Pupil Premium provision: making the difference for every child
All schools receive a grant based on the number of pupils in receipt of free school meals (FSM), children in care and children whose parents are in the services. This pupil premium funding (PPG) is designed to narrow the gap between the attainment of pupils in receipt of the funding and other pupils in the school. Schools are free to use this money in appropriate ways to support a child, but the aims must be clear - to raise standards for more disadvantaged children. For us, as a small school, we feel we can really tailor around the needs of each individual. Our Governor Resources Committee regularly challenges school leadership on the impact of this expenditure. Information on how Milton Abbot School intends to do this is contained in the documents below.
Pupil Premium Champion: Tom Lumby
Every Child Achieving means every child at Milton Abbot School.
I am proud to champion the rights and needs of all our pupils, especially in this role in which I ensure our most vulnerable children are supported, listened to and challenged to achieve to their potential and beyond. Their needs may be different but our goals and ambitions for them are the same - to ensure access to opportunity as they move through each stage of their lives and learning.
Our Pupil Champion Mentor Scheme has been running for a number of years and has proved to be a crucial part of building pupil confidence and challenging every child who receives the Pupil Premium Grant to meet their targets - whether they are small steps or giant leaps. We adopt a three-tiered approach to our planning, which encompasses universal provision, targeted academic support and wider strategies, as listed in our Pupil Progress Provision Map. Teachers use this as a toolkit to prompt their planning and thinking.
A key part of my role is to monitor provision to ensure it is effective and that it is making a difference to every child's progress. I regularly meet with pupils and staff to discuss this, and it is always a pleasure to monitor learning in class and by looking at standards in books.
I am proud to champion the rights and needs of all our pupils, especially in this role in which I ensure our most vulnerable children are supported, listened to and challenged to achieve to their potential and beyond. Their needs may be different but our goals and ambitions for them are the same - to ensure access to opportunity as they move through each stage of their lives and learning.
Our Pupil Champion Mentor Scheme has been running for a number of years and has proved to be a crucial part of building pupil confidence and challenging every child who receives the Pupil Premium Grant to meet their targets - whether they are small steps or giant leaps. We adopt a three-tiered approach to our planning, which encompasses universal provision, targeted academic support and wider strategies, as listed in our Pupil Progress Provision Map. Teachers use this as a toolkit to prompt their planning and thinking.
A key part of my role is to monitor provision to ensure it is effective and that it is making a difference to every child's progress. I regularly meet with pupils and staff to discuss this, and it is always a pleasure to monitor learning in class and by looking at standards in books.
Governor Lead for Disadvantaged Pupils: Jane Byrne
As lead Governor for Child Protection and Safeguarding, I review the intent, implementation and impact of key strategies and policies on the progress and outcomes for our children in receipt of the pupil premium grant. Working closely with the Headteacher and the Pupil Premium Champion, I am passionate about our provision at Milton Abbot School and lead regular reviews to deep dive into daily provision in school. I challenge and question, knowing that we all have the same aim: to make a difference to lives that need it the most. I then report back to the Governing Board, who in turn question and challenge me.
The provision at Milton Abbot is centred around the child and I am always delighted by the commitment and creativity shown by our teachers, and the progress made by our pupils. However, we are never complacent and always strive to develop new ideas and approaches, whilst working hard to sustain all the good work we do.
The provision at Milton Abbot is centred around the child and I am always delighted by the commitment and creativity shown by our teachers, and the progress made by our pupils. However, we are never complacent and always strive to develop new ideas and approaches, whilst working hard to sustain all the good work we do.
Key terms and shared ambitions
There are a number of key terms used by the Government and are discussed in the media when talking about the Pupil Premium grant. Disadvantaged pupils are those children in receipt of free school meals (FSM) or have been in receipt of this in the past 6 years (referred to as 'Ever 6'). There are long-standing patterns in our society that recognises that generally, pupils from poorer families are most vulnerable to developing gaps in their learning which can persist and grow, hampering their future life chances and so a cycle of poverty continues. Our aim is to break this cycle by identifying any gaps and filling them rapidly.
"We work hard to help every child achieve their potential and beyond, regardless of background or starting points."
"We work hard to help every child achieve their potential and beyond, regardless of background or starting points."
- We are deeply committed to ensuring our teaching is the best it can be, rapidly investing in teacher development where a need is identified.
- We design learning that engages all, including any hard to reach boys, tailoring our teaching to focus on individual gaps to accelerate understanding.
- We believe in forging a strong alliance between home and school, opening our doors and minds to consider how we can make a difference together; involving the pupil in their learning is a key part of this, highlighted by our Pupil Mentor scheme and after-school booster classes.
- We want to develop the whole child, seeking to build emotional resilience in every child and raising levels of self-esteem through participation and achievement in a wide range of activities.
- We state clearly that we believe in every child, illustrated through our slogan: Inspire, believe, succeed.
Strategies for expenditure and evaluation of impact
Please click on the links below to see a more detailed plan of how we plan to use the Pupil Premium grant money to raise standards. You will see that the funding is used for individual support or whole group activities, as well as investing in the skills and knowledge of our teaching team. We evaluate every mid-year through pupil voice questionnaires, as well as a half-termly pupil progress meeting that looks at key data.
Please note: there is a new DfE format of 'Pupil Premium Grant Expenditure Plan' that all schools are expected to publish. We are currently developing this, and will publish as soon as it is available. In the meantime, we have published our in-school format, as used in previous years, as you will see below.
Please note: there is a new DfE format of 'Pupil Premium Grant Expenditure Plan' that all schools are expected to publish. We are currently developing this, and will publish as soon as it is available. In the meantime, we have published our in-school format, as used in previous years, as you will see below.
