‘Together we grow: Together we give’. Ezekiel 47:2
We are a school community and we are a family. We learn together, we support each other, we give our time, our kindness, our love and our compassion to those around us in our school and wider community. We help each other to be ourselves and to be proud of it and to grow in to the unique individuals we are, and as a result, we grow into the respectful and accepting community we all value so much- we are there for each other on each step of our journey.
Welcome to our Pupil Premium Page.
Here you will find information and policies that support our provision for our Pupil Premium children.Our Pupil Premium Review took place in February 2018.
The pupil premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils of all abilities and to close the gaps between them and their peers.
Our Pupil Premium Strategy will demonstrates the following:
- Our school’s pupil premium grant allocation amount
- a summary of the main barriers to educational achievement faced by eligible pupils at the school
- how we’ll spend the pupil premium to address those barriers and the reasons for that approach
- how we’ll measure the impact of the pupil premium
- the date of the next review of our school’s pupil premium strategy
Take a look at our current Pupil Premium page for our Pupil Premium Strategy for 21/22
The Achievement for All Schools Programme
Our Schools Programme provides an improvement framework, that is tailored and led through a strong partnership between the achievement coach and a nominated school leader, known as the school champion. The framework is structured around four inter-dependent and inter-related elements:
- Teaching and Learning
- Wider Outcomes and Opportunities
- Parent and Carer engagement
As of the 15th July 2019, we are delighted to announce that we have been awarded the Achievement for All Award. Feedback highlights the following strengths:
- I was very impressed by the thoughtful way you and the team work with families, young people, staff and governors. They have all made important contributions to the success of your school and your achievement of the Quality Mark. You have worked exceptionally well with your skilled coach Sue, and have utilised the highly effective coaching to develop very positive experiences for your pupils and families. Sandal Castle, clearly promotes a very strong, meaningful and integrated partnership approach to all its work.
- It was a privilege to be able to meet you and your staff and the accompanied tour of your school, showed first- hand how you have embedded the sustainable practice. We saw for ourselves how you have developed the target groups ability to be involved in structured conversations and communicate so effectively with families, raising expectations around the learning process and the impact this has had on their learning.
- The evidence you presented of the impact on the target group was clear and measurable, also everyone we spoke to was, overwhelmingly positive about the structured conversations, helping not only the targeted children, but the whole school approach.
- As we worked our way through the aspects of the award, it was clear that the school champion, and senior staff have worked closely to move forward on key priorities, and are seeing the benefits of all your hard work, as you share your expertise with other leaders.
- It was wonderful to speak to the children about their experience at your school, and how you maintain and value the wider learning opportunities. They were an absolute credit to your school, speaking confidently and enthusiasm about their time at Sandal Castle.
External Pupil Premium Review 1.2.18
Our External Pupil Premium Review took place on the 1st February 2018. The following extracts are taken from our report;
'The review process involved observations, book scrutiny and discussions with a range of leaders. This evidenced that school has worked hard to ensure that it has rigorous tracking, uses data to inform its work and has created a culture in which all staff are expected to work in a clear, consistent manner that is linked to sustaining and building on the school’s recent improvements.'
'The review process confirmed that the school is very reflective about the impact of its work and uses its tracking and monitoring to inform its future decisions'
. 'Leaders presented clear and concise tracking data on all aspects of disadvantaged pupils’ education that were asked for over the review process. The school clearly has well-organised and clear tracking and monitoring systems and uses pupil outcomes to inform its decision making.'
'English and Maths leaders spoke with confidence and knowledge about the teaching and learning in their subjects, gave clear rationale for innovations and were clear about the impact of their work.'
'The book scrutiny exercise showed consistently strong practice in Years 1 to 6 in adults’ marking and in ensuring the pupils understand and respond appropriately to make additional learning. This is very important as, according to the Education Endowment Foundation’s Teaching Toolkit, feedback can potentially add as much as 8 months of additional learning in a year per child if it is done well and responded to by pupils.'
'School’s Attendance Officer tracks the in-year attendance and PA of all pupils, including disadvantaged, and presented as very organised, knowledgeable and open during the review. He has clear systems for communicating with parents and thorough and up to date tracking records. He is clearly dedicated and committed as well as having a determination to succeed.'
'School works very hard with its families and leaders are clearly committed to developing strong partnerships which involve working together. The Assistant Head and Attendance Officer both make themselves available to speak to parents and carers daily and commented on how families continue to seek support and advice even when pupils have left the school. This suggests that school is very successful in building trust with families.'
‘Families Enjoying Everything Together’ (FEET) was taking place during the review and the staff were clearly actively promoting the value of reading as well as modelling singing nursery rhymes with adults and children. All the adults in the session were joining in and the hall was well-resourced and organised to support this class.'
'The school presented very clear data demonstrating that high percentages of its disadvantaged pupils access the wide and exciting range of wider curriculum experiences it offers including its lunchtime clubs, after-school clubs and residential visits.'