The pupil premium grant is additional funding allocated to schools to raise the attainment of disadvantaged children and diminish the difference between them and their peers. The grant is used to help improve the progress and attainment of these children so that they can reach their full potential.

Children who are entitled to this funding fall into the following categories:

Ever 6 free school meals

Children who are known to have been eligible for free school meals at any point in the last 6 years. It does not include children who receive universal infant free school meals but would not have otherwise received free lunches.

Looked after children

Children who are in the care of or provided with accommodation by the Local Authority.

Post-looked after children

Children who were looked after by the Local Authority immediately before being adopted, or who left Local Authority care on a special guardianship order or child arrangements order.

Ever 6 service children

Children with a parent serving in the regular armed forces, who have been registered as a ‘service child’ at any point in the last 6 years, or those in receipt of a child pension from the Ministry of Defence because one of their parents died while serving in the armed forces.

If you think your child may be eligible for the PPG, please contact the school office (office@templefield-lower.co.uk 01525 713625) for more information.

Statement of intent

At Templefield Lower School as of 2021-2022 we have adopted the RADY (raising the attainment of disadvantaged youngsters) approach. It is our intent to:

• raise expectations;
• raise awareness;
• raise aspirations;

in order to close gaps between our disadvantaged pupils and their peers both in terms of attainment and holistic opportunities and experiences through focusing on equity not equality.

RADY Pledge

Our school pledges to take the following steps as part of the implementation of RADY to provide an equitable approach, resulting in improved outcomes for disadvantaged youngsters:

• An uplift will be applied for all disadvantaged youngsters at the start of the phase of education so that, if all children reach their increased target, attainment will be equalised by the end of the phase of education, and we can diagnose and address gaps in knowledge, skills and understanding at the earliest opportunity
• RADY will form the Golden Thread through the existing school development plan, resulting in all leaders driving RADY through their respective areas which will help to ensure that RADY becomes a sustainable approach that is embedded into the school culture
• We will work to achieve proportional representation for disadvantaged youngsters in all aspects of school life by the end of the first year of implementation so that our disadvantaged youngsters are challenged in lessons and engaging in wider experiences outside of the classroom that will develop their skills to be successful in life
• All colleagues within the school will understand what RADY is and be able to articulate what we are doing as a school to increase the attainment of our disadvantaged youngsters.

Research states that disadvantaged pupils have been disproportionately affected by the pandemic. In order to address this our strategy is integral to wider school plans and our SDP ‘golden threads’ for whole school improvement and education recovery. We understand that by developing evidence-based practices (which we have been focussing on for several years now) that support our disadvantaged pupils we will also be enhancing staff skills and provisions for all pupils.

 At Templefield Lower high-quality teaching is at the heart of everything we do, with a focus on areas in which disadvantaged pupils require the most support. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school.

We believe accurate early identification of need and knowing our pupils well is key in supporting our disadvantaged pupils to make good progress and achieve high attainment in all subject areas. For this reason, teachers carry out PP profiles within the first two weeks of pupils returning to school and appropriate support/provisions are identified and set up by the end of the third week back in September.

We also believe engagement of our PP/vulnerable families is key and continue to develop our communication with these families whilst being mindful to protect these families from any kind of stigmatisation or stereotyping.  

Through robust diagnostic assessment carried out by Phase Leaders, the Deputy Head (Assessment lead) and the Headteacher supported by LSAs and class teachers during termly PP meetings/Pupil Progress Meetings (PPMs) we are able to ensure our approach to supporting our disadvantaged pupils is responsive to common challenges and individual needs.