In June, the Government announced a £1 billion of funding to support children and young people to catch up. Further guidance has now been released and can be viewed at www.gov.uk/guidance/coronavirus-covid-19-catch-up-premium. Schools allocations are calculated on a per pupil basis, providing each mainstream school with a total of £80 for each pupil in Reception through to Year 6.
The recovery premium funding allocation this academic year (2022-23) is esytimated to be £15,277 which is used to support our pupils. Please see the Pupil Premium and Recovery Premium Strategy Statement for more information on how this is being spent.
Schools have the flexibility to spend their funding in the best way for their cohort and circumstances. To support schools to make the best use of this funding, the Education Endowment Foundation (EEF) has published a support guide for schools with evidence-based approaches to catch up for all pupils. We have considered this when planning our approach for the use of this funding.
Barriers to getting pupils back on track:
Pupil premium is funding to improve the educational outcomes for disadvantaged pupils in schools in England. Evidence shows that disadvantaged children generally face additional challenges in reaching their potential at school and often do not perform as well as other pupils.
At Mosspits Lane Primary School we regularly assess the needs of our children and evaluate the impact of provision funded by the Pupil Premium. This annual audit then allows us to use the funding strategically to improve attainment (see strategy below), drawing on evidence of effective practice.
Evidence shows that using pupil premium funding to improve teaching quality is the most effective way to improve outcomes for disadvantaged pupils. By doing so, schools will inevitably benefit non-eligible pupils as well. As a school, we use a tiered approach, targeting spending across 3 areas, with a particular focus on teaching.
Investing in high-quality teaching, for example:
Additional support for some pupils focussed on their specific needs, for example:
Support for non-academic issues that impact success in school, such as attendance, behaviour and social and emotional challenges. For example: