Pupil premium strategy
The pupil premium grant is funding provided to schools to close the attainment gap between disadvantaged pupils and their peers.
Each school will receive an amount of money for each pupil of compulsory school age who fits the eligibility criteria.
The grant is allocated in line with the financial year, which begins in April. Each year’s allocations are based on data from the previous January’s census. If an eligible pupil joins Rokesly Infants after January census, the school will not receive pupil premium funding for him/her until the following year.
The grant can be spent as each school sees fit, as long as it is used to demonstrably improve the attainment of eligible pupils. Schools do not need to spend an equal amount on each pupil, or use the money for interventions that benefit only eligible pupils.
At Rokesly Infants we use the allocation in many different ways to support pupils effectively and improve their attainment.
Grant Allocation 2021-22
|Number of pupils and pupil premium grant (PPG) received|
|Total number of primary age pupils on roll||263|
|Total number of pupils eligible for PPG||26 (10%)|
|Total amount of PPG received||£28,245|
Coronavirus (COVID-19) recovery premium
Our school continues to receive a coronavirus (COVID-19) catch-up premium grant in academic year 2022-23.
Schools have the flexibility to spend their funding in the best way for their cohort and circumstances.
To support schools to make the best use of this funding, the Education Endowment Foundation (EEF) has published a coronavirus (COVID-19) support guide for schools with evidence-based approaches to catch up for all students. We have used this document to help us direct the additional funding in the most effective way.
We will use the funding available to provide:
- small group tuition using school staff to best address gaps in learning created as a result of partial closures of school in 2020 and 2021
The impact of additional tuition support for pupils will be monitored closely each half term to ensure that learning deficits are effectively addressed, children make more than expected progress and all children are sufficiently equipped with the skills they need to access their next stage of learning.