Life at Elthorne > Pupil Premium
Do I qualify and how do I apply?Key areas of focusPP review of expenditure 2018-2019What can my child be part of as a PP student?What can I do to help my child?What do we expect from staff? |
All students at Elthorne Park High School have the right to achieve their utmost potential and it is our responsibility to foster a deep sense of aspiration, self-belief and conviction in all of our students, regardless of their social situation.
The Pupil Premium (PP) is a wonderful opportunity for us to directly support pupils from disadvantaged backgrounds to make better, more rapid and sustained progress. Success for us will be: ● Narrowing the attainment gap between our disadvantaged and non-disadvantaged students ● Accelerating the progress of our disadvantaged students in comparison to our historic performance and in comparison with local and national progress indicators. We will do this through: ● A three wave intervention programme deeply rooted in sound educational research ● Continually evaluating our practice across the school ● Refining our practice in light of on-going evaluation and current educational research This page provides information for staff and stakeholders on the pupil premium and how funding is being used at Elthorne Park High School to raise the attainment and progress of our disadvantaged students. What is Pupil Premium?According to Gov.uk the pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils of all abilities and to close the gaps between them and their peers.
Schools will receive the following funding for each pupil registered as eligible for free school meals (FSM) at any point in the last 6 years:
|
How to apply
Click here for information from Ealing Council about applying for Free School Meals
To apply, please complete the on-line application form or contact London Borough of Ealing, Perceval House, 14-16 Uxbridge Road, Ealing, W5 2HL. Tel: 020 8825 5566.
To apply, please complete the on-line application form or contact London Borough of Ealing, Perceval House, 14-16 Uxbridge Road, Ealing, W5 2HL. Tel: 020 8825 5566.
Your child is eligible for free school meals/ support with external trips and resources if you receive income support, income related employment and support allowance, job seekers allowance (income based), child tax credit, universal credit or pension credit with child tax credit and have an annual income of less than £16,190 (and not in receipt of working tax credit) or you are assisted by the national asylum support service (NASS).
Parents who receive job seekers allowance or employment and support allowance which is contribution based, working tax credit or other benefits are not eligible for free school meals.
Parents who receive job seekers allowance or employment and support allowance which is contribution based, working tax credit or other benefits are not eligible for free school meals.
Key areas of focus
1. Literacy - At Elthorne we recognise the significance of students possessing the basic literacy skills that can be applied in all subject areas and later careers.
2. Metacognition & Self-Regulation - At Elthorne we understand the importance of students awareness and understanding of their thoughts and how to deal with these processes.
3. Resilience - At Elthorne we aim to prepare students for the wider world by challenging them but also providing the skills and support to overcome these situations.
The thought behind these specific drives has been inspired by various educational researchers including Mike Hughes 'Strategies for Closing the Learning Gap', Steven Farr, 'Teaching as Leadership', and Richard DuFour, 'Raising the Bar and Closing the Gap'. Ofsted outline many examples of good practice such as The Education Endowment Fund and Durham University’s The Sutton Trust Toolkit, a collation of an extensive body of educational research that measures the cost of initiatives and approaches against impact.
2. Metacognition & Self-Regulation - At Elthorne we understand the importance of students awareness and understanding of their thoughts and how to deal with these processes.
3. Resilience - At Elthorne we aim to prepare students for the wider world by challenging them but also providing the skills and support to overcome these situations.
The thought behind these specific drives has been inspired by various educational researchers including Mike Hughes 'Strategies for Closing the Learning Gap', Steven Farr, 'Teaching as Leadership', and Richard DuFour, 'Raising the Bar and Closing the Gap'. Ofsted outline many examples of good practice such as The Education Endowment Fund and Durham University’s The Sutton Trust Toolkit, a collation of an extensive body of educational research that measures the cost of initiatives and approaches against impact.
What can my child be part of as a PP student?
In addition to monitored interventions and quality first teaching students have the opportunity be part of …
- Breakfast Club every week day 8:00-8:30
- Dungeons & dragons club
- Graphics club
- Book buzz
- Home learning club
- Programmes run by Assistant Year Leaders
- Academic coaching in year 11
- Intervention and revision weekends for GCSE years
- Access to the schools Careers officer
- Individual music sessions to learn an instrument (for Key Stage 4 only)
- After school sporting activities
- Core subject intervention lunchtime sessions at Key Stage 3
What can I do to help my child?
As part of our amazing practice at EPHS we are constantly aiming to deliver high quality lessons and assessments to monitor your child’s progress and support when necessary. During the exam periods in particular it is important that we work together to fulfil your child’s potential.
This could be achieved by:
This could be achieved by:
- Ensuring your child packs their books and equipment for school the night before
- Do they have a pencil case containing the equipment listed in the school planner?
- Are they checking Show My Homework and completing all set work?
- Are they aware of their pathway or target grade?
- Do they know what to do in order to improve in a subject?
- Have you spoken to teachers about any concerns they have in lessons?
What do we expect from staff?
- Have high expectations of all their disadvantaged students.
- Use academic and action research to inform their practice.
- Use data to inform differentiation and intervention so that all disadvantaged students are appropriately challenged and supported in lessons.
- Insist that disadvantaged students are fully and appropriately engaging with home learning tasks.
- Regularly review the progress of disadvantaged students and amend practice to meet their needs.
- Review the progress of disadvantaged students at data harvest periods and identify and implement the appropriate wave 1 interventions (drop downs) as per school policy.
- Strive to improve the standards of pupils’ literacy, both orally and in writing
- Use rewards to foster a culture of achievement and resilience
- Regularly use self-regulation to deepen students’ understanding and ownership over their own learning
- Form positive relationships with the parents / carers of disadvantaged students to promote a productive home learning culture.
