Pupil Premium
At St Giles’ we believe that access to quality teaching first is the best way for children to achieve. This includes building ‘Cultural Capital’. We believe, confirmed by our work in the summer term 2019 with Chris Quigley that children’s background knowledge; including the types of activities and experiences that parents provide for their children in ‘non-disadvantaged households’ are a crucial factor in academic success. Therefore, our curriculum must provide opportunities for disadvantaged children to also have wide experiences.
At St Giles’, there are a small number of children whom attract the additional funding from the Pupil Premium Grant (PPG) 4 in St Giles’. Therefore, as well as the focus on quality teaching and provision, children need to be known as individuals and their needs assessed and then addressed.
Pupil Premium Strategy Statement 2021-24
St Giles’ School funding 2020-2021: £6380
Provision
Quality First teaching | Teachers are supported well with teaching assistants. |
Mental Health and Well-being | The school employs a family support worker to provide additional support for children experiencing difficulties. These include 1:1 or group sessions, ‘children’s drop in clinic’ as well as support for parents. |
Date of next review | Summer 2021 |
Measuring impact | Base line assessments September 2020 Phonics assessment October 2020 for year 2 Statutory Assessments Summer 2021 |
Review of Spending 2020-2021 |
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St Giles’ School funding 2019-2020: £8,560
Provision
Quality First teaching | The school has appointed well-trained teachers and continues to invest in their development: ASD refresher, Conference with National Speaker |
Attachment Awareness training | Disadvantaged children are more likely to experience attachment difficulties and find building relationships with people challenging. By raising understanding of these children, the care and support given to them is more informed and effective. |
Mental Health and Well-being | The school employs a family support worker to provide additional support for children experiencing difficulties. These include 1:1 or group sessions, ‘children’s drop in clinic’ as well as support for parents. |
Date review | Summer 2020 |
Measuring impact | Children’s progress is assessed using ‘Milestones’
The number of incidents recorded tracks behaviour and the success of the strategy Individual children and families self-referred or school referred (with consent) have been provided with bespoke, early support. This either enables onward referrals to be made to get more specialist help or has solved problems successfully enabling children to focus better on learning. |