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Pupil Premium
The DFE offer the following guidance on how the Pupil Premium is to be spent:
‘It is for schools to decide how the Pupil Premium, allocated to schools per FSM pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility…(schools) will be held accountable for how they have used the additional funding to support low income families.’
The purpose of this report is to inform parents and carers of the school’s overarching strategy to reduce and hopefully eradicate any gaps in academic attainment caused by any form of ‘disadvantage’ in a child’s background. For some pupils, this disadvantage is formally recognised within government statistics and impacts on the overall level of funding the school receives via the additional ‘Pupil Premium Grant’ or PPG. The report also provides an evaluation of the school’s efforts to overcome these barriers over the previous year.
From 2021 onwards, all schools are required to use a revised Government template, which encourages schools to set out a three-year strategy, and also to highlight the research and evidence they have used in planning their actions.
Mr Bullough, the Headteacher, acts as the ‘Disadvantaged Champion’ to ensure all identified pupils are well supported in line with the school’s strategies, and Mr Paul Andrew is the governor with specific responsibility for this area.
Please find below a link to our current 3 year PPG strategy document.
Further information:
All downloadable documents that appear on our website are also available upon request in paper format from the school office.
“In mathematics lessons, resources are used well to enable pupils to visualise abstract ideas and to get a more secure understanding of number.”
“Older pupils develop a good understanding of what they read. Leaders promote a love of reading and pupils say the school provides them with high-quality texts.”
“Teachers plan interesting activities that motivate the pupils. Staff ensure that all pupils are valued and included in learning.”
“Exciting activities, such as visits to places of worship, generate high levels of
interest and curiosity about the themes that pupils are studying.”
“The passionate and effective leadership of senior leaders and the commitment of the staff have sustained the good quality of education at the school.”
“Adults give pupils
opportunities to share ideas and challenge their own thinking and this helps them to articulate their opinions with confidence.”
“Leaders are well trained and use their knowledge of special educational needs to identify specific requirements at an early stage and provide timely support.”
“Good teaching through early years and in key stage 1 ensures that the proportion of pupils passing the Year 1 phonics screening check is consistently above average.”
“Improvements in the teaching of mathematics have helped to increase pupils’ progress and improve pupils’ ability to solve mathematical
problems.”
“Parents and carers who offered their views to inspectors were overwhelmingly positive about the experiences of their children.”
“The teaching of reading is good. There is a consistent approach to the teaching of
phonics.”
“Governors have a good understanding of the school’s strengths and weaknesses and
are clear about priorities and plans for improvement.”
“Teachers use their good subject knowledge to plan interesting tasks that engage
pupils.”
“Staff welcome the professional development they receive and say that this makes a real difference to the quality of their teaching.”
“The school is a calm, orderly and purposeful place for pupils to make the most of their learning.”
“The school’s welcoming and caring ethos is central to its work in raising standards for
pupils.”
“Governors are ambitious for the school. They challenge and support leaders effectively.”
“The quality of teaching at Walkington Primary is underpinned by warm and caring
relationships between staff and pupils.”
“Pupils behave well and are polite, articulate and respectful.”
“Learning in early years gets off to a good start. As a result of effective teaching and provision, children progress well from their starting points.”
“The broad curriculum provides a wide range of enriching experiences for pupils.”
“Pupils listen to the opinions of others and are keen to offer their views considerately and respectfully.”
“The profile of sport has been raised and more pupils now compete in sporting
activities.”
“Staff encourage pupils to be resilient and take risks. Pupils know it is all right to get things wrong and that this is part of the process of learning.”
“From the moment pupils enter the school each day, they are greeted with respect and a genuine sense of care from the adults in the building.”
“In all key stages, pupils are now making good progress from their starting points in reading, writing and mathematics.”
“The school’s work to promote pupils’ personal development and welfare is outstanding.”
“Effective safeguarding procedures are in place. All staff have a clear understanding of how to keep pupils safe.”
“By the end of Year 6, outcomes are high in reading and writing. In reading, they are
particularly high.”
