Rivacre Valley Primary SchoolPupil Premium
Pupil premium is funding to improve education outcomes for disadvantaged pupils in schools in England. Evidence shows that disadvantaged children generally face additional challenges in reaching their potential at school and often do not perform as well as other pupils.
Please click on the link to view our most recent Pupil Premium Strategy Statement: Pupil Premium Strategy 2023-2026
Previous documents are available at the bottom of the page.
School leaders are best placed to assess their pupils’ needs and use the funding to improve attainment, drawing on evidence of effective practice. Pupil premium is not a personal budget for individual pupils and schools are not required to spend all of the allocated grant on eligible pupils.
It is for school leaders to decide how to spend the pupil premium, within the requirements of the conditions of grant.
Evidence suggests that pupil premium spending is most effective when used across 3 areas.
- High-quality teaching, such as staff professional development.
- Targeted academic support, such as tutoring.
- Wider strategies to address non-academic barriers to success in schools, such as attendance, behaviour and social and emotional support.
The Education Endowment Foundation (EEF) recommend that schools particularly focus their pupil premium on supporting high-quality teaching.
Schools do not have to spend pupil premium so it solely benefits eligible pupils. They can use it wherever they identify the greatest need. For example, they might spend it on pupils who do not get free school meals but:
- have or have had a social worker
- act as a carer
Using pupil premium funding to improve teaching quality is the most effective way to improve outcomes for disadvantaged pupils. By doing so, schools will inevitably benefit non-eligible pupils as well.
Pupil premium funding is not allocated based on academic ability. Schools and local authorities will receive funding based on all of the children who are eligible.
Evidence shows that academically able pupils from disadvantaged backgrounds are most at risk of under-performing. These pupils should receive just as much focus as less academically able pupils.