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Chingford Foundation School

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Pupil Premium and Catch Up Funding

The Chingford Academies Trust schools are committed to  closing any achievement gaps.

The Allocation of the Pupil Premium

Using the tiered approach (below) outlined by the EEF Guide to the pupil premium. We have used this model to not only seek a more strategic approach but to see which direction we as a school need to go and how it looks visually and what will our approach be going forward in light of the analysis of impact at the end of the previous academic year.


Spending on improving teaching might include professional development, training and support for early career teachers and recruitment and retention. Ensuring an effective teacher is in front of every class, and that every teacher is supported to keep improving, is the key ingredient of a successful school and should rightly be the top priority for Pupil Premium spending.

Targeted Academic Support

Evidence consistently shows the positive impact that targeted academic support can have, including on those who are not making good progress across the spectrum of achievement. Considering how classroom teachers and teaching assistants can provide targeted academic support, including how to link structured one-to-one or small group intervention to classroom teaching, is likely to be a key component of an effective Pupil Premium strategy.

Wider Strategies

Wider strategies relate to the most significant non-academic barriers to success in school, including attendance, behaviour and social and emotional support. While many barriers may be common between schools, it is also likely that the specific features of the community each school serves will affect spending in this category

Summary of our Approach

In seeking to allocate funds to pupils we considered a range of barriers to learning that might be experienced by the specific cohort.  However, in accordance with our inclusive ethos we rarely offer opportunities only to a specific cohort, particularly when they are determined by the drawing of an arbitrary line (which we accept is a necessity).  It is important to our functioning as a Trust school that our offer goes beyond mere financial hardship and targets students with other deficits in life chances, for example those who experience cultural poverty or whose special educational needs require them to receive ‘a little extra’.  However, where a programme is, for example, equally shared between students in receipt and not in receipt of the Pupil Premium, we have undertaken to only allocate Pupil Premium funding to the appropriate proportion, in this example, half of the activity, matching the shortfall from other sources.

In deciding which of our many inclusive programmes should receive funding we have been guided by the document ‘The Pupil Premium: how schools are spending the funding successfully to maximise achievement.’ http://www.ofsted.gov.uk/resources/pupil-premium-how-schools-are-spending-funding-successfully-maximise-achievement This in 2020/21 will be  superseded by the ‘EPP Guide to the Pupil Premium’ document and by the Nasem ‘The Pupil Premium A quick guide to maximising the impact of additional funding for disadvantaged pupils.

Pupil Premium Strategy and Impact Evaluation Summary 2021-2022

Pupil Premium Strategy and Impact Evaluation Summary 2020_2021

 Pupil Premium Strategy and Impact Evaluation Summary 2019_2020