About Pupil Premium

Documents

• Strategy Statement – 2017/2018 (pdf) – Includes details of 2018/19 budget plans
• Strategy Statement – 2018/2019 (pdf) – Includes details of 2019/20 budget plans
• Strategy Statement – 2019/2020 (pdf) – Includes details of 2020/21 budget plans
• Strategy Statement September – 2021/2024 (updated sept 23 pdf)

The Pupil Premium at Tenbury High Ormiston Academy

What is the Pupil Premium?
The Pupil Premium was introduced in April 2011. The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their wealthier peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.

How do we ensure our Pupil Premium spend is effective?
Every year we allocate a certain amount of Pupil Premium expenditure to a negotiated spend. From this fund parents/carers can ask for money to be spent on activities, resources and provision as they deem appropriate to the needs of their child.

We inform our actions through an evidence based approach using sources such as the EEF teaching and learning toolkit

Who decides how to spend the Pupil Premium?
It is for schools to decide how the Pupil Premium is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility. It is not ring fenced and schools are free to spend it as they wish.

Please see the above strategy statements for information on how we are spending this money.

Please see our most up to date plan to see how we are spending the money this year

How does the school ensure the money is effectively allocated?

There are three key areas of actions that will allow the school to meet its aims and objectives for it pupil premium students:

• Frequent and rich data collection and tracking to inform immediate and personalised intervention
• Know the child; know the barriers – detailed knowledge of the barriers these students face will allow for more effective interventions
• Personalised, planned, swift intervention will support the child to get back on track in their area of need.