Is your child entitled to Pupil Premium? If so we can fund £180 of clubs outside of school for your child. It also brings £1320 additional funding into the school to help support teaching and learning.
You may choose to send your child to: beavers, scouts, drama, instrumental lessons, gymnastics, dance, swimming or another club. When you and your child have chosen the club you wish to join, please bring your receipt to the school office and you will be able to claim upto £180 per academic year.
To apply you simply need to register for Free School Meals, (even if you opt for your child to have packed lunches)
How to apply:
You can register your entitlement for Pupil Premium/Free School Meals - Eligible by Benefit (EBB) if :
- you have children who attend a school in Bath and North East Somerset*, and
- you are in receipt of any of the qualifying benefits listed below.
Qualifying benefits for Pupil Premium/Free School Meals:
- Income Support
- Income Based Jobseekers Allowance
- Income Related Employment and Support Allowance
- Child Tax Credit, without any Working Tax Credit, and an annual household income (as assessed by Her Majesty's Revenue and Customs) that is not more than £16,190
- Run-on Working Tax Credit which is only paid for 4 weeks after you STOP qualifying for Working Tax Credit
- Guaranteed Element of State Pension Credit
- Support under part VI of the Immigration and Asylum Act 1999
- Universal Credit
How to register
- Download and complete the Free School Meals Registration Form and email it back to us at firstname.lastname@example.org
- Call the Free School Meals helpline on 01225 394317 to make a telephone registration. We will need you to tell us your National Insurance Number or National Asylum Seeker Support Number when you call.
- Print and complete the Free School Meals Registration Form and post it to: People & Communities Finance, Free School Meals, Bath & North East Somerset Council, Lewis House, Manvers Street, Bath, BA1 1JG
Please note that the Local Authority will check your initial and on-going eligibility to qualifying benefits on your behalf using the DFE online Free School Meal Eligibility Checking Service. Your National Insurance or National Asylum Seeker Support Number and Date of Birth must be completed clearly and accurately.
How do we spend our Pupil Premium Money?
Click here to view our Pupil Premium Spending Plan for the next academic year (2021/22)
Click here to view our Pupil Premium Spending Plan for the next academic year (2020/21)
Click here to view our Pupil Premium Spending Plan for the next academic year (2019/20)
Click here to view out Pupil Premium Impact Report for the last academic year (2018/19)
Click here to view our Pupil Premium Spending Plan for this academic year (2018/19)
Click here to view our Pupil Premium Impact Report for last academic year (2017/18)
Pupil Premium Reading Groups
As part of our Pupil Premium Spending Plan, we employ a part-time teacher to deliver a variety of strategies to develop pupil engagement, reading and comprehension skills, as well as building self-confidence. This is done in a number of ways.
What is the intent behind the approach?
The intent behind the approach is to foster in children a love and engagement in books and reading, with the aim of the student becoming a lifelong reader for pleasure. This, along with developing each individual's ability to decode words, develop their expression, intonation, fluency and their literal and inferential understanding when reading 'in their head' and out loud is integral to every lesson. Engaging pupils to become lifelong readers has numerous advantages for each child's future, these include greater confidence and well being, improved academic outcomes as well as in later-life, improved economic and health outcomes.
What will your child experience in these sessions?
The sessions are delivered in a variety of ways: some are 1:1, some are in pairs or three's and others in a maximum of five in a group. Sessions last a minimum of ten minutes , whilst others last twenty minutes, depending on individual need and what is appropriate. Your child may be seen once or twice a week. In some circumstances, an individual may be invited for a longer session (up to 40 minutes) outside of the school day, for a number of weeks.
Initially, a baseline assessment of the student's approach and attitude to reading will be discussed and where appropriate a decoding reading age will be assessed:- this is simply to identify how the child breaks down words and reads them and isn't about their comprehension. In this way, we can identify how to approach each individual child and then respond appropriately in how we teach the students.
The content of the sessions is based on Reciprocal Reading, where strategies to decode words, clarify meaning and develop literal and inferential understanding forms a large part of the activity. In addition to thinking about use of language and authorial intent and how to raise questions and summarize what they have learnt about the text is integral to the approach. However, not all sessions based on this and responding to individual and group needs may mean that the teacher models different aspects of reading or that activities to engage different types of learners form part of the activities set.
Some pupils find reading a challenge or dislike reading and this can be for a number of reasons. Part of the role of the Pupil Premium Teacher for reading is to engage pupils and develop the pupils understanding that books can be inspiring and that reading can be a starting point for pursuing different things, exploring the world and becoming curious. Developing in pupils to see books and reading as an active pursuit ( something that can inspire us to do something) rather than just a passive or something to get through, is key. An example of this is responding to a book through art and design- drawing the description of a character; exploring words in books through activities e.g in the book Weslandia by Paul Fleischman the central character ground the aromatic leaves of the plant in a mortar, they then investigated the word 'aromatic and then looked at similar words; this was followed by grinding up spices (like the character) and smelling certain fruit, deciding which language best represented the spice or fruit and then voting on which one they liked the best. In short, bringing the stories to life in a meaningful and engaging way.