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Pupil Premium Grant

At Earlham we expect Pupil Premium children to achieve academically in line with their peers. We know that in order for this to happen, we will need to provide extra support particularly for pupils we consider to be vulnerable. 
Our Pupil Premium families face many challenges which can directly impact on children’s achievement. Some of the main barriers to learning we have identified amongst our pupils are 

  • Limited exposure to and competency in English (whether as a first or second language)
  • Limited experiences beyond their immediate environment, particularly cultural and physical activities
  • Lack of resources at home to support learning, including quiet spaces in which to study
  • Limited confidence and experience of parents in supporting their children’s learning, depending on the schooling they themselves received
  • Poor living conditions and nutrition 

The extra support our pupil premium children need to overcome these barriers is personalised, as appropriate to the individual pupil’s needs and circumstances, and will usually draw from the activities detailed below. 
We measure the impact of our pupil premium spending by analysing the results of our pupils at a school and national level. Whilst academic interventions are for some pupils essential, the holistic support we provide to ensure all our pupils are able to fully engage with their learning is equally important for their long term success. 
Our disadvantaged children make excellent progress. Whilst many, if not all, pupils benefit from some of the activities that PP funding supports and enables, the data below shows that PP children are consistently making progress in line withtheir peers, and significantly better than the national average, being in the top 10% for reading and the top 1% for maths in the country.

You can see our strategy for the 2019-20 Pupil Premium Grant here

You can see our review of the impact of our 2018-19 Pupil Premium Grant here

Pupil Premium Attainment

KS2 combined scores – reading, writing and maths

 

School

National

Difference

% of PP children reaching the expected standard in reading, writing and mathematics

81%

65%

+16%

% of PP children reaching the higher standard in reading, writing and mathematics

10%

11%

-1%

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