The government currently provides schools with additional funding to support the learning and development of certain groups of eligible children. This is known as Pupil Premium funding and is currently available to children who satisfy any of the following criteria:
If you feel you meet any of the criteria above, please follow the link below and complete an application for Free School Meals or talk to any of the School office staff. It is beneficial for the school for any eligible parent to apply, even if they do not intend to have school dinners as the school still receives funding based on this number.
The aim of the pupil premium funding is to reduce the gap in achievement currently evident between children who fall in to the criteria above and those who do not. The intended outcome is to ensure parity in progress and attainment for Pupil Premium and Non Pupil Premium children. To redress the current imbalance, the Pupil Premium funding can be used to target specific interventions and initiatives with the aim of accelerating their current rate of progress.
Schools are free to spend the Pupil Premium as they see fit. However, we will be held accountable for how we have used the additional funding to support pupils from low-income families. All schools are now required to publish online information about how they have used the Premium funding. This will ensure that parents and others are made fully aware of the attainment of pupils covered by the Premium and the extra support that they receive.
At Sandcross we plan ahead strategically to make the best possible use of the Pupil Premium fund and ensure that every child can make great progress. We run an 'Inclusion Team', which is partly funded from this source and includes a Family Engagement Practitioner, a Pupil Premium Champion, a Reading Recovery Teacher and a School Counsellor.
We constantly track the progress of all our pupil premium children every half term and act quickly if any child starts to fall behind. Sometimes this means re-focussing our teaching, altering groupings or timings to enable better intervention, re-directing volunteer helpers or taking on additional teaching assistants to enable more regular practise of key skills.