The Pupil Premium is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils in order to close the gap between them and their peers. Childer Thornton Primary School receives £1,300 for each child registered as eligible for free school meals at any point in the last 6 years.
School also receives £1,900 for each post-adopted pupil who was adopted from care on or after 30 December 2005, or left care under a special guardianship order or a residence order.
School also receives £300 per service family pupils.
Our Pupil Premium Strategy
At Childer Thornton, we ensure that each child's allocated Pupil Premium funding is spent directly on that child with measurable outcomes that can demonstrate impact. Rigorous, holistic assessment is carried out, together with input from the family, with the aim that each individual child's specific needs and barriers to learning are identified.
Summary of the main barriers to educational achievement faced by eligible pupils of the school
A high proportion of our Pupil Premium funding is allocated to children who are adopted and have previously been in care. We have therefore identified the main barriers to achievement as emotional & social well-being and attachment.
How the pupil premium allocation is spent in order to address those barriers and the reasons for our approach
We have carried out a significant amount of research into the impact of emotional well-being and attachment on pupil achievement. As a result, we have implemented the following strategies in order to remove these barriers to learning:
- Whole school attachment training with Braveheart Education (www.bravehearteducation.co.uk)
- 2 members of staff trained as Learning Mentors with a specific focus on attachment
- Theraplay training
- Nurture training
- Mental Health training
- Emotional Literacy Support training
- Place2Be introductory programme
- Lego Therapy
How we measure the impact and effect of expenditure of the pupil premium allocation
Pupils are assessed in-line with our school assessment policy. Pupil progress meetings are held termly where strengths are celebrated and areas for further improvement identified. For non-academic subjects, we use pupil voice and qualitative data collated from parents & staff to assess the impact this is having on the emotional well-being and mental health of the child. We use the Boxall profile which provides a framework for the precise assessment of children who have social, emotional and behavioural difficulties.
Our Pupil Premium strategy is reviewed termly with the Pupil Premium governor and reported at FGB.
67% of children (6 out of 9) receiving Pupil Premium funding achieved at least the expected standard in reading, writing and maths. One of these pupils also has special educational needs. The percentage of non-SEND children achieving at least the expected standard is 78% (7 out of 9 children) which is broadly in-line with non-disadvantaged children across school.