Pupil Premium Funding 

Our vision at Holy Trinity Church of England Primary School ensures all pupils flourish in their learning and enjoyment, overcoming any social or economic disadvantage. This commitment is rooted in our school vision: to be a welcoming community of faith, where we learn and flourish together, with each day opening up horizons of hope, aspiration and joy. The Pupil Premium (PP) funding is a vital resource allocated according to this vision to ensure every child has the opportunity to succeed.

At Holy Trinity we refer to our ‘disadvantaged’ pupils as ‘target pupils’ Our target pupils are those who meet specific criteria for receiving Pupil Premium (PP) funding, which is additional government funding given to schools to raise their attainment.

This group is officially defined by eligibility for one of the following criteria:

Official Disadvantaged Criteria (Pupil Premium)

The core definition of a disadvantaged pupil is based on a proxy for low income or being in/having been in care:

• Free School Meals (FSM) Eligibility (Ever 6 FSM):
• Any pupil who is currently registered for Free School Meals (FSM).
• Any pupil who has been registered for FSM at any point in the last six years (known as 'Ever 6 FSM').
• Looked-After Children (LAC) and Post-LAC:
• Looked-After Children (LAC): Children who have been looked after by the local authority for one day or more.
• Previously Looked-After Children: Pupils who have left local authority care through adoption, a Special Guardianship Order (SGO), or a Child Arrangements Order (CAO).

Service Pupil Premium

• Service Children: Pupils who have a parent serving in the regular armed forces, or who have been registered as a 'service child' on a school census in the last six years, or whose parent has died while serving in the armed forces. The funding for Service Children (Service Pupil Premium) is mainly intended for pastoral support and is technically not included in the DfE's statutory definition of "disadvantaged pupils" for core attainment reporting. At Holy Trinity we include our Service Pupils  in our overall strategy for supporting vulnerable pupils.

These are the groups whose attainment and progress schools are specifically judged on by external bodies like Ofsted and the Department for Education (DfE). While the official definition is tied to funding, many primary schools take a wider view of who may be disadvantaged in practice. At Holy Trinity we use our Pupil Premium strategy to support pupils who are not eligible for FSM but are from low-income or financially struggling families; Young Carers; have specific social, emotional, and mental health (SEMH) needs that act as a barrier to learning or who are at risk of falling behind their peers, regardless of formal eligibility

Key Principles for Maximising Pupil Premium Impact

At Holy Trinity Church of England Primary School, we follow a set of clear principles to maximise the positive impact of our Pupil Premium funding:

Whole-School Commitment: We implement a Trinity Targeted Approach, ensuring a rigorous, whole-school focus on raising the attainment of Pupil Premium pupils (PP) through robust appraisal and accountability targets for staff.

High-Quality Teaching First: We guarantee that all pupils receive high-quality first teaching and learning that is consistently excellent and meets their individual needs.

Closing the Attainment Gap: We are dedicated to closing the gap in attainment between disadvantaged and non-disadvantaged pupils by accurately assessing needs and implementing timely, effective actions.

Enrichment and Cultural Capital: We provide enriched experiences and bespoke support to develop the social and emotional aspects of learning (SEMH), thereby diminishing the cultural capital gap that can exist for some disadvantaged pupils.

Targeting Service Pupils: We proactively identify and address the unique needs of all pupils who qualify for the Service Pupil Premium, offering appropriate support to their families during their time at the school.

Flexible Allocation: We recognise that disadvantage is not strictly limited to Free School Meal eligibility. Therefore, we retain the right to allocate PP funding to support any pupil or group of pupils who would significantly benefit from the support, ensuring it reaches those who need it most.

Implementation: How We Use our Pupil Premium Funding

Our key principles are implemented through the following strategies:

Systematic Targeted Approach: Implementing a systematic Trinity Targeted Approach to accelerate progress and raise achievement for disadvantaged pupils, effectively diminishing the difference in attainment between PP and Non-PP (NPP) pupils through targeted intervention.

Clear Learning Expectations: Utilizing the Trinity Strong Foundation Strategy to outline clear expectations and progression for all learners, ensuring consistent, high-quality teaching across the school.

Dedicated SEMH Support: Establishing a highly qualified team (including an experienced SENDCo and Thrive Practitioners) to deliver bespoke, targeted Social, Emotional, and Mental Health (SEMH) interventions and support programmes.

Staff Development: Investing in a regular calendar of Continued Professional Development (CPD) for all staff (e.g., in Reading/Writing) to ensure they possess the requisite knowledge and skills to deliver effective whole-school strategies and targeted interventions.

Maximising Service Pupil Outcomes: Strategically using the funding to maximise the impact of support on outcomes for all Service Pupils.

Measuring the Impact of Our Pupil Premium Strategy

The impact of our Pupil Premium strategy is measured through robust data analysis and a focus on both immediate and long-term outcomes for our disadvantaged pupils.

1. Attainment Data

We will measure success by demonstrating:

• Internal and National Gap Closure: A clear and measurable reduction in the attainment gap between disadvantaged pupils and their non-disadvantaged peers. This is benchmarked against both our internal school data (non-PP pupils) and national performance data.
• Reaching Age Related Expectation (ARE): A significant increase in the percentage of disadvantaged pupils achieving Age Related Expectation (ARE) at the end of each Key Stage (Years 2 and 6).

2. Progress and Future Readiness

We will also measure success by demonstrating:

• Accelerated Progress: An increase in the proportion of disadvantaged pupils who are making or exceeding, expected national progress rates.
• Secondary School Readiness: Confirmation that our Pupil Premium pupils are leaving Holy Trinity academically, socially, and emotionally prepared ('high school ready') to thrive in their secondary education and go on to achieve positive long-term outcomes, including strong GCSE results.