Alton School

FINANCIAL REPORTING

Pupil Premium Funding

The Pupil Premium is funding provided to schools which is additional to main school funding. It is allocated according to the number of pupils on-roll who are eligible for free school meals (FSM).  In 2012, funding was extended to include pupils who have been eligible for free school meals at any time within the past 6 years. It is for schools to decide how the Pupil Premium is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility. However, schools are to be held accountable for how they have used the additional funding to support pupils from low-income families. This information must be published on the school website.

Please download our pupil premium statement 2023-2027 here, which also includes the impact of funding in 2022/2023 academic year.

 

Primary Sports Premium Funding 2022-2023

At The Alton we use our PE and sports premium funding to improve PE provision and raise achievement.

The funding for 2022-2023 was used primarily to:

  • Increase participation in sport through the provision of qualified coaches at lunchtime and through the provision of after school clubs
  • Purchase additional PE equipment 
  • Support for Year 5  children to attend a residential week at an activity centre
  • Provision of a qualified coach for sports days
  • Provide a donation to Rackets Cubed for specialist tennis coacing. 
  • Start a football and hockey team and participate in matches with other schools

The statement of how the funding was used for 2022-2023 can be found here.

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Covid 19 Catch Up Funding Statement

The Alton received £16,640 during the academic year 2020-2021 from the government to support pupils who may have missed out on learning due to Covid 19.

How the grant was spent:

  • Supporting the mental health of pupils and their families by the use of Place2Be, targeting counsellors to support pupils most affected. 
  • Supporting whole school mental health though the use of Place2Be and the Learning Mentor.
  • Providing Enrichment clubs led by teachers and support staff after the school day for all pupils to improve learning outcomes as well as providing extra-curricular activities.
  • Training and using support staff to provide targeted interventions in small groups to help pupils close any gaps in their learning.
  • Assessing pupils to establish where there were gaps in knowledge and using these assessments to inform the use of targeted support through well sequenced learning plans.
  • Encouraging home learning by providing IT packages to pupils and their families such as Mangahigh, SPAG, Rising Stars Bug club and Busy Things and using these purposeful activities to support maths and English at home as well as for homework.
  • Extension of the school day and adapting the timetable to provide increased core learning opportunities for all pupils and allow time for interventions within the school day.
     

How we assessed the effect of the grant

  • All pupils were assessed using NFER and other low-key tests to assess their knowledge each term and at the end of the year, as is our usual practice, to assess progress and plan next steps.
  • We used our Parents Questionnaires to determine whether their child was happy at school and to ask how we could improve their wellbeing. 
  • Regular meetings, at least every half term with Place2Be to ensure the identified pupils continued to be supported with their mental health and wellbeing development. We held exit meetings when a child finished their session to establish progress and next steps.
  • We did not narrow the curriculum nor increase teacher workload through additional assessments and bureaucracy.