We are an inclusive school and we are committed to securing excellent outcomes of all pupils, including those who are educationally disadvantaged.
It is our aim that every child will:
These aims flow from our ethos of inclusion, care and aspiration for every child, they underpin the decisions we make and how we allocate resources to support those most in need.
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 pupils 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; pupils who have been “looked after” for more than six months, pupils who have left local authority care or pupils 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 and we use this funding to meet the needs of our educationally disadvantaged pupils.
Our overall goal is to focus on those that educationally really need our help. We use our Pupil Premium funding to reduce the gaps in progress and attainment between educationally disadvantaged pupils and other pupils.
“…Pupil Premium provides an important focus for prioritising the achievement of pupils from disadvantaged backgrounds in our education system. When it is most effective, the Pupil Premium will sit at the heart of a whole school effort, with all staff understanding the strategy and their role within in.” The EEF Guide to the Pupil Premium
“… clarity is the Pupil Premium’s greatest strength. Educational attainment is the best predictor that we have of a young person’s long-term outcomes. The Premium can act as a focal point as schools plan and put in place the strategies that will help their students succeed.” The EEF Guide to the Pupil Premium
Our strategy outlines how we will achieve our aim, and address barriers to learning, through six separate but integral strands:
Wave 1: Relationships, Curriculum Design, Reading, Inclusive Quality First Teaching, Intervention at the Point of Learning
Wave 2: Targeted Intervention
Developing and fostering positive relationships with pupils, and their parents, is at the heart of our strategy. Finding out what engages pupils with school is crucial and it is through a kind, caring and nurturing approach to developing relationships that will ensure that this aspect is achieved.
We recognise an effective relationship between home and school is crucial if pupils are to achieve their best. It is our aim to promote and foster positive relations and build two-way trust. We actively seek opportunity to share a child’s achievements as well as informing problem when there is a concern. We also seek to engage parents in a child’s learning journey, outlining how parents can support their child as well as offering support, if needed.
Over the past couple of years, our school has worked intensely on developing a curriculum that meets the needs of our individual school community. Addressing social disadvantage a key feature of our curriculum design. Our research has enabled us to understand the key barriers to attainment for disadvantaged pupils and we have actively sought to address these.
We recognise reading as the master skill of school as this forms the FOUNDATION for all future learning and a significant barrier if not swiftly addressed. We are developing and embedding Reading as a golden strand woven through our whole curriculum and all educationally disadvantaged pupils (at Wave 2&3) have an individual reading target where needed.
INCLUSIVE QUALITY FIRST TEACHING (IQFT)
Inclusive Quality First Teaching (IQFT) sits at the heart of effective teaching and learning and therefore sits as a key pillar within our Strategy. It is our commitment to ensure the highest quality of IQFT for every child, particularly for those identified as educationally disadvantaged. In 2020/21, our School Development Plan focuses heavily on further developing highly effective IQFT consistently in every classroom and effectively embedding our Recovery Curriculum following closure of schools due to Covid. Whilst whole school developments are focused on raising standards across all key stages and for all pupils, they also directly impact on the effectiveness of provision for our disadvantaged pupils.
Extending IQFT outside the classroom is of utmost importance. We are determined to ensure every child has the opportunity to access the curriculum, both within and beyond the school day. In discussion with parents, we target the use of funding to enable every child to have full access to our curriculum provision. We are committed to use our Pupil Premium funding, in part, to fund participation in: school visits and first hand experiences; school residential trips ; extra-curricular activities; support with costs of school uniform.
INTERVENTION AT THE POINT OF LEARNING
There are times throughout a child’s learning journey that they will require a little more intervention. For example, following a lesson, a TA may work with a child for 10-15 minutes, later in the day, to revisit the learning and ensure the child is secure ahead of the next lesson. At other times support is available suring the lesson and targeted specifically to meet individual pupil need.
Whilst our priority is in developing effective and Inclusive Quality First Teaching, PP funding is also used to fund targeted intervention. Planned intervention is a series of sessions, focusing on a specific area of need and using evidence informed strategies. These interventions are to take place when it is appropriate for the child, at a time when they will benefit from the learning delivered through the intervention.
An Accelerated Progress Plan is written for every educationally disadvantaged child for whom Wave 1 provision is not sufficient to accelerate their progress. The APP will focus specifically on identifying a child’s individual barriers through: 1:1 diagnostic assessments and on-going informal assessment by the teacher, conversation with the child and parent.
|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|
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.’