Pupil Premium

What is the Pupil Premium? The National Picture

The Pupil Premium was introduced by the Government in April 2011. It was designed to give additional money to support schools in raising the attainment of children who receive free school meals, children whose parents serve in the Armed Forces and those children in local authority care. These groups of children have been identified nationally as achieving at a lower level than children from less disadvantaged backgrounds.

Where does the money come from?

Pupil Premium is allocated to schools based on the number of children who are currently known to be eligible for Free School Meals, whose parents serve in the Armed Forces and children who have been looked after in local authority care continuously for more than six months.

The purpose of the Pupil Premium is to help schools to provide targeted support for vulnerable children- not necessarily just children who qualify for FSM.

“It is for schools to decide how the Pupil Premium, allocated to schools…. is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.
^{(Source – DfE website)}

The funding is therefore given to schools to spend as they think best, although there is a requirement to publish online how this money is spent.

We are aware and note the contents of the EEF report (July 21) - Impact of school closures and subsequent support strategies on attainment and socio-emotional wellbeing in Key Stage 1, and will strive to ensure that any child attending Brown's C of E Primary School will not be disadvantaged due to the impact of COVID-19.

EEF Key findings for Year 1 pupils: spring term 2021

• Year 1 pupils’ attainment in reading was significantly lower in spring 2021 compared to a standardised sample from spring 2019; representing a Covid-19 gap of around three months’ progress.

• Year 1 pupils’ attainment in mathematics was significantly lower in spring 2021 compared to a standardised sample from spring 2019; representing a Covid-19 gap of around three months’ progress.

• The disadvantage gap in reading in Year 1 is around seven months’ progress .

• The disadvantage gap in mathematics in Year 1 is around seven months’ progress.

EEF Key findings for Year 2 pupils

• Year 2 pupils’ attainment in reading was significantly lower in spring 2021 compared to a standardised sample from spring 2019; representing a Covid-19 gap of around three months’ progress.

• Year 2 pupils’ attainment in mathematics was significantly lower in spring 2021 compared to a standardised sample from spring 2019; representing a Covid-19 gap of around two months’ progress.

• The disadvantage gap in reading in Year 2 is around seven months

“…If we are to meet the needs of all children touched by the Covid-19 crisis, and support the emotional wellbeing and mental health of every teacher, non-teacher and leader in our dedicated and committed education workforce spanning colleges to early years, we need to put wellbeing at the heart of learning NOW..."Professor Sonia Blandford