Pupil premium is funding to improve education outcomes for disadvantaged pupils in schools in England. Evidence shows that disadvantaged children generally face additional challenges in reaching their potential at school and often do not perform as well as other pupils.

Evidence suggests that pupil premium spending is most effective when schools use a tiered approach, targeting spending across 3 areas, with a particular focus on teaching.

1. Teaching (e.g training, support and professional development for teachers)
2. Targeted academic support (e.g one-to-one/small group tuition and speech and language therapy)
3. Wider approaches (e.g breakfast club, counselling to support emotional health and wellbeing, help with the cost of educational trips or visits)

At Bedford Hall Methodist Primary School, we have created a culture where staff believe in ALL children; no excuses are made for underperformance and we constantly strive to fulfil our school vision by being 'Without Limits'.  To do this, staff adopt a ‘solution focused’ approach to overcoming barriers and children are supported to develop resilience.  All children for whom we receive the pupil premium grant for benefit from the funding, not just those who are underperforming - a holistic view is taken to broaden children's life experiences, talents and interests as well as their academic progress.  

To find out if your child is eligible for Pupil Premium Funding please go to...

https://www.wigan.gov.uk/Resident/Benefit-Grants/Free-school-meals.aspx

Meeting the Needs of Disadvantaged Pupils at Bedford Hall Methodist Primary School

At Bedford Hall Methodist Primary School, we are unwavering in our commitment to ensuring that all pupils, irrespective of their background, circumstances or barriers to learning, achieve highly and flourish both academically and personally. We maintain the highest aspirations for disadvantaged pupils and recognise that disadvantage should never determine a child's outcomes, opportunities or future success. This commitment reflects our vision that, with God's help, we do all we can to be the best we can be.

Our approach is rooted in the belief that high-quality teaching is the most significant factor in improving outcomes for disadvantaged pupils. We adopt a whole-school responsibility for disadvantaged learners, ensuring that all staff understand their pupils' needs, maintain ambitious expectations and act swiftly when barriers to learning are identified. Our provision is informed by robust assessment, meaningful dialogue and careful analysis rather than assumptions about disadvantage.

We recognise that disadvantage can manifest in many ways, including financial hardship, lower starting points in communication and language, reduced access to enrichment opportunities, attendance barriers, social and emotional needs, and special educational needs. Our strategy therefore combines high-quality teaching, targeted support and wider pastoral provision to ensure every pupil can thrive and achieve their full potential.

Rigorous Identification, Monitoring and Accountability

Disadvantaged pupils are a key priority within the school's monitoring and evaluation processes. Leaders maintain a detailed understanding of the progress, attainment, attendance, wellbeing and wider participation of every disadvantaged pupil through a range of systematic review processes, including:

• Termly pupil progress meetings.
• Analysis of PiXL assessment data to identify strengths, gaps in learning and next steps, informing both classroom practice and targeted support.
• Monitoring and assessment through PiVATS, where appropriate, for pupils with SEND.
• Regular review and updating of the Vulnerable Pupil Tracker, considering both academic progress and wider pastoral support.
• Inclusion meetings involving senior leaders, the SENDCo and relevant staff to evaluate provision and agree next actions.
• Ongoing attendance, safeguarding and wellbeing monitoring.
• Classroom monitoring, pupil voice, book scrutiny and quality assurance activities to ensure disadvantaged pupils consistently access high-quality teaching.
• Regular evaluation of interventions to ensure resources are targeted effectively and have a measurable impact on pupil outcomes.

This robust approach enables leaders to identify underachievement swiftly, implement timely support and evaluate its impact, ensuring disadvantaged pupils remain on track to achieve ambitious outcomes from their individual starting points.

Quality First Teaching and Inclusive Practice

High-quality teaching is at the heart of our disadvantaged strategy. We believe the greatest impact comes from ensuring disadvantaged pupils experience consistently effective classroom practice every day. Teachers know who their disadvantaged pupils are, understand their strengths and barriers to learning and take responsibility for ensuring they achieve as well as possible.

Staff use assessment information to adapt teaching, provide appropriate support and maintain high levels of challenge. This includes:

• Responsive teaching that addresses misconceptions and removes barriers to learning quickly.
• Explicit vocabulary instruction and language-rich learning opportunities across the curriculum.
• Carefully planned questioning that promotes participation, thinking and deeper understanding.
• Adaptive teaching strategies that support access to learning whilst maintaining ambition.
• Regular opportunities for reading, oracy, discussion and vocabulary development.
• High expectations for participation, presentation, behaviour and attendance.
• Appropriate challenge for the most able disadvantaged pupils to enable them to achieve greater depth and higher standards where capable.

We do not lower expectations for disadvantaged pupils. Instead, we seek to remove barriers whilst maintaining the same ambitious curriculum and aspirations for all learners.

Inclusion Beyond the Classroom

We recognise that achievement is strengthened when pupils feel valued, included and connected to the wider life of the school. Disadvantaged pupils are therefore actively encouraged and supported to participate fully in enrichment opportunities, educational visits, residential experiences, extra-curricular clubs, leadership roles, sporting events, performances and wider cultural experiences.

Where financial barriers exist, support is provided to ensure pupils can access the same opportunities as their peers. Leaders monitor participation carefully to ensure disadvantaged pupils benefit from the full breadth of experiences available and develop the cultural capital, confidence and aspirations needed for future success.

High Expectations for Achievement

We expect disadvantaged pupils to achieve highly across the curriculum, make strong progress from their starting points and, wherever possible, attain in line with or above national expectations. We are equally ambitious for our most able disadvantaged pupils and actively seek to remove barriers that may prevent them from achieving greater depth and higher standards.

Staff are accountable for the progress and attainment of disadvantaged learners within their classes and are expected to know pupils well, understand their individual needs and adapt provision accordingly. Through a combination of effective teaching, targeted intervention and strong pastoral support, we ensure that disadvantaged pupils are not only supported but challenged to excel.

Conclusion

At Bedford Hall Methodist Primary School, we believe that disadvantage should never be a barrier to achievement, aspiration or future success. Through high-quality teaching, targeted intervention, strong pastoral support and rich cultural experiences, we are committed to ensuring disadvantaged pupils achieve highly and develop the knowledge, skills, confidence and resilience needed for the next stage of their education and beyond.

Our approach is underpinned by a culture of high expectations, rigorous monitoring and collective responsibility. Every disadvantaged pupil is known, valued and championed by staff. Through early identification, responsive support and an unwavering commitment to excellence, we ensure that disadvantaged pupils have every opportunity to succeed, thrive and realise their full potential.