Evidence shows that children from disadvantaged backgrounds generally face extra challenges in reaching their potential at school and often do not perform as well as their peers. Therefore, publicly funded schools in England receive additional funding (pupil premium) from the government to help overcome barriers to learning and improve the progress and outcomes of disadvantaged pupils.
Eligibility and funding
Pupil premium funding is based on the number of pupils in school in January each year from the following groups:
· Free school meals (including children who have received free school meals in the last 6 years- 'Ever 6');
· Looked-after and previously looked-after children;
· Service premium (including children who have had a close relative in the armed forces in the past 6 years)
Schools may spend their pupil premium funding on pupils who do not meet the eligibility criteria but need additional support. For example:
· are in contact with a social worker
· used to be in contact with a social worker
· are acting as a carer
Allocation of additional funding
Godmanchester Community Academy uses the Education Endowment Foundation (EEF) Guide to the Pupil Premium. This includes the following 5 key principles of spending:
· Schools can make a difference in narrowing attainment gaps;
· Evidence-informed teachers and leaders must combine research findings with professional expertise to make decisions;
· Quality First Teaching helps every child;
· Funding must support middle and higher attaining pupils – it must not solely focus on lower ability pupils;
· Focussing on a small number of carefully chosen priorities is effective - less can be more.
In line with the EEF Guide, Godmanchester Community Academy will adopt a tiered approach to Pupil Premium spending. They are as follows:
Quality First Teaching
Ensuring an effective teacher is in front of every class, and that every teacher is supported to keep improving, is the key ingredient of a successful school and should rightly be the top priority for Pupil Premium spending. Spending on improving teaching might, but not exclusively, include professional development, training and support for early career teachers and recruitment and retention.
Targeted academic support
Evidence consistently shows the positive impact that targeted academic support can have, including on those who are not making good progress. Considering how classroom teachers and teaching assistants can provide targeted academic support, including how to link structured one-to-one or small group intervention to classroom teaching, is likely to be a key component of an effective Pupil Premium strategy.
Wider strategies relate to the most significant non-academic barriers to success in school, including attendance, behaviour and social and emotional support. While many barriers may be common across cohorts, it is also likely that the specific features of our growing community will affect spending in this category.
In the 2020-2021 academic year the school was allocated £79,215
In the current academic year (2021-2022) the funding allocation is £