Sir Tom Finney Community High School Pupil Premium Strategy and Guidance to spending 
Sir Tom Finney Community High School Pupil Premium Strategy/y7 catch up funding and Guidance to spending 
Pupil Premium Grant 
The Pupil Premium grant is national funding identified to support narrowing the achievement gap between those pupils and students eligible for the grant and other pupils and students. Those eligible are those identified as eligible for Free school Meals (or recorded as Ever 6 Free school Meals), or are Looked After, or are adopted from care, or service children. 
This funding comes into school in the form of a lump sum grant based upon the numbers of students within each criteria of eligibility. It varies from year to year 
Schools, whilst being held accountable for the spending of the PP, have the autonomy in which to decide how the grant should be spent to support these individual and groups to raise their achievement. At Sir Tom Finney Community High in the wider context the grant will also support raising achievement in a across the school as we focus upon the needs and levels of progress and achievement for all students. 
Allocation of the funding will follow the key aims and principles of the school whilst targeting key groups and individuals within the eligible criteria. It will be based on responses to the school’s self evaluation data on attainment, achievement and progress as well as supportive data and information about the personal, social, health and well being needs of individual groups and students who meet eligible criteria 
The pupil premium grant is included in the school's budget plans and will be used to provide: 
• 1:1 and small group Teacher/support interventions specifically linked to maths, English and behaviour 
• To purchase other professional support and resources e.g. counselling, family liaison officer, social worker in school, CAMHS tier 2 services to deliver additional esteem, confidence, anger management and mental health and emotional well-being support 
• Employability programmes and work based learning and vocational development 
• Additional Curriculum resources and ICT software and external learning platforms specifically linked to the development of English and maths 
• To personalise timetables and develop a team around the child approach for those who present with challenging complex behaviours or mental health and emotional demands. 
• Funding / part funding school visits 
• Specific ICT Equipment and software to support Teaching and Learning eg hi-tec communication devices and tablet devices 
• Enrichment activities such as after school clubs and other short break activity such as residentials and holiday provision 
• Staff Professional Development that impacts directly upon teaching and learning 
• Assessment and tracking in order to show progress and the value added from use of the PPG 
• Additional exam and accreditation entry costs 
• Additional activities such as music and vocal tuition 
• Additional expenditure for work based learning programmes 
The school’s provision mapping will aid in identifying the range of activities and interventions available at any point in time of a students’ ‘journey’ through school and these may change over time. 
Recording of PP targeted use is held on Individual tracking plans and also through budget expenditure monitoring 
The school’s analysis of assessment and attainment data identifies individuals who may require additional intervention activity in order to address their barriers to learning and indeed narrow any ‘gaps’ that may be in evidence as well as the school knowledge of individuals, their families and circumstances that may also warrant additional support measures to narrow ‘gaps’. These support measures as highlighted above will cover the across the continuum of SEND our students face as barriers are not just from an academic viewpoint, but also social, behavioural, emotional and mental health and well being and communication aspects. 
This analysis of attainment and achievement and knowledge of individuals also identifies impact of the PP and whether it has proven successful with evidence in IEP’s, review meetings, tracking data, reports plus anecdotal evidence and evidence of ongoing daily activity. 
Governors have a role in approving the overall strategy of how the Pupil Premium Grant (PPG) is spent. They will hold the head and senior leadership to account for implementing the strategy and will expect to receive regular reporting on its allocation and use. In doing so Governors should be able to broadly account for the PPG funding the school receives and the impact it is intended to have on the pupils it will be spent on. 
The Head will be expected along with senior leaders to retain overall responsibility for the strategy, its monitoring, reporting and evaluation. 
The deputy along with subject co-ordinators retain a responsibility for evaluating and identifying individual progress of students and will contribute to report the identification of those who may require specific intervention activity. 
All staff involved with the students have a clear expectation within their role and responsibilities to maintain relationships and knowledge of individual students within school and feedback progress to teachers and senior staff, in particular any concerns. 
In addition the DfE require schools to publish on-line information about how they have used their PPG allocation and will be explicitly judged on its use within the context of achievement during an OFSTED inspection 
The impact of the PPG will be monitored and evaluated in line with current practise within school. The Headteacher will report to Governors at regular Full Governing Body meetings as an agenda item and reporting to parents on individual impact on progress, attainment and achievement and any resultant actions will take place at review meetings as well as information being published via the website in the assessment and achievement report during the Autumn term 
Further action that is required on a whole school basis will be pursued within the context of school improvement planning which allows the PPG spend to be annually evaluated as part of the Financial Monitoring report to Governors. 
Y7 Catch up funding 
Catch up funding is linked to y7 numbers. Currently it is regarded as income into school at £500 per Y7 pupil. It is generally ‘dropped’ into the budget close to year end therefore it is spent as anticipated income likely to come into budget. 
Spending should be closely linked with supporting Y7 students’ individual progress in closing the attainment gap. All of STFCH students are working well below the attainment of their mainstream peers, nevertheless ‘closing the gap’ is still an important priority. Students’ attainment is tracked and those who are felt not be progressing at the expected rate are subject to closer individual scrutiny, monitoring and support. Catch up funding is used to maintain that support element. Spending is used for two significant intervention programmes, the software and appropriate licensing in English and Maths. In English this is ‘Nessy Island’ and in Maths this is ‘Mathletics’. Both programmes are used to support individually timetabled interventions for students with adult support on a 1:1 or small group basis and the funding helps to resource the adult support along with the software. Additional to this the funding is used to resource IT infrastructure to allow individual access to intervention and communication devices (often in form of tablet devices) and the associated applications. This supports student who may present with additional multi sensory difficulty along with a learning difficulty and are not meeting their expected progress at whatever level that is assessed to be. 
Catch up funding and its impact is reported to Governors and parents via assessment data reporting following full year evaluation of tracking information and Individual educational plan target evaluation which then feeds into the annual review process. 
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