Our school community will provide an environment where all children can gain a sense of self worth, achieve their potential and be happy in their work and play: where different cultures are valued and celebrated and where moral values are encouraged and appreciated.  

Dundonald School Vision Statement

Pupil Premium is the additional government funding for children who are eligible for Free School Meals (FSM), are ‘Looked After Children’ (LAC) and/or children from Service families. The extra funding is intended to narrow the attainment gap between financially disadvantaged pupils and their peers.

Ever 6: The pupil premium will include pupils recorded in the school census who are known to have been eligible for free school meals (FSM) in any of the previous 6 years.

Funding varies from financial year to financial year and is currently set as follows:

  • £1,320 per pupil for each Ever 6 FSM full time equivalent (FTE) pupil aged 4 and over in year groups reception to year 6, except where the pupil is allocated the LAC or post-LAC premium
  • £1,900 per pupil for each post-LAC in year groups reception to year 6
  • £300 per pupil for each Ever 5 service child FTE pupil aged 4 and over in year groups reception to year 6
  • £300 for each pupil aged 4 and over in year groups reception to year 6 who is either Ever 5 service child FTE or in receipt of pensions under the Armed Forces Compensation Scheme and the War Pensions Scheme

Dundonald Primary School is committed to enriching pupils' school experience and to ensure that all pupils have equal access to high quality teaching and learning and extra-curricular opportunities.  At every opportunity, we strive to ensure all children achieve well: academically, socially and emotionally. We ensure high quality teaching and learning to meet the needs of all our children.

Rights Respecting School
Dundonald is committed to being a Rights Respecting School. The articles in the United Nations Convention on the Rights of a Child have been used as a reference point for this policy.

The following articles are considered to be the most relevant:

Article 2 – The convention applies to everyone, whatever their race, religion or abilities; whatever they think or say, whatever type of family they come from.
Article 3 – The best interests of the child must be a top priority in all things that affect children.  
Article 14 – Children have the right to think and believe what they want, as long as they are not stopping other people from enjoying their rights.
Article 29 – Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures and the environment. 

How Funding is used to Improve Outcomes
Funding is used for staff training, provision and accessibility, all of which positively impact on children’s achievement.
Decisions around Pupil Premium funding regarding staff training, are taken at the beginning of each academic year and form part of the school’s ‘School Development Plan’. 
Qualitative and quantitative data are used at termly progress meetings to identify appropriate provision for individuals.

Examples of how funding may be used to support individuals are listed below:

Educational and residential trips

  • Resources e.g. to support phonics teachingSpecialist maths and English teachers – 1:1 support and/or small group support
  • Maths sets in Year 5 and 6
  • Additional Teaching and Learning Assistant support in class
  • Interventions: one to one with an adult and small groups (phonics, reading, maths, social groups etc.)
  • Access to paid extra-curricular clubs – before and after school
  • Emotional and Social support from the school’s Jigsaw4U worker and ELSA (Emotional Literacy Support Assistant)
  • Homework club – run by a teacher
  • Breakfast Club/After School Club

Role of the Teacher
Teachers are required to know which children within their class access ‘Pupil Premium’ funding. Through liaison with the Inclusion Manager and careful assessment of each child’s needs, appropriate support and intervention is planned through termly provision mapping. Teachers are responsible for the day-to-day implementation of additional support and progress of all children.

At Progress Meetings, teachers are expected to report on each child’s achievement, what has been put in place to narrow the gap and what the impact has been.  

The Inclusion Manager supports all staff to ensure children are given every opportunity to achieve in line with their peers.  A record is kept of how the money is spent and the impact it has had. This is reviewed on a termly basis at Progress meeting and through the analysis of data. 

Teachers are given termly data information sheets for their children who access Pupil Premium funding. This enables close tracking of children ensuring that learning is accelerated and that there are no gaps in attainment.

Role of the Inclusion Manager
The Inclusion Manager uses the Education Endowment Foundation to identify effective strategies to support children’s progress.  Peer tutoring, feedback and meta-cognition have all been identified as the most effective way to improve children’s learning.  All of these aspects have been included in the SDP for 2015-16.

An annual data analysis is completed and presented to governors. Analysis compares children who received Pupil Premium funding to those that do not. The report is placed on the school website. 

The Inclusion manager informs governors on the impact of Pupil Premium funding. This takes place at the Curriculum and Standards committee meetings and termly meetings with the Inclusion governor.

The Inclusion Manager, along with the Finance Officer are responsible for writing an annual report on how the money has been spent and the impact it has had.

Role of the Inclusion Governor
The Inclusion governor meets termly with the Inclusion manager to discuss the impact of Pupil Premium funding. Their role is to provide challenge and strategic direction.  

This policy was reviewed in March 2016
This policy is due for review in March 2017