Pupil Premium Plus Guidance

IT equipment, including laptops and tablets, may be purchased using PP+ so long as need is identified and recorded within the PEP.

• The maximum PP+ available to purchase a laptop or tablet and accessories is £500 (at KS3&4) or £250 (at KS1&2); if a device is required in upper KS2, consideration should be made as to which device would best support through into secondary education.

• Software, including Microsoft Office packages, may also be purchased using PP+ except for specific packages detailed in EHCPs as these should be provided through SEND funding.

• Appropriate safeguarding, licensing and maintenance should be undertaken in line with school policy.

• Any equipment purchased using PP+ is the property of the child and therefore should transfer with them in the case of school or placement moves; IT safeguarding packages should be removed ahead of planned transitions away from the education setting.

• It is recognised that IT equipment does become out-dated over time, however it is expected that PP+ should not be used to replace equipment more frequently than every 3 years.

When commissioning tuition funded through the pupil premium plus grant, schools and other education providers are expected to follow appropriate quality assurance and due diligence processes. This includes ensuring value for money.

Unless there are mitigating circumstances which have been agreed with the Virtual School, the maximum hourly tuition rate which will be awarded will be £50. 

• PP+ may not be used to fund any trips which form part of the pupil’s core education offer Charging for school activities (publishing.service.gov.uk). This includes education provided outside school hours if it is part of the national curriculum, part of a syllabus for a prescribed public examination, or part of religious education.
• Voluntary contributions may be requested; the carer’s allowance enables such contributions. Where an individual carer’s personal circumstances prohibit this, they should be treated as any other parent on a limited income in line with school policy.

• Schools can charge for board and lodging for a pupil on a residential visit, and it is recognised that this cost may be a barrier for some Children in Care. Therefore, PP+ may fund up to 50% of a residential trip with the remaining 50% being made up of contributions from social care, carers, school, or another funding stream.

We understand the value of extracurricular and enrichment activities for children and young people. PP+ grant can only be used to fund evidence-based activities which lead to improved educational outcomes. Funding will not be continued if there is no, or limited, positive impact on educational outcomes.

• Foster carers are expected to encourage extra-curricular activities; weekly allowances include funding for additional activities such as swimming, scouts, beavers, tennis, football, dancing etc. Where the allowance is insufficient to cover the costs of a child’s enrichment or extra-curricular this should be referred to the child’s social worker who is able to seek funding through the social care panel.

• There is some evidence to suggest cultural capital positively impacts on educational outcomes. Funding will be authorised for interventions or experiences which build cultural capital and therefore support access to the curriculum. (eg. 1:1 pre-teaching on political or historical contexts ahead of studying specific texts in English).

• There is some evidence to suggest a link between arts education and overall educational attainment. Where engagement in the arts is being used to boost academic achievement, schools should carefully monitor whether this aim is being achieved. It must be clear within the desirable outcomes what the need or gap is and how it is being addressed, measured and evaluated. EEF: Arts Participation

• Physical activity has important benefits in terms of health, wellbeing, and physical development. Participation in sports does not straightforwardly transfer to academic learning although it is recognised that involvement in extra-curricular sporting activities may increase attendance and retention. It must be clear within the desirable outcomes what the need or gap is and how it is being addressed, measured and evaluated. EEF: Physical Activity Participation

• PP+ may be used to fund activities or awards that contribute to an aspirational career pathway or an accreditation (eg Artsmark, AQA awards, music grades etc).

• If there is concern that a child in care is not making adequate progress, this should be discussed with the school’s Special Educational Needs Coordinator (SENCo). In the first instance, schools should put in place evidence-based support and interventions matched to the child’s area of need; these should be regularly reviewed.
• In line with the Code of Practice, where a child continues to make less than expected progress, schools should consider involving appropriate specialists, (for example SALT, OT, EP) who may be able to identify effective strategies, equipment, programmes or other interventions to enable the child to make progress towards the desired learning and development outcomes. This should typically be accessed through the same pathways as all other children.

• Where there are barriers in accessing specialist support which will further impact the progress of the child, or specialist support is not universally available for all children, PP+ funding may be requested through the PEP. The impact on educational engagement and achievement will be the primary consideration of the Virtual School when approving requests for this.

• Whilst we recognise the positive intention of wanting to implement therapy, it should not be put in place without prior consultation and agreement, of the child or young person’s social worker. This is because children in care have experienced significant adversity and trauma in their early lives and exploration of this needs to be considered by professionals/experts in this field. Concerns should be shared with the child’s social worker, who will consult with other professionals, and where appropriate will lead on sourcing and funding an appropriate intervention.
• Funding can be used for activities to develop social-emotional skills such as self-regulation, relationship and communication skills, and decision-making which are not universally available and are not considered therapy (eg. Nurture group activities, Circle of friends, ELSA, Lego Therapy, Social Stories work, individual mentoring and coaching). It must be clear within the desirable outcomes what the need or gap is and how it is being addressed, measured and evaluated. Funding will not be continued if there is no, or limited, positive impact on educational outcomes.

• Funding can be used to purchase screening tools and other resources to support social, emotional and mental health development. It must be clear within the desirable outcomes what the need or gap is and how the resources will be used to address, measure and evaluate the need or gap.

All children are entitled to full time education provision. Pupil premium plus should not be used to replace this entitlement or fund alternative provision during the school day.

It is recognised that children in care may have limited lived experiences of careers and the wider world of work; this may limit aspirations.

• PP+ may be used to fund additional, bespoke careers advice and guidance appropriate to the age and stage of the child. It may be used to support access to exposure to the world of work and work experience opportunities as well as interventions supporting the development of employability including CV writing and interview preparation.

• PP+ may be used to facilitate access to Further Education and University open days and workshops.

• The PP+ grant must be used to promote educational outcomes for children in care. It cannot be used to fund childcare.
• Where there is a clear educational outcome, the PP+ grant may be used to fund educational activities out of term-time. It must be clear within the desirable outcomes what the need or gap is and how it is being addressed, measured and evaluated.