A Pupil Premium Review looks at how a school is spending its Pupil Premium funding.
As a reviewer, system leaders will work with you to improve your school’s Pupil Premium strategy so that funding is spent on approaches shown to be effective in improving the achievement of disadvantaged pupils.
They will carry out a focused review of your school’s current provision and work with you to put in place an improved strategy, including planned spend, on specific evidence-based approaches.
Reviewers have a track record in making a difference with disadvantaged pupils. These system leaders are responsible for the delivery of an effective review they will usually hold an initial discussion with the Headteacher of the commissioning school.
Beyond this, reviewers may deploy other members of their leadership team with expertise in this area, including Middle Leaders and SLEs, to lead aspects of the review.
Meet our Pupil Premium Reviewers:
Headteacher of Foxfields Academy
James has been Headteacher of Ambergate Sports College, an Outstanding Specialist school for pupils from Primary through to Secondary, for the last 5 years and has just moved to open a new free school for SEMH pupils (Foxfields Academy). Discovering a passion to work with pupils who have additional needs, James feels very strongly about providing a balanced education for all, regardless of ability.
Director of Governance and Operations at C.I.T Academies
With a proven track record in leading schools through to Good or Outstanding Ofsted Inspections, Daran is dedicated to special educational needs. He is a National Leader of Education, and supports and improves outcomes for pupils within special school settings.
Executive Head of Denton Primary School and Harlaxton CE Primary School
Sheridan works closely and collaboratively with a number of rural and urban primary schools whose core function is to develop secure moderation within each year group, robust peer to peer review, a framework of middle and senior leader networks, joint CPD and a shared ethos which promotes high expectations for the progress of every child.