Equalities, Pupil Premium & Additional Intervention
Equality of Opportunity at Philip Lane
Harris Primary Academy Philip Lane is committed to inclusion and part of the Academy’s strategic planning involves developing cultures, policies and practices that include all learners. We aim to engender a sense of community and belonging, and to offer new opportunities to learners who may have experienced previous difficulties. This does not mean that we will treat all learners in the same way, but that we will respond to learners in ways that take in to account their varied life experiences and needs.
We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, demographic group, ethnicity, additional need, attainment and background. We pay particular attention to the provision for and the achievement of different groups of learners:
- from families that are financially disadvantaged (PP - Pupil Premium)
- who are Looked After Children (LAC)
- who arrive with below nationally expected ability in any area (LAPs)
- boys or girls
- from minority faiths, ethnicities, travellers, asylum seekers, refugees
- who have English as an additional language (EAL)
- with Special Educational Needs or a Disability (SEND)
- who are more able, gifted or talented
- who are Lesbian, Gay, Bisexual or Transgender (LGBT)
- young carers, sick children, children from families under stress
1. Our Equality Duty: We believe that all children should be equally valued at our Academy. We will strive to eliminate prejudice and discrimination, and to develop an environment where all children can flourish and feel safe.
2. Our Pupil Premium Fund: Please click links at bottom of page for detailed reports of spending and impact for 2015-16 and planned spending for 2016 - 2017.
The pupil premium is part of our overall budget that we receive annually. We are required to account specifically about how we use this fund. It is allocated based on the number of children meeting a national criteria based on the Ever 6 Measure. That includes the total number of:
- Pupils eligible for fee school meals – within the last 6 years
- Children looked after
- Service children
We use our funding to precisely target specific teaching and learning programmes or related activities. All our pedagogy and practice (including use of some commercial programmes) is research based with strong evidence of having impact here at Philip Lane, in schools nationally or internationally.
We are committed to ensuring that all our pupils progress very well and access high quality teaching and provision - every day. We carefully track the progress of all children, at least every six weeks, including our disadvantaged pupils in every class. The information is shared with all parents and carers via our half term reports detailing pupil progress and attainment. Tracking also enables us to evaluate the impact of our teaching and intervention programmes so we can adjust provision and tailor support. That way, we can make sure we are having the desired impact on pupils’ learning and progress.
Programmes are used across our Early Years, KS1 & KS2 to help identified children accelerate progress in their mathematics, reading, writing, speaking and listening. We review our Pupil Premium at the end of each academic year, our next review will take place in June and July 2017.
3. Additional Interventions: We provide a range on additional interventions including;
Better Reading Partners
The aim of Better Reading Partners is to boost children’s reading potential, giving children the necessary skills to become an independent reader who reads with understanding and enjoyment. Sessions are taught by trained Learning Support Assistants. They will work on a one to one basis for approx. 10 weeks. Three 15 minute sessions take place each week, in addition to the daily Literacy lessons, focusing on reading aloud, accurately, fluently and with understanding using a combination of familiar and new texts. The child will have access to a range of different texts, carefully matched to their own interests and needs.
Time to Talk
A Programme to Develop Oral and Social Interaction Skills for Reception and Key Stage Pupils. Our EAL specialist teacher works with our EYFS Team to implement this in Reception Classes.
Read Write Inc.
A highly differentiated approach to teaching phonics and early literacy . The programme was developed by Ruth Miskin who is one of the UK's leading authorities on teaching children to read. One of her team regularly visit and work closely with us at Philip Lane to continually assure quality, evaluate and improve our teaching and programme delivery. This approach has significant impact on our outcomes in reading and writing for our Reception, Year 1 and Year 2 pupils, including our disadvantaged children.
We also offer;
You will see from our report that we also use an element of our Pupil Premium Funding to support social and emotional aspects of learning for some pupils through our dedicated counselling service.
Subsidised breakfast club
A provision to ensure all our pupils access a healthy and prompt start to their school day.
Education Welfare support
We have a dedicated Parental Engagement Officer and our own Education Welfare Officer. Both provide specific and tailored support for individual families to support pupil attendance and therefore, access to education.
Dedicated Senior Teacher support
Providing 1:1 Tuition and group interventions for pupils at risk of underachievement in Key Stage 2 to secure their secondary readiness.
4. Our Primary Sport Funding: please see our curriculum section for how we use of this additional money and how monitor the impact of that spending.
Ms Emma Penzer
|Pupil Premium Impact Statement 2015 - 2016||02nd Nov 2016||Download|
|HPAPL Positive Handling Policy 2017||10th Jan 2017||Download|
|EAL Policy||24th May 2017||Download|
|Educational Visits Policy 2017||14th Aug 2017||Download|
|PP Strategy 2016 - 2017||10th Mar 2017||Download|
|Equality Duty Statement Plan||28th Mar 2017||Download|