Ashburnham Community School is committed to supporting all children to ensure they make expected or better than expected progress. In particular, the school is required to “identify and support pupils who have significant disadvantages so that their progress is maximised” (Ofsted). We strongly believe that all children can and do succeed at Ashburnham, regardless of any obstacle that could prevent such progress. This is partly due to the fact that the school effectively spends Pupil Premium (PP) funding.
We are required to demonstrate and justify how the Pupil Premium money that the school gets is spent wisely. This document will outline how Pupil Premium money for last year was allocated, with evaluation, and how this year’s PPG will be spent.
The school aims to strategically spend the Pupil Premium money in order to close any gaps in attainment. To summarise, the most significant amount of funding is spent on direct academic support to ensure that all children reach national expectation (6Secure) in reading, writing and maths by the end of Year Six or to make above average progress in KS2. The remaining amount of money is spend for pastoral care priorities, with the aim of ensuring all children are able to access the curriculum effectively. We aim to ensure all children are able to achieve their best, regardless of personal circumstance.
Narrowing the Gap at Ashburnham – an explanation of how disadvantaged children achieved compared to other children
At Ashburnham, the expectation is that all pupils in the school (excepting those with profound special educational needs who are unable to access the curriculum) will reach at least 6S (Expected level for Yr6), and many are likely exceed this standard and that all children make at least twelve steps progress across KS1 to KS2 and many exceed this.
The school receives extra funding to support children who come from low income families (disadvantaged pupils – DP). The school is effective at ensuring equality of outcomes for all pupils. We are determined to ensure this continues with successive cohorts of children and we endeavour to achieve this through careful analysis of data, targeted interventions and above all consistent, high-quality teaching.