Pupil Premium Funding

Understanding the barriers to learning

At Kingdown school we understand that challenging socio-economic circumstances can create additional barriers to learning in the classroom. However, through self-belief and high aspirations for every learner these challenges can be overcome and all students can achieve. This forms the basis of our motto ‘Believe, Aspire, Achieve.’

The evidence base strongly suggests that the most effective way to improve outcomes for learners is through excellent classroom teaching, high quality professional development and open and honest conversations based on great relationships between teachers, students’ parents and governors.

All children need opportunities to enrich their lives through experience and at Kingdown we make sure that these opportunities are provided through our broad curriculum offer and an outstanding pastoral support programme.

At Kingdown School we all work energetically towards a shared purpose of improving the outcomes of all students by identifying and removing barriers to learning through relentlessly high expectations and quality first teaching. Our job is to serve the community of Warminster by promoting social mobility and we believe the best way to achieve this is through educational achievement.

Please click here to view our Pupil Premium Strategy Statement for 2023-24

Quality Teaching

At Kingdown school ensuring high quality inclusive teaching in every classroom ensures that multiple barriers to learning are identified early and addressed through a range of highly effective strategies. It’s where the teaching and pastoral system come together to ensure the best outcomes for all. This is based on a combination of forensic data analysis and an informed contextual knowledge of our students and their needs within their community.

To achieve this, we concentrate on the following areas

  • High quality, responsive teaching approaches in the classroom including ongoing student assessment and feedback
  • Continued professional development for all staff and additional support for early career development
  • Additional support for students during school transitions which can be particularly challenging for some
  • Support for positive aspirational relationships across the school as the basis for success

Targeted academic Support

Evidence shows that targeted academic support has a positive impact on student outcomes and with this in mind Kingdown School provides a range of additional academic opportunities that are guided by the school, linked to the curriculum and focussed on areas identified as of most benefit to individual student need.

To achieve this, we use our additional Pupil Premium allocation on the following

  • High quality one to one and small group tuition across year groups which is linked to the curriculum and focussed on individual student need.
  • Structured intervention following assessment of student progress which is delivered by trained classroom teachers.
  • A whole school awareness of individual needs and promotion of  high aspirations and positive relationships at all times. This approach is based upon consistent routines and pro-active approaches to learning behaviours.

Wider Strategies

At Kingdown School we realise that student social and emotional needs are intrinsically linked to their academic learning. Every member of staff works energetically towards the shared purpose of removing non-academic barriers to success in order to improve the opportunities and aspirations of every student.

To achieve this, we spend our Pupil Premium allocation on the following wider strategies

  • Initiatives to increase attendance in school and engagement in learning as a first step to success.
  • Close cooperation and communication with parents, carers and the wider community as a route to achievement
  • Initiatives to promote preparedness for learning including breakfast club, provision of devices to access remote education, resources and materials to open opportunities for learning.
  • Supporting wellbeing and positive learning behaviours in and around school at all times.

Evaluating Impact

All staff feel a genuine sense of responsibility and we are constantly evaluating our processes to ensure that what gets consistently used is what has consistently worked. As part of our commitment to ensuring impact accountability we undertake regular monitoring and evaluation as set out below

  • Regular contact with staff through Pupil Premium meetings across the year and leadership at a departmental level through a network of Pupil Premium representatives
  • CPD opportunities across the year for staff including NQT and early career teachers
  • October Review/Audit: In October each year, a comprehensive review of school results is undertaken which is a detailed analysis of Pupil Premium outcomes. The strategy for the year ahead is set, but is discussed fortnightly during SLT
  • December and May PP Self Evaluation: Impact of PP strategies is assessed and amended if necessary with a view to our long-term goal.
  • Department/staff questionnaire (Updated in departments 2 times a year)
  • Regular data analysis to inform departmental strategies and teaching
  • The progress of pupils in receipt of the PPG is regularly discussed with subject teachers including at a number of targeted pupil progress meetings across the year.
  • Regular Learning walks and lesson ‘drop ins’
  • Individual targets are set for each pupil in receipt of the PPG and their progress towards achieving these targets is analysed at the end of interventions. This includes learning discussions with pupils focussing on individual need.
  • Regular monitoring reports to governing body

Pupil Premium Plus for Looked After and Post Looked After Learners

As a school we do the best to ensure that educational achievement and subsequent life chances for LAC and previously-LAC are of the highest priority. We acknowledge that many pupils who are looked after require additional support and attention.

At Kingdown we endeavour to provide positive experiences and offer stability, safety, and individual care and attention for all our pupils so they can thrive in their professional, social and emotional development. We ensure that pupils enjoy high quality teaching and a curriculum which is broad, rich and meets their individual needs

Examples of where we use the  school’s resources efficiently to ensure the school meets their needs are

  • Achievement Focussed: Providing one-to-one and small group interventions with experienced teachers to address pupils’ specific knowledge gaps, targeting English and Maths teaching for pupils and those who require additional help to reach age-related expectations.
  • Wellbeing Focussed: One-to-one counselling sessions and adult mentoring with trusted adults, the allocating of funds to enable pupils to participate in extra-curricular activities like DofE and music lessons.
  • Communication Focussed: Literacy and vocabulary interventions for pupils with poor oral language and communication skills, regular multi party meetings to discuss progress, Heads of House ongoing monitoring of student wellbeing and learning behaviours and where possible support for pupils to access a range of off-site trips and experiences with trusted peer groups.

The Service Pupil Premium (SPP)

Kingdown School is proud of its close links to the service community and recognises some of the unique challenges that children whose parents are in the military face. The SPP is provided to allow the school to give pastoral support to service children during challenging times and mitigate the negative impact of any family mobility or parental deployment.

Examples of how we use the Service Pupil Premium are-

  • Setting up and running of a dedicated army council.
  • To facilitate close links and activities with the Army Community Engagement Group.
  • To fund positive alternative provision and team building sessions at the local army community centre.

Service pupil premium (SPP) is extra funding for schools to support children and young people with parents in the armed forces.

Pupils attract the SPP if they meet one of the following criteria:

  • one of their parents is serving in the regular armed forces (including pupils with a parent who is on full commitment as part of the full time reserve)
  • one of their parents died whilst serving in the armed forces and the pupil receives a pension under the Armed Forces Compensation Scheme or the War Pensions Scheme
  • they have been registered as a ‘service child’ on the January school census at any point since 2016.

From September, we will use the premium to:

  • Identify service students as a SPIG (Special Interest Group) 
  • Teachers identify students who attract the SSP on their class registers, seating plans and pay particular attention to any additional needs that student may need within the classroom
  • Report on the progress of SSP students in Curriculum meetings and plan for approaches to maximise their achievements
  • Discuss the progress of SSP students in Senior Leadership meetings and identify additional needs / approaches to support their progress
  • The opportunity for SSP to discuss additional requirements for their learning with their Tutor or Head of House
  • Support for home computer / laptop access via The Acorn Education Trust
  • Support for home broadband access via The Acorn Education Trust
  • Army Welfare Service Community Support activities