Pupil Premium

Bolton Parish is allocated additional funding for those children in receipt of free school meals which is referred to as Pupil Premium.

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The Governors at Bolton Parish allocate the pupil premium grant funding to support our children academically, socially and specifically those with barriers to learning.

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At Bolton Parish our aim is to provide the best possible education for all pupils, so that they achieve well, make good progress and are able to go on to the next phase of their education successfully. To help us achieve this aim, the key principles of our pupil premium strategy are:

• Ensure quality first teaching and learning meets the needs of all pupils;
• Providing high quality CPD for all staff to meet the needs of our ambitious curriculum;
• Being committed to meeting the social and emotional needs of all pupils, as well as the academic;
• Working closely with families to offer support and raise expectations for all pupils;
• Through adequate assessment, appropriate provision is made for pupils who belong to vulnerable groups, including those who are disadvantaged, so that learning needs are identified and addressed.

 

School Context: 

Our school location deprivation indicator (IDSR) is above average. However, the % of pupils in the school who are classed as FSM6 is close to average. Therefore we recognise that not all pupils who are disadvantaged are registered or qualify for free school meals. We will use this funding to support any pupil or groups of pupils the school has identified as needing additional support to close the learning gap. Our current plan will help us achieve these objectives by:

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​• Funding quality CPD for staff to help address learning gaps;
• Funding additional staff to help address learning gaps where leaders have identified a need;
• Funding additional staff to ensure we offer an ambitious curriculum and quality first teaching;
• Funding activities and external agencies that address social and emotional needs of pupils;

 

Main Challenges for Eligible Pupils:

• High levels of EAL (73%) mean some of our newest and youngest pupils need support with learning the basic skills for reading and writing.

• End of KS2 data evidences that the attainment gaps between DAP and non-DAP in reading at the EXS+ and (-11%) and the Higher Standard (-26%) are greater than in writing and maths.

• Analysis of in-house attainment data shows that DAP pupils are performing lower than non-DAP pupils in reading, writing and maths. 

• Analysis of in-house attainment data shows that DAP pupils who have SEND needs are performing lower than non-DAP pupils with SEND needs.

• Rates of persistent absence for all pupils, particularly for DAP children, are too high compared to national figures.