What is Pupil Premium Funding?
Schools are allocated funds for the specific purpose of boosting the attainment and progress of a particular group of pupils. The funding for pupil premium pupils is allocated to schools in relation to the following:
- Those who have been registered for free school meals at any point in the last six years.
- Those who are in the care of, or provided with accommodation by, an English local authority (looked‐after children).
- Children who have ceased to be looked after by a local authority in England and Wales.
- Children of service personnel.
Parents can inform the school that they are service personnel or have adopted children so that these funds can be claimed by the school, as this particular information is not provided to the school from any other source. Any information provided will, of course, be treated in the strictest confidence.
Funding is specifically allocated to raise the attainment of these groups of pupils and to close the gap in attainment and progress between them and other children in their year group both within the school and nationally. Whilst schools are free to spend these funds as they see fit, we are required to publish online information about how we have used the funds and the impact it has had upon attainment.
The literacy and numeracy catch-up premium gives schools additional funding to support Year 7 pupils who did not achieve the expected standard in reading and/or maths at the end of Key Stage 2.
In the academic year 2019–20, we received £590 in catch-up funding.
This funding was used to:
- Provide additional intervention support to Year 7 pupils in small targeted groups. These sessions were delivered by our intervention teacher.
- Reading support group to boost comprehension skills including using Reading Plus.
- Maths intervention focused on boosting fundamental arithmetic and number skills including Maths Whizz tutoring.
- Additional in-class maths support for pupils who did not meet the expected standard.
- Provide resources including CGP resources for use in these additional lessons.
During Year 7, pupils are continually assessed in lessons and additional interventions to ensure they are making progress towards the expected standard. We pay particular attention to areas highlighted in question level analysis conducted after the Key Stage 2 assessment data is released. Pupils complete ongoing summative assessments in reading, EGPS, writing and mathematics.
This support impacted pupils’ progress and confidence in developing their key skills.
Vision for PE at Hexham Middle School
Physical Education is one of the most powerful mass movers in changing and improving the lives of young people. As such, a key aim of the physical education department is to develop a strong “sporting culture” within school for both participation and excellence, for all pupils. Through this culture we aim to “create a sporting habit for life.”
As a department, we aim to develop pupils who are physically literate. We aim to do this by providing a challenging, disciplined and safe environment for high quality teaching and learning. This is achieved through creating an enjoyable and productive atmosphere for staff and pupils, where we strive to inspire and engage students to participate and achieve. This will enable all pupils to have the motivation, confidence, understanding, knowledge and confidence to make positive lifestyle choices and choose to be active for life.
To support pupils with their learning following the extended period of disrupted education due to COVID-19, the school has received £36,960 (£80 per pupil) of additional catch-up premium. The EEF’s ‘Tiered Approach to 2020-21’ planning guide, as well the ‘Guide to the Pupil Premium’ have both supported our intentions for the year ahead. The overall aim of the strategy is to close the gaps created by COVID-19 school closures with a particular emphasis on disadvantaged pupils and those who found remote learning particularly challenging.
The EEF recommend a tiered approach based upon three key principles: teaching, targeted academic support and wider strategies. From this, the initial ‘Recovery Curriculum’ (see appendix 1) approach was developed and shared with the wider staff team. The engagement with remote learning throughout the spring and summer terms has been closely monitored and leaders have reviewed their curricula to prioritise fundamental aspects of learning missed during the pandemic. Staff understand the barriers to learning and dedicated time to focus on the recovering of lost learning has been prioritised. The strategies in the below document will be implemented to ensure that pupils ‘catch-up’ lost learning and return to the school environment and its routines with the support required.