1. Welcome - Pupil Premium
What does:
Pupil Premium, disadvantaged, FSM, LAC, FSM6, Service families mean?
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2. What is Pupil Premium Which pupils are eligible for the pupil premium?
Pupils in reception or years 1 to 11 recorded as ‘ever 6* free school meals (FSM)’
Looked after children (LAC) and post-LAC
Service children
There is also an early years pupil premium for disadvantaged 3 and 4 year-olds.
*‘Ever 6’ FSM means those pupils who are or have been registered as eligible for FSM at any time in the last six years.
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3. What is Pupil Premium Pupil premium per pupil 2015-16 and 2016-17
How much will a school receive in pupil premium funding?
Eligible pupil groups
Pupil premium per pupil and
Pupils in reception or years 1 to 6 recorded as 'ever 6 FSM*
£1,320
Pupils in years 7 to 11 recorded as 'ever 6 FSM*
£935
Pupils recorded as 'ever 6 service children'
£300
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*6 FSM - The pupil premium for 2016 to 2017 will include pupils recorded in the January 2016 school census who are known to have been eligible for free school meals (FSM) since May 2010, as well as those first known to be eligible at January 2016.

4. The role of a pupil premium link governor
Pupil premium link governor will analyse the following two areas of the school's management:
Input
The allocation of resources
Output
Narrowing attainment gaps between disadvantaged pupils and other pupils
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5. Knowing your school and how your Strategy is developed
Processes in evaluating how effectively your premium is spent include:-
Understanding what the ‘Barriers to learning’ are and the effect of these on the attainment and achievement for your pupils – this will determine your school’s strategy
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6. Typical barriers to learning include:
Gaps in education, poor attendance, punctuality problems
Lack of experience by teachers to know what is necessary to fill gaps (poor subject knowledge)
Children unaware of what they need to do to improve (marking and feedback)
Low aspiration and insufficient knowledge of what can be possible
Lack of role models or poor role models
Poor prior attainment
Pupil attitude

7. Strategy High need in certain year groups We do this:
Low prior attainment
Lack of rich language experiences
Limited use of English speaking in the home
Place the most experienced teacher and support staff to match expertise with need
Have additional EAL support for those new to the country
Employ an Eklan trained assistant

8. Because of:
We do this …..
Poor attendance
Promptly follow up
Encourage attendance through targeted extra-curricular clubs
Have a key person to support-liaise with parents
Have class and year group challenges
Personal programmes

9. What do we need to know?
basic pupil premium facts for the school, such as how many pupils attract the premium, how this figure compares with other local and similar schools, and how the money is spent and evaluated

10. Knowing your school
By meeting the School Leadership Team and visiting the school, governors should be able to discuss issues around groups, the proportion of these groups able to attain at the higher levels, at Age Related and how many are Below Age related levels across the school
Challenge the allocation of the pupil premium grant if there is no clear audit trail showing appropriate use of the resources
Complete a visit form - GOLD
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11. Scrutinising Data
Understand relevant pupil performance data for the school that shows the progress of different groups over time
Monitor the spending of the pupil premium, ensuring money is spent proportionate to the barriers in the school
Monitor the impact of pupil premium spending on targeted groups (being aware of the effectiveness of interventions)
Monitor the attainment of different groups of pupils over time to provide evidence of how pupils eligible for the pupil premium grant are progressing compared with others
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12. Governors Meeting (Reporting)
Take an active part in any governing body or committee discussions when the allocation and monitoring of the pupil premium is discussed and decided
Report back to the governing body on the school's use of the pupil premium
See Example Reporting Template
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13. How does pupil premium spending affect Ofsted judgements? (1)
The effectiveness of leadership and management
The School Inspection Handbook explains, in paragraph 141, that when judging the effectiveness of leadership and management, inspectors will consider:
How effectively leaders use additional funding, including the pupil premium, and measure its impact on outcomes for pupils, and how effectively governors hold them to account for this.
If you were ofsted what would you look at in your visit?
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14. How does pupil premium spending affect Ofsted judgements? (2)
The pupil premium is also mentioned in the grade descriptors for leadership and management, found on pages 41 to 44 of the handbook.
The ‘outstanding’ grade descriptors include the following:
Governors systematically challenge senior leaders so that the effective deployment of staff and resources, including the pupil premium and special educational needs (SEN) funding, secures excellent outcomes for pupils.
Governors do not shy away from challenging leaders about variations in outcomes for pupil groups, especially between disadvantaged and other pupils.
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15. What evidence will inspectors consider?
Paragraph 152 says that during the inspection, inspectors will gather evidence about the use of the pupil premium in relation to the following:
The level of pupil premium funding received by the school this academic year and in previous years
How the school has spent the pupil premium and why it has decided to spend it in the way it has
Any differences made to the learning and progress of disadvantaged pupils as shown by outcomes data and inspection evidence
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16. Comparing pupil progress data: what will inspectors consider?
Paragraph 180 of the School Inspection Handbook says that inspectors: 
will take particular account of the progress made by disadvantaged pupils from their starting points, especially the most able.
They will consider the progress made by the end of the key stage compared with that made nationally by other pupils with similar starting points and the extent to which any differences in this progress, and consequently in attainment, are diminishing.
In doing this, inspectors will take account of past cohorts and how well current pupils are on track to diminish any differences.
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17. Key vocabulary and areas of focus progress, starting points, attainment, potential, most able, impact, reduce differences, highest standards, across the curriculum

18. Questions to be asked (1)
How effective is the school’s pupil premium Strategy in supporting the targeted groups?
How confident are you that the pupil premium grant is spent appropriately on the intended targeted groups?
Is the pupil premium funding kept separate from general school resources so it can be specifically and identifiably used as intended?
How is the allocation of the pupil premium decided?
What is the pupil premium used for?
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19. Questions to be asked (2)
How is the progress of different groups of pupils monitored so the school can identify any under-performing groups?
Are there groups of pupils whose progress falls behind others?
How does the Progress of pupil premium pupils as a group compare with others?
What would you say are the main challenges in your school?
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20. Questions to be asked (3)
What benefits can you see from the allocation of the pupil premium?
Is there anything the governing body should be aware of that could help the school gain the maximum advantage from the pupil premium?
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21. The Job Description Post : Pupil Premium Governor
Post : Pupil Premium Governor
Responsible to : The Full Governing Body
Role : To support, challenge, monitor and evaluate the work of the school in raising the achievement of Pupil Premium children
Aims:
To oversee the application of the Pupil Premium.
House Keeping
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