Measuring the impact of PPG spending
The school will measure the impact on each pupil at regular pupil progress meetings. Evaluation will focus on academic gains and how pupils’ self confidence has developed as a consequence of the interventions they have received. A summary report on the impact of pupil premium spending will be provided to governors in the middle and at the end of the financial year. In addition to this, a school governor has been identified to monitor the use of the pupil premium spend and the related impact.
The term 'Pupil Premium' refers to an allocation of money to schools that is linked to the number of children who are eligible to receive free school meals. As such, it is an indicator of disadvantage. The following is an attempt to explain our thinking about how we choose to spend this money, in order to tackle the negative educational effects of disadvantage.
It is important to note that we do not believe that all children who have free school meals are necessarily disadvantaged. There may be a number of other positive factors in place around a child - such as the influence of quality time spent on a child by a parent or grandparent. This may balance with, for example, a child who comes from an affluent family with access to the things that money can buy, but whose parents who are too busy working to have time to invest in that child.
Þ At Huntingtree, we believe that schools should be tackling specific negative educational effects of disadvantage
Þ We think of 'disadvantage' as being a ‘lack of access to...’ (For example, lack of access to books, to experience or to support with homework, because of difficult or chaotic home situations)
Þ There will be negative educational effects of this lack of access (such as a lack of general knowledge)
Þ We should attempt to define these negative effects - in order to do something about them. We formulate our plans around responding to these specific negative effects of disadvantage
Þ Some of our response will be at a whole school level - the way we choose to address the needs of our particular children at an ethos/values level
Þ Some of our response will be at an intervention level - the way our systems use assessment information to direct extra help for small groups
Þ Some of our response will be at an SEND level - the way we are able to address unique and specific learning difficulties (that are significantly ‘below’ the rest of the class)
Þ There will be other interventions that do not fit into our normal provision
Þ So, some of the things that we are already doing are in response to trying to diminish the differences caused by disadvantage (and gaps in learning) and represent a proportional investment into the Pupil Premium children
Þ Other interventions will have an additional cost
As a school, we have a commitment to spending this Pupil Premium funding in the best way possible - and the impact of this is measured by the tracking of the attainment and progress of these 'Pupil Premium' children. We recognise that this is purely an indicator of the success (or otherwise) of our provision - it is not a complete picture of how well the effects of disadvantage are being redressed.
We are committed to the tackling the negative effects of disadvantage.