Pupil Premium Strategy
Our Pupil Premium Lead in school is Miss Kelly. The Pupil Premium Strategy document includes the proposed spending plan for 2019-20. The document is lengthy and therefore we have attached it as a pds document.
The document includes information on our school's Pupil Premium grant allocation amount, a summary of the main barriers to educational achievement faced by eligible pupils at the school, how we will spend the allocated amount to overcome those barriers and the reasons for our approach. We also include information on how we will measure the effect of the Pupil Premium grant.
There are a number of links on this page. The Pupil Premium document includes information on how we spent the Pupil Premium grant last academic year and the effect of the expenditure on pupils.
Our Pupil Premium review was on 24th November 2017, it was attended by Governors and SLT members.
Pupil Premium Grant Statement
The Pupil Premium is additional funding to help close the attainment gap between children and other disadvantaged families and their peers. If a child is eligible for free school meals (FSM) at any point over the past six years or is looked after (LAC), the school receives an amount of money per head within their budget. Dane Royd J&I School recognises that all pupils regardless of their background should have equal access to a curriculum which will enable them to reach their potential. At Dane Royd we are committed to implementing a clear and strategic approach that will support pupils to increase their attainment, and ‘narrow the gap’ between their attainment and the attainment of other pupils. Our strategic approach to the use of specific Pupil Premium funding and plans are integrated into the wider school support and improvement systems. These are monitored and evaluated regularly and in- depth data analysis ensures the correct support and strategies are identified to maximise progress.
The impact we want to see: Through targeted support, every pupil, irrespective of their background will have full access to our curriculum and key extra-curricular experiences. All children in the target group who are currently underperforming will make improved or accelerated progress leading to narrowing of the progress and attainment gap
Tracking and intervention: The progress and achievement of all pupils is monitored at key points in the academic year. Any pupil who is in the need of intervention is identified and the necessary support put in place. This is led by the senior leadership team through regular meetings and discussion and includes pupil progress meetings with key colleagues. The school’s assessment tracker is used to analyse assessment data and to highlight differentials in performance and impact of interventions. The lead governor for Pupil Premium is the Chair of the school’s Standards Committee and meets with senior leaders termly.
The leadership team and staff at Dane Royd Junior and Infant School are united in their passionate drive to ensure that all children achieve their full potential, regardless of ability or circumstances. We are an inclusive school who work hard with parents, carers and other professionals to reduce children’s barriers to learning.
Our children’s barriers to learning predominantly stem from home circumstances. Generally, our pupil premium children fall into multiple groups such as safeguarding and SEND. It is these children that require the most support. We find that some parents have had poor experiences of school themselves and have formed negative views that are passed onto their children. The high percentage of pupil premium children who are historically or currently have safeguarding involvement is prioritised by the leadership team and the parent support & learning mentor.
However, some pupil premium children do not fall into multiple groups. These children tend to make access a range of activities to support the curriculum and assessment procedures. Closing the curriculum gaps across the year groups to make good progress is a priority for these children as well as ensuring that the higher ability either achieve or maintain the greater depth standard.
At Dane Royd we have worked hard to create a warm and welcoming environment for our children and families where are achievements can be celebrated. Our school entrance comprises of comfortable seating areas for visitors with vibrant displays to showcase quality work from across the school. Parents are welcome to come into school at the start and end of each day should they need to discuss anything with class teachers. The leadership team and SENCO are very approachable and are visible during these key times to support families as needed. The addition of a playground notice board has added another layer of communication with our parents. Parentmail is used to communicate electronically with parents, keeping them up to date with whole school activities and those that pertain to their children. We believe that personal contact is important and always value our parents input.
We provide learning opportunities for our parent and encourage them to attend our family learning classes and coffee mornings. This helps parents understand the curriculum we teach and engage with their children’s learning.
We involve parent in the classroom during projects and activities and during extra curricular visits. Parents are invited to attend their child’s class assembly three times a year where children plan, lead and deliver an assembly to the whole school, class parents, school governors and member of the community.
We firmly believe that early intervention is the key to supporting children with special needs and challenging home circumstances. We aim to forge strong relationships with all parents and work with the EWO, social workers, health and educational professionals to support families as and when required. Within school, all staff work to support children who have any emotional and social difficulties. We identify and targets any children who display behavioural difficulties and signposts parents to any relevant training and support groups. These include bespoke 1:1 or family work with a primary CAMHs practitioner within school. We also champion holistic social approaches to support children through alternative therapeutic interventions.
In school, some children can become tired and disengaged because of their difficult home life. For these children we will collect them from home if they are late to school and give them a breakfast once they arrive. Regular contact with these parents and reporting to other supporting professionals is key to reducing barriers to learning, helping to create a stable home environment and enabling children to access education.
Maintaining a high quality early years provision is an essential part of early intervention. Due to attainment gaps identified in early year’s learners, we have re-designed our outdoor learning environments to meet the needs of our cohorts and in particular, our disadvantaged children. This has included a complete redesign and resourced indoor and outdoor learning environments for both lower and upper foundation stage. Staff have attended training on outdoor learning to create a stimulating learning environment where children become enthused and engaged with the curriculum at an early age. Thoughtful planning and quality resources support children with early reading and phonics acquisition, early number skills, communication development, personal, social and emotional development and physical development. Our progress measures show that disadvantaged children have a very good start to education within the early years.
We have planned our staff to pupil ratio’s carefully reflecting the identified needs of pupils in Early Years. There is a higher ratio of staff to pupils than is required due to the needs of the cohorts.
We promote a language rich environment throughout the school. Daily phonics lessons are taught in the early years and key stage one with phonics being a high priority for all throughout school. Reading is of high priority in school and all children have reading and library books. Disadvantaged children have the opportunity to have additional reading sessions with school adults where we celebrate a love and enjoyment for reading.
Championing achievement for all is at the heart of every child’s learning and education at Dane Royd. We ensure that all children have equal opportunities to achieve, regardless of any challenges they have in their daily lives. We accept the barriers our children and families have and are dedicated to develop a collaborative approach to ensure that these have a minimal effect our education and a child’s enjoyment at our school.
Eligibility for Pupil Premium
The information below outlines the criteria for the Pupil Premium Grant.
Provided your child is attending school full time they will qualify if you receive:
Income Based Job Seekers Allowance
Guarantee element of State Pension Credit
Child Working Tax Credit with no working Tax Credit and have an income, as assessed by the Inland Revenue, that does not exceed £16,190
Support under Part V1 of the Immigration & Asylum Act 1999
Employment Support Allowance (Income Related) (ESA-IR)
All children in Reception, Year 1 and Year 2 receive free school meals as provided under the Universal Free School Meals programme. However some children may be entitled to receive free school meals if their parents are in receipt of certain benefits. If your child is eligible for free school meals, it is important that you make an application even if your child is not going to have the school lunch. This is because schools receive a ‘Pupil Premium’ – an extra payment for each eligible child which can be spent on useful services.
NB Registering for free school meals will not affect any other benefits you are claiming.
If you think you may qualify, application forms are available from the School Office.
Eligibility for the Early Years Pupil Premium
How to check if your child is eligible for the Early Years Pupil Premium.
All 3 and 4 year-olds in state-funded early education will attract EYPP funding if they meet at least 1 of the following criteria:
their family gets 1 of the following:
income-based Jobseeker’s Allowance
income-related Employment and Support Allowance
support under part VI of the Immigration and Asylum Act 1999
the guaranteed element of State Pension Credit
Working Tax Credit run-on, which is paid for 4 weeks after they stop qualifying for Working Tax Credit
they are currently being looked after by a local authority in England or Wales
they have left care in England or Wales through:
a special guardianship order
a child arrangement order
Children must receive free early education in order to attract EYPP funding. They do not have to take up the full 570 hours of early education they are entitled to in order to get EYPP.
Children become eligible for free early education at different points in the year depending on when they turn 3. Details of the dates when children become eligible are available from the school office.