Statutory

Our Pupil Premium Policy

Overarching Principles

At Crestwood School, all members of staff and governors accept responsibility for those pupils recognised as ‘disadvantaged’ and are committed to meeting their pastoral, social and academic needs.

Every child who is considered ‘disadvantaged’ is valued, respected and entitled to develop to his/her full potential, irrespective of disadvantage.

Pupil Premium at Crestwood School

The school receives the Pupil Premium funding each academic year from the government; the amount being determined by the number of students receiving Free School Meals within the school at any one time, the number of pupils in care or pupils with parents serving in the armed forces.  The government provides this funding to ensure that these students are not disadvantaged and where possible, achieve in line with their peers nationally.

Overall Objectives:

  • Our school will ensure that the Pupil Premium funding reaches the groups of pupils for whom it was intended and that it makes a significant impact on their education and lives.
  • The Pupil Premium will be used to provide additional educational support to improve the progress and raise the achievement for these pupils.
  • The school will use the additional funding to address any underlying inequalities between children eligible for Pupils Premium and others.

Use of the Pupil Premium

The Pupil Premium will be used at Crestwood to pay for a range of activities and staff within the school that provide direct support and provision for students who are defined above. Examples may include:

  • Funding the cost of free school meals
  • Dedicated staff providing withdrawal or in-class sessions to support student learning
  • Dedicated staff providing homework clubs after school
  • Resources, when necessary to support learning, including hardware and software
  • Staffing to provide social and emotional support for disadvantaged pupils
  • Resources for revision and immersion sessions directly linked to final examinations

Use of the Pupil Premium funding will be published annually as the schools’ Pupil Premium Strategy and Pupil Premium Evidence of Impact documents.

How we will ensure effective use of the Pupil Premium

  • The Pupil Premium will be clearly identifiable within the budget.
  • The Head teacher in consultation with the governors and staff will decide how the Pupil Premium is spent for the benefit of the entitled pupils. Funding will be allocated following a needs analysis that will identify priority groups or individuals.
  • In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged or underachieving. We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We therefore reserve the right to allocate the Pupil Premium funding to support any groups of pupils the school has legitimately identified as being socially disadvantaged.
  • The school will assess what additional provision should be made for the individual pupils.

The impact of the Pupil Premium

  • Crestwood will self-evaluate and review processes to provide evidence that students have benefited from the Pupil Premium. The intention is that pupils who receive pupil premium will achieve extremely well in the school, and attain at or above the average for their peers nationally.
  • Value Added indicators that outline the progress of such students will be monitored and the school should be able to clearly demonstrate the impact pupil premium has had on the pupil’s progress.

We value the opportunity to enhance the learning opportunities of all of our pupils at Crestwood School and pupil premium will allow us to put systems in place, for those considered to be disadvantaged. Heads of Year will continue to work closely with these pupils and try to ensure, with the Headteacher and Assistant Headteacher i/c Pupil Premium, that the best use is made of Pupil Premium funding.

We will evaluate the use of the funds on an annual basis and take steps to gear any changes towards the best value for money for the pupils concerned.

Pupil Premium Evidence (School Year 2015/2016)

Pupil Premium Policy (School Year 2016/2017)

Pupil Premium Strategy (School Year 2016/2017)

Appendix: Sutton Trust research that guides spending (EFF Toolkit)

APPROACH COST ESTIMATE EVIDENCE ESTIMATE AVERAGE IMPACT SUMMMARY
Ability grouping  £  ☆☆☆  – 1 Month  Negative impact for very low or no cost, based on moderate evidence.
After school Programmes  ££££  ☆☆  + 2 Months  Low impact for high cost, based on limited evidence.
Arts participation  ££  ☆☆☆  + 2 Months Low impact for high cost, based on moderate evidence.
 Aspiration interventions  £££  ☆  0 Months Very low or negative impact for moderate cost based on very limited evidence.
 Behaviour interventions  £££  ☆☆☆☆  + 4 Months Moderate impact for very high cost, based on extensive evidence.
 Block scheduling  £  ☆☆  0 Months Very low or negative impact for very low or no cost, based on limited evidence.
 Collaborative learning  £  ☆☆☆☆  + 5 Months Moderate impact for very low cost, based on extensive evidence.
 Digital technology  ££££  ☆☆☆☆  + 4 Months Moderate impact for high cost, based on extensive evidence.
 Early year intervention  £££££  ☆☆☆☆  + 6 Months Very high impact for very high cost, based on extensive evidence.
 Extended school time  £££  ☆☆  + 2 Months Low impact for moderate cost, based on limited evidence.
 Feedback  ££  ☆☆☆  + 8 Months Very high impact for low cost, based on moderate evidence.
 Homework (Primary)  £  ☆☆☆  + 1 Months Low impact for very low or no cost, based on moderate evidence.
 Homework (Secondary)  £  ☆☆☆  + 5 Months Moderate impact for very low or no cost, based on moderate evidence.
 Individualised instruction  £  ☆☆☆  + 2 Months Low impact for low cost, based on moderate evidence.
 Learning styles  £££  ☆☆☆  + 2 Months Low impact for very low cost based on moderate evidence.
 Mentoring  ££  ☆☆☆  + 1 Months Low impact for moderate cost based on moderate evidence.
 Meta-cognition and self-regulation  ££££  ☆☆☆☆  + 8 Months High impact for low cost, based on extensive evidence.
 One to one tuition  £££  ☆☆☆☆  + 5 Months Moderate impact for high cost, based on extensive evidence.
 Parental involvement  ££  ☆☆☆  +3 Months Moderate impact for moderate cost, based on moderate evidence.
 Peer tutoring  ££  ☆☆☆☆  + 6 Months High impact for low cost, based on extensive evidence.
 Performance pay  £  ☆  0 Months Low or no impact for moderate cost, based on very limited evidence.
 Phonics  ££  ☆☆☆☆  + 4 Months Moderate impact forgery low cost based on extensive evidence.
 Physical environment  £££££  ☆  0 Months Very low or no impact for low cost based on very limited evidence.
 Reducing class size  £  ☆☆☆  + 3 Months Low impact for very high cost, based on moderate evidence.
 School uniform  £££  ☆ 0 Months  Very low or no impact for very low cost, based on very limited evidence.
 Small group tuition  £  ☆☆  + 4 Months  Moderate impact for moderate cost based on limited evidence.
 Social and emotional aspect of learning  £££  ☆☆☆☆  + 4 Months Moderate impact for very low cost based on extensive evidence.
 Sports participation  £££  ☆☆  + 2 Months Moderate impact for moderate cost based on moderate evidence.
 Summer school  £££  ☆☆  + 3 Months  Moderate impact for moderate cost based on limited evidence.
 Teaching assistants  ££££  ☆☆  0 Months  Very low or no impact for high cost, based on limited evidence.