The designated person responsible for the leadership of Pupil Premium at Chiltern Primary School is: Jamie Andrews.
The pupil premium is additional funding for schools from the government. Pupil premium is provided to help raise the attainment and achievement of disadvantaged children. Please see the following document for details on how this premium has been allocated within our school.
At Chiltern Primary School, we believe that if you get it right for disadvantaged children, you get it right for everybody. Our inclusive culture, with high expectations for all, ensures we maximise opportunities for every child so as to develop confident and successful learners. Chiltern Primary School's mindset is to ensure there is an expectation of accelerated progress for all. The culture of our school fosters strong relationships with all stakeholders of it so that we know our children and parents well.
We focus on ensuring all children have enriching and challenging access to a broad and balanced curriculum. Chiltern Primary School prides ourselves on providing all children with a range of life skills, as well as resilience and a positive attitude so that they can continue to make excellent progress across the school and as they move on to the next stage of their education.
We pride ourselves in knowing all of our children well across the Federation, delivering a personalised curriculum that meets all their needs. Every member of staff understands the key groupings across the schools and knows how to develop specific skills for individual children.
Teachers work closely together to ensure a smooth transition between each year group, with joint planning and moderation meetings throughout the year to support each other and provide useful information and feedback about all children. As a result, every staff member has an excellent knowledge of all children, and expectations are consistent across the Federation in order to ensure children are continually challenged and make the best possible progress.
We recognise that Early Years is incredibly important and that a successful start to Primary education is paramount. Our Early Years curriculum is exciting and stimulating, with all children having new and unique experiences.
As the Pupil Premium Leader, I ensure all staff are aware of the different groupings across the federation and make sure that there is a balance of funding for enrichment, pastoral care, and progress across the curriculum. My role is to monitor and regularly review the impact of this extra funding.
As part of my role I:
Analyse and track data with teachers. This includes pupil progress at the end of each Milestone (November, March and June), as well as data from assessments, within lessons etc.
Work alongside teachers to plan, using data and groupings to inform this within an enriching and challenging curriculum
Work alongside teachers and LSAs to identify children’s barriers to learning and support them with the planning and delivery of lesson/group work which challenges all children
Monitor work across the curriculum with a focus on the feedback provided by staff so that children know how to improve their learning
Carry out learning walks and lesson observations
Work alongside teachers to team-teach
Work with key children and small groups to support and challenge their learning
Regular meetings with a range of staff (including Headteacher, Deputy Headteachers, SENCo, Subject Leaders and Phase Leaders)
Review and update the School Improvement Plan and Pupil Premium Action Plans in order to ensure the best possible outcomes for all children
Deliver training to all staff
Report to Governors
Chiltern Primary School uses seven key building blocks to support disadvantaged pupils’ achievement:
- Whole school ethos of attainment for all;
- High expectations for behaviour and attendance, providing social and emotional support for families so that they can support their children;
- High quality teaching for all¸ with consistently high expectations across the school linked with regular monitoring, as well as the sharing of best practices;
- Meeting individual learning needs by seeking the best strategies to help each pupil make the next step in his or her learning. We provide individual support for specific learning needs so that children reach their full potential;
- Deploying and developing all staff effectively across the whole of the school
- Responding to data and evidence in order to identify pupils’ learning needs, review progress regularly and address underperformance quickly with clear feedback provided for all pupils;
- Clear, responsive leadership with high aspirations from the top down and all staff setting the best example so as to be fully accountable.