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North Waltham School

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Pupil Premium

 The Pupil Premium is allocated to children from low-income families who are currently known to be eligible for Free School Meals (FSM), children who have been looked after continuously for more than six months and service children. From April 2012 this also includes pupils eligible for FSM at any point in the last six years (known as the Ever 6 FSM measure).

 Due to the small number of Pupil Premium children at North Waltham School, we do not publish our report online, however, there is a paper copy available from the Headteacher at your request.

Please see attached document for our pupil premium spend.

Pupil Premium Strategy Statement 

 Pupil Premium Strategy

The following NFER  seven ‘building blocks’ form the strategy to improve outcomes for our disadvantaged pupils:

  • Whole-school ethos of attainment for all

There is an expectation that all pupils should achieve high levels of attainment. There is an ethos that all disadvantaged pupils are capable of overcoming their personal barriers to succeed.

  • Addressing behaviour and attendance

The school responds rapidly to ensure behaviour management strategies are effective for pupils that need support. Attendance is monitored. Strategies, where applicable, are implemented to improve absence or lateness to maximise opportunities for learning in school.

  • High quality teaching for all

The school places a strong emphasis on ensuring all disadvantaged pupils receive high quality teaching; responsive on- going formative assessment is essential to ensure disadvantaged pupils make strong progress.

  • Meeting individual learning needs

Personalised profiles are to ensure barriers are overcome so that disadvantaged pupils can benefit from enrichment, emotional well -being support and interventions that enable them to succeed in their learning across a wide range of subjects.

  • Deploying staff effectively

Both teachers and support staff are deployed flexibly in response to the changing learning needs of disadvantaged pupils.

  • Data-driven and responding to evidence

The progress of disadvantaged pupils is discussed at all pupil progress meetings and at key assessment milestones.  Actions are identified, implemented and regularly reviewed within each assessment phase.

  • Clear, responsive leadership

The inclusion leader reviews the effectiveness of strategies with the headteacher and governors at the end of each assessment phase. English and mathematic leaders are directly involved in monitoring activities designed to secure good progress.