Statutory Information
Here you will find all our statutory school documents and links to further information. Please click on the section headings below to find out more.
Our most recent Ofsted Inspection was carried out in December 2016. To view a copy of the report please click on the link provided below
PUPIL PREMIUM POLICY
What is Pupil Premium?
Pupil premium was first introduced by the Government in April 2011 to provide additional funding (to main school budget) to address the gap in educational attainment and long term economic well-being between socially disadvantaged children and their peers.
Socially disadvantaged pupils have been defined as pupils:
- who are or have been eligible for free school meals (FSM) at any point in the last six years (known as ‘Ever 6 FSM’)
- whose parents are currently employed by the armed forces
- who have been in care continuously for more than six months
Background
In April 2012 (school financial year 2012/13) schools received an additional £619 for each child eligible for FSM or who were/had been in care. In the school financial year 2013/14 funding increased to £900 for each pupil. In the school year 2014/15 the amount received per pupil increased to £1,300 for pupils recorded as ‘Ever 6 FSM’ and £1,900 for looked after children (LAC) or children adopted from care. Since 2015/16 the amount received has increased to £1,320.
The government are not dictating how schools should spend this money, but are clear that schools will need to employ the strategies that they know will support their pupils to increase their attainment, and ‘close the gap’. It is the responsibility of the head teacher in consultation with the Governing Body and other key staff to decide on how to spend the funding but schools will be held accountable to show impact of the interventions and resources funded by the grant.
Principles for supporting socially disadvantaged pupils
All members of staff and governors at Howard Primary accept responsibility for ‘socially disadvantaged’ pupils and are committed to meeting their pastoral, social and academic needs.
As with every child in our care, a child who is considered to be ‘socially disadvantaged’ is valued, respected and entitled to develop his/her full potential, irrespective of need.
In making provision for socially disadvantaged pupils, the Governors of Howard Primary recognise that not all pupils who receive Free School meals are socially disadvantaged.
The Governors also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. The Governors reserve the right to allocate the Pupil Premium funding to support any pupil or groups the school has legitimately identified as being socially disadvantaged.
In order to meet the above requirements, the Governing body of Howard Primary will ensure that provision is made which secures the teaching and learning opportunities that meet the needs of all pupils.
The Range of Provision Provided to PP Pupils:
- Facilitating pupils’ access to education
- Facilitating pupils’ access to the curriculum including any enrichment activities
- Additional teaching and learning opportunities
- Alternative support and intervention
Reporting
It will be the responsibility of the Head Teacher to include in their termly report to Governors a section on:
- The progress made towards closing the gap, by year group, for socially disadvantaged pupils
- An outline of the provision that was made during the term
- An evaluation of the cost of effectiveness, in terms of the progress made by the pupils receiving a particular provision.
The Governors of Howard Primary will ensure that there is an annual statement to the parents and carers (on the school website) outlining how the Pupil Premium funding has been used to address the issue of ‘closing the gap’, for socially disadvantaged pupils.
Success Criteria
The evaluation of this policy is based on how quickly the school can ‘close the gap’ between socially disadvantaged pupils and their peers. Targets will be identified and evaluated annually and included in the School Improvement Plan.
The success criteria for the Pupil Premium Policy are:
- Having an effective system for identifying, assessing and monitoring pupils.
- Early intervention and support for socially disadvantaged children where appropriate.
- The vast majority of socially disadvantaged children will meet their individual targets.
- That the progress of PP pupils is equal to non PP pupils at Howard school in all year groups
- That the attainment of all PP pupils is equal to non PP pupils at Howard school in all year groups.
- Effective home/school support
- The creation of a positive school atmosphere in which pupils’ differences are recognised and valued as full members of the school community; developing confident and independent learners.
Appeals
Any appeal in connection with the disposition of the pupil premium funding will be dealt with through the Governors’ appeals process.
For a full copy of our Pupil Premium Report which includes a statement of what Howard Primary Schools Pupil Premium was spent on in 2017-18 please click on the link below
Please click on the links below for more info
SEN INFORMATION REPORT –HOWARD PRIMARY SCHOOL OFFER
Support for your child at Howard Primary school
Our job is to help your child achieve the very best they can at school. You know your child best and you may feel that they need some additional help or support for some or all of their time at school.
This SEN Information Report is to inform you of the types of support available for your child at Howard Primary School. It will help you understand who can help and how this support can be accessed.
How do we achieve this:
We have an experienced team of staff who may be involved in supporting your child at Howard Primary. These include:
Your child’s teacher, who will always make sure that tasks set are appropriate and accessible for your child. They are available to you at the start and end of each day (Please make contact via the school office)
Teaching Assistants who support all pupils in class. We have several additional TAs who help support groups and individual children with their learning with a long term goal of developing independent learning skills.
The Inclusion Support Co-Ordinator – Mrs Pollington who co-ordinates the provision of SEN in the school.
One of the School Governors – Mrs Burrell-Walker who works with the Inclusion Support Teacher in leading SEN in the school.
Sometimes we commission Specialist Support to work with identified children with a particular focus e.g. Educational Psychologist, Speech and Language Therapist, Behaviour Support specialist, CAMHS (Child and Adolescent Mental Health Service) and Family Lives Parent Partnership Service.
We have in school access to fortnightly half day visits from CAMHS and the Speech and Language Therapy Service.
To ensure our staff have the appropriate skills and knowledge to support children with SEN – there is a programme of on-going training both in school and through external courses.
Recent training has included: Makaton, PIT (Partners in Talk), Supporting pupils working on “P” levels, Positive Behaviour Management and Boxall Profiling.
The school also seeks advice and guidance from local special schools to review, evaluate and develop provision for pupils who have the most complex needs.
We have staff with specialised expertise in:
- Training for pupils with ASD
- Emotional Literacy Support
- Counselling
- Drawing and Talking Therapy
Children with SEN have learning difficulties and/or physical disabilities which make it harder for them to learn than most children of the same age. They will need extra support or different help e.g. modified tasks, extra time or breaks in formal assessments.
Schools and other agencies can help most children overcome their difficulties quickly and easily. But a few children will need extra help for some or all of their time in school.
This means they may have difficulty with:
- Some or all of the work in school
- Reading, writing or mathematics
- Understanding information
- Expressing themselves
- Organizing themselves
- Sensory perception or physical mobility
- Managing their behaviour
- Making friends or relating to adults
Some pupils may need different access arrangements and adjustments for tests and examinations. This may include additional time, rest breaks or use of a scribe. The Inclusion Co-Ordinator will inform you about eligibility and applications for these arrangements.
At Howard Primary every effort is taken to ensure transition times are successfully managed. The Inclusion Co-Ordinator will attend the Primary to Secondary Transition meeting to discuss specific needs of your child and the nature and level of support which has had the most impact. In some cases additional visits to the new school are also arranged to re-assure pupils and parents.
Class teachers will assess your child to identify their strengths, needs and the extra help they require. If a child continues to have difficulty after an intervention or has a high level of difficulty when they join us, they may be considered to have special educational needs (SEN) and be placed on the SEN register. Parents will be consulted if this needs to happen. A SEN Support plan outlining targets and outcomes will be drawn up in consultation with parents the young person, class teacher and any other professionals who may be offering support/advice. This Support Plan will be reviewed regularly at a Review Meeting. You will also be informed about your child’s general progress and targets through the twice yearly Parent’s Evenings and the annual report which is given out at the end of the Summer term.
From September 2014 the government introduced a new category called “additional SEN support”, which will be a more simplified, rigorous approach that will focus the system on the impact of the support provided to that child, rather than how children access support according to the category they fit into.
If your child’s needs are complex or severe we may suggest that we ask the LA for extra support.
From September 2014, all children and young people from age 0 -25, who have significant special educational needs could undergo an Education Health and Care (EHC) Assessment. (unless their parents, carers or the young person opt out of the new system). This leads to an EHC Plan instead of a Statement of SEN. For children and young people who already have a Statement of SEN, the transfer of Statements into EHC Plans has been a gradual process.
If you would like to know what provision is in place for your child or if you have any concerns that your child has some additional needs please speak to your class teacher.
You are also very welcome to make an appointment with our Inclusion Support Co-Ordinator.
Appointments can be made through the school office (020 8688 4216)
Some children also need support at break/lunchtime and we are able to provide support for the small number of children who need different provision at these times.
Support can also be arranged for extra-curricular activities to ensure they are inclusive.
We have an accessibility plan in place to ensure that pupils with SEN and disability can take part in all aspects of school life. The schools accessibility plan is updated annually and can be viewed on the school website: www.howard.croydon.sch.uk
At Howard Primary the progress and attainment of all children is reviewed regularly by Senior Leaders Team at which time provision may be adjusted to meet identified needs.
As part of our support for all children in school we have regular opportunities to consult with support services and health agencies through a multi-agency approach which sometimes includes completing the Common Assessment Framework (CAF) to support the family as well as the pupil.
We will discuss the needs of the individual/family in school and plan together the best use of advice and support from other agencies.
Professionals who might attend this meeting include:
- Educational Psychologist who may give advice or complete an assessment for a few children
- Behaviour Support Professionals who give advice and support if required
- Family Support Worker who will support the family as required
- Outreach support from specialist schools
- Family Resilience Support (FRS) to support the family as part of the Early Intervention Support (CRISS) available through the LA.
Please click on the links provided below to view our Key stage 2 information
Key Stage 2 - 2014 Sats outcomes
For further details please click here to see our schools information on the DFE website
Further information can be found by visiting other pages under the OUR SCHOOL menu as listed on the right.
To view our school policies please click here
To view details of our school governors please click here
Parent View gives you the chance to tell Ofsted what you think about your child’s school. Click here to visit the site.