Pupil Premium

The Pupil Premium is funding in addition to the school's budget. Schools are free to decide how to allocate this funding to best support the raising of attainment for the most vulnerable pupils.

In 2019-20, the school received £59,620 in Pupil Premium allocations. 

In 2019/20 the Pupil Premium was used in a variety of ways. These included:

• Additional TA support to deliver personalised intervention programmes and work with groups of children developing specific skills and attributes, such as phonics, reading, speaking and listening, confidence and self-esteem;

• Employing outside providers to support vulnerable children with personalised programmes such as play therapy or counselling;

• Employing an Educational Psychologist work alongside the SENCO to assess and support children with SEN who are in receipt of additional funding;

• Employing Learning Mentors to support vulnerable children and families;
• Enabling pupils to participate in school residential holidays and educational trips.

Examples of impact in 2019/20 include:

• Identified pupils were supported both in school between September and March, and remotely during lockdown to at least maintain their progress. 
• The Learning Mentor played a crucial role in supporting all children and their families during the period of lockdown in March - July 2020 (including those with Pupil Premium funding).
• The work of the Learning Mentor and teaching assistants, in support of class teachers, ensures that behaviour, including behaviour for learning, is outstanding.

The school plans to continue with these strategies during 2020/21, for which they will receive £56,490. This strategy will be reviewed termly.

Summary of the main barriers to educational achievement faced by eligible pupils at Torrisholme

In 2020-21, out of 414 pupils, 42 are eligible for Pupil Premium.

• 14 eligible pupils are also on the SEND register (6 EHCPs), showing they have multiple barriers to learning.
• Social, emotional and behavioural well-being and family circumstances for some eligible pupils negatively impacts on their attitude and ability to learn.
• 12 eligible pupils are classed as persistent absentees.
• Life experiences for some eligible pupils are limited.
• Poor reading skills negatively impacts on some eligible pupils' ability to access the curriculum fully. 

There is no end of Key Stage data available for 2019/20 because statutory assessments did not take place and children were learning remotely.