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Pupil Premium

Shirley Heath Junior School

Pupil Premium Policy 2022-23


The Pupil Premium


The Pupil Premium is additional funding which is allocated to schools on the basis of the number of children who have been eligible for free school meals [FSM] at any point over the last six years [known as ‘Ever 6 FSM’]. The Pupil Premium is aimed at addressing the current underlying inequalities which exist between children from disadvantaged backgrounds and their more affluent peers. The Pupil Premium also provides funding for children who are looked after continuously for more than 6 months and children of service personnel.


The PPG per pupil for 2022 to 2023 is as follows:

Disadvantaged pupils

Pupil premium per pupil

Pupils in year groups reception to year 6 recorded as Ever 6 free school meals




Looked-after children (LAC) defined in the Children Act 1989 as one who is in the care of, or provided with accommodation by, an English local authority


Children who have ceased to be looked after by a local authority in England and Wales because of adoption, a special guardianship order, a child arrangements order or a residence order



Service children

Pupil premium per pupil

Pupils in year groups reception to year 11 recorded as Ever 6 service child or in receipt of a child pension from the Ministry of Defence






At Shirley Heath, we have high aspirations and ambitions for all of our pupils and we believe that no child should be left behind. We strongly believe that it is not where you come from but your passion and thirst for knowledge, and your dedication and commitment to learning that make the difference between success and failure, and we are determined to ensure that our pupils are given every chance to realise their full potential. This policy will ensure the Pupil Premium is spent to maximum effect.


Key Principles


By following the key principles below, we believe we can maximise the impact of our pupil premium spending.


Building Belief

We will provide a culture where:

  • Staff believe in all children
  • There are no excuses made for underperformance
  • Staff adopt a solution-focused approach to overcoming barriers

Analysing Data

We will ensure that:

  • All staff are involved in the analysis of data so that they are fully aware of strengths and weaknesses
  • We use research [eg the Sutton Trust] to support us in determining the strategies that will be most effective



Identification of Pupils

We will ensure that:

All teaching staff and support staff are involved in the analysis of data and identification of pupils

  • All staff are aware of who pupil premium and vulnerable children are
  • All pupil premium children benefit from the funding, not just those who are underperforming
  • Underachievement at all levels is targeted [not just lower attaining pupils]
  • Children’s individual needs are considered carefully so that we provide support for those children who could be doing better



Improving day to day teaching

We will continue to ensure that all children across the school receive at least good teaching, with increasing percentages of outstanding teaching achieved by using out senior management team to:

  • Set high standards
  • Address any within school variance
  • Ensure consistent implementation of the non-negotiables, eg marking policy
  • Share good practice in school and draw on external expertise
  • Provide high quality CPD [Continuous Professional Development]
  • Continue to improve assessment through joint levelling and moderation within year groups, across the school and with the feeder schools


Increasing learning time

We will maximise the time children have to catch up through

  • Improving attendance and punctuality
  • Extended learning out of school hours – early morning and after school


Individualising support

We will ensure that the additional support we provide is effective by:

  • Looking at the individual needs of each child and identifying their barriers to learning
  • Ensuring additional support and class teachers communicate regularly
  • Using teachers to provide small group tuition during the afternoon or after school
  • Matching the skills of the support staff to the interventions they provide
  • Working with other agencies to bring in additional expertise
  • Providing support and resources for parents so they can support their children’s learning
  • Tailoring interventions to the needs of the child eg targeted maths/literacy intervention in the afternoon for children who struggled in the main lesson


Monitoring and Evaluation

We will ensure that:

  • A wide range of data is used – achievement data, pupils’ work, observations, learning walks, case studies and staff and pupil voice
  • Assessment data is collected termly so that the impact of interventions can be monitored
  • Each class teacher has a termly pupil progress meeting with their phase leader and the off track children are reviewed
  • Termly feedback about performance is given to parents
  • Regular verbal and written feedback about performance and the next steps to learning are given to the children
  • Case studies are used to evaluate the impact of both academic and pastoral interventions
  • The Headteacher and the Pastoral Manager maintains an overview of pupil spending, intervention and the impact on attainment and progress.
  • A governor is given responsibility for Pupil Premium



When reporting about pupil premium funding we will include:

  • Information about the context of the school
  • Objectives for the year
  • Barriers to learning
  • Analysis of data
  • Nature of support and allocation
  • Total PPG [Pupil Premium Grant]
  • Total PPG spent
  • Summary of the impact of PPG


The Governing Body will ensure there is an annual statement to parents on the school website outlining how the Pupil Premium funding has been used to address the issue of closing the gap for pupils eligible for Pupil Premium. This task will be carried out in line with the requirements published by the Department for Education. The Pupil Premium strategy is reviewed every term.