances it out with their needs and ambitions. Class teachers meet with their Pupil Premium children to complete a personalised provision plan (See below)
Following this meeting, leadership meet to discuss how to effectively use the additional funding to support a variety of strategies to best meet the needs of each individual child for whom the grant funding was allocated. Strategies across Tyntesfield include:
• high quality, inclusive teaching.
• pupils taught in groups with other pupils who are working at a similar level.
• focused support from skilled teaching assistants, both in class and in small groups.
• Music tuition
• Inspirational experiences
• Fitness classes/sports activities/dance
• Cooking club
• individual tuition, by the class teacher or another experienced teacher.
• personalised support (including pastoral support) for individual pupils, to meet their needs.
• supporting parents to fund clubs and trips.
• Learning apps
All interventions were highly targeted over a period of time, according to need.
Mrs Manion (Head of School) has overall responsibility for the attainment and progress of Pupil Premium children although ensuring the progress of eligible pupils and evidencing this is a whole-school priority.
Children’s progress and attainment is tracked and monitored carefully to ensure they achieve their full potential by leadership on a half termly basis. Regular monitoring and evaluation is key to ensuring effectiveness of expenditure.
Targets for pupils are set in maths, reading and writing and we know where we expect each child to be, by the end of the year.
Monitoring is a joint responsibility of the class teacher and Senior Leaders and regular assessment data is analysed and acted upon. The DFE also analyse our school data and compare our results to national data.
Through our termly Governing Body meeting we report clearly on data for Pupil Premium and a transparent expenditure line is maintained in our financial monitoring so governors can link value for money with impact.
We also have a Named Governor for Pupil Premium (Helen Johnson), she links closely with school to monitor and evaluate the impact of our provision.
We are delighted that pupils entitled to free school meals continue to achieve highly, We are proud to have helped these children (and of course all our pupils) to make such good progress in their key skills and are confident that their firm foundations will help each child continue to make strong progress throughout their time at our school and into their secondary school years.
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Pupils very much enjoy coming to school... They feel safe in the stimulating environment into which they are warmly welcomed... One pupil stated that, ‘You can be yourself here.’