The Pupil Premium

Logo smallSchools are required to provide information regarding the use of pupil premium funding. Here is some information about the pupil premium at Holly Park.

The Pupil Premium Grant is additional funding given to schools to:

  • raise the attainment of disadvantaged pupils and close the gap between them and their peers.
  • support children and young people with parents in the regular armed forces.

It was first introduced in April 2011.  Since then the amount schools receive has increased. Schools receive funding based on the number of pupils who have been eligible for free school meals at any point in the last 6 years (Ever6).

Funding allocation

  • £1455 for each eligible primary aged pupil
  • £2530 for each Looked After Child and previously Looked After Child
  • £335 for each Service Child
  • £353 EYFS Pupil Premium 

The Department for Education has clear expectations how the Pupil Premium Grant may be spent:

“for the purposes of the school, ie, for the educational benefit of pupils registered at that school;

The grant does not have to be completely spent by schools in the financial it is given; some or all of it may be carried forward to future financial years.”

Please find attached our Pupil Premium Strategy Statement Documents

Impact of Progress and Attainment

At the end of each academic year, we reflect on the impact of our Pupil Premium spending in terms of end of key stage data, internal data, attendance etc

Key principles for using the Pupil Premium Grant at Holly Park

1.      Holly Park has a  commitment to raise achievements for pupils who are eligible for Pupil Premium and knows these pupils must make faster progress than non-eligible pupils and is determined to achieve this.

2.      Holly Park never confuses eligible pupils with low ability and strives to ‘bring out the best’ in this group of pupils and support them to achieve the highest levels.

3.      Holly Park creates an overall package of support aimed to tackle the range of barriers including; attendance, behaviour, external factors, professional development focusing on improving outcomes for eligible pupils, improving the quality of teaching and learning,  parental engagement, opportunities for first-hand experiences and development of literacy and numeracy skills.

4.      Holly Park uses assessment systems to track and enable thorough analysis of data (Reading, Writing and Maths) to identify pupils who are under achieving and why.

5.      Holly Park directs resources and interventions to accelerate progress of eligible pupils and close the attainment gap compared to their peers.

6.      Holly Park uses data to track the impact of targeted spending (interventions, projects or pedagogy) on attainment and progress of eligible pupils.

7.      The Pupil Premium Leader, the SMT and governors have a clear overview of how funding is allocated and the difference it is making to the outcomes of pupils termly.

8.      Holly Park ensures class teachers, SMT, phase leaders and TAs know which pupils are eligible for Pupil Premium so they can take responsibility for accelerating progress and accountability is shared across the school.

9.      The Governing Body Teaching & Learning Committee monitors the schools effectiveness in closing the gap between different groups of pupils.

Please find attached questions taken from the Department for Education  Schools website:

DFE Questions about PP

Logo smallIdentification of Support

We will ensure that:

  • All teaching staff are involved in the analysis of data and discussion about interventions so that they are fully aware of strengths and weaknesses across the school
  • We use research (such as the Sutton Trust Toolkit) to support us in determining the strategies that will be most effective
  • We support children’s emotional needs
  • We look at the individual needs of each child and identify their barriers to learning
  • We match the skills of the staff to the interventions they provide

Monitoring and Evaluation

We will ensure that:

  • A wide range of data is used – achievement data, pupils’ work, observations, learning walks, case studies, and staff, parent and pupil voice
  • Assessment Data is collected half termly although the main monitoring of the impact of interventions is monitored termly
  • Teaching staff attend and contribute to pupil progress meetings each term
  • Interventions are adapted or changed if they are not working
  • There is a provision map of interventions and support for Pupil Premium children which is updated termly
  • A designated member of the SMT maintains an overview of pupil premium provision map
  • The Governors have appointed Andrea Messios as pupil premium governor.

Logo smallReporting

The Governing Body will consider the information provided and will ensure that there is an annual statement to the parents on the school website outlining how the Pupil Premium funding has been used to address the issue of closing the gap for pupils eligible for Pupil Premium.

When reporting about pupil premium funding we will include:

  • The nature of support
  • An overview of spending:
  • Total PPG (pupil premium grant) received
  • Total PPG spent
  • A summary of the impact of PPG annually
  • Performance of disadvantaged pupils

Please find attached our Pupil Premium Policy

Barriers to Learning for Pupil Premium Children

Holly Park School is set in an outer London borough. There are many social and economic challenges that our community face. Some of these challenges have an impact upon educational achievement, the pupil premium grant helps us to remove some of these barriers and raise attainment.

It must be remembered that Pupil Premium children have a range of very varied abilities and do not necessarily struggle with learning. Not all of our Pupil Premium children have specific barriers to learning and certainly not all of the barriers would apply to any one child.

Some of the barriers to learning that our Pupil Premium children face are:

  •  Low levels of education amongst families
  • Low aspirations which can result in a poor attitude to school
  • Complex family circumstances
  • Emotional/social/behavioural difficulties which impact on pupils’ ability to focus on learning
  • Some pupils have narrow life experiences
  • Lack of or limited home support
  • An unsettled home life
  • Low self esteem
  • Lack of confidence
  • Poor attendance