Milford Infants' School is a large school for 4-7 year olds, located on the edge of the large market town of Yeovil in Somerset.
Our pupil base is in quintile 4 (more deprived) of all schools* and we have had a larger than average increase in the percentage of disadvantaged pupils since 2017. (*Ofsted Inspection Data Summary Report 2018-2019)
We currently have 101 children eligible for Pupil Premium funding, which is 38% of our school. (March 2021)
BARRIERS TO LEARNING
The barriers and challenges disadvantaged pupils face at Milford Infants’ are complex and varied, there is no single difficulty faced by all. Some of the barriers that can exist may be
*Attendance – For a small number of children attendance can be a barrier to learning. This is particularly the case for those children who are regularly late and so miss the teacher led input first thing in the morning.
*Economic deprivation – Family’s economic circumstances can mean that children do not have the same life opportunities as others, often leading very sheltered, localised lifestyles. They are often not well supported by parents at home. Parents may not have high aspirations and are not always able to provide equipment and uniform that their child needs.
*Extra-curricular experiences – A number of our pupil premium children were not accessing additional activities and extra curricula clubs. These are clubs that build team work, independence, social and physical skills. They are also places where the children become members and develop the feelings of belonging and being valued.
*Speech and Language – We are finding increasing numbers of children join our Reception classes with delayed speech and language and vocabulary skills. These skills form the basis of the children’s ability to learn, communicate and thrive in the school environment. These are the key skills children require in order to learn to read, make friendships and becoming life-long learners.
*Well-being and mental health – There are a growing number of children in our school for whom social and emotional needs are a barrier to learning. These children may have suffered an adverse childhood experience or have a diagnosed need. We are also seeing an increase in parents and families who require support with their well-being.
*Remote learning – Pupil Premium children who were considered vulnerable during the two Covid19 lockdown periods were invited to attend school. Not all parents took up the offer of a place. These vulnerable children were offered paper home learning packs to support parents. Vulnerable children were also prioritised for the loan of devices. Some children did not access any remote learning and did not take up an offer of a school place.
Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.
At the end of each year, we use the EEF toolkit, individual pupils' achievement data, intervention results and teachers' commentary to measure and report on the impact of Pupil Premium spending. This can be seen below in our 'impact reports'.