Our Use of the Pupil Premium
Our Vision and Strategy
Since 2012 , there has been a requirement for schools to report on their use of the Pupil Premium. This is a sum of money allocated per pupil who: is Looked After (foster care), has been previously adopted from care, is in a forces family or has been eligible for Free School Meals within the last 6 years (‘Ever 6’).
If you think your family may be entitled to Pupil Premium, please download the form here and return this to the main office.
Achievement for ALL children:
- We have high expectations for all pupils
- We ensure that teaching and learning opportunities meet the needs of all pupils.
- We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of disadvantaged pupils are adequately assessed and addressed.
We aim high, we find out what can every child achieve and how we can enable that.
- We make sure our provision is right for all pupils. We track this carefully.
- We make sure that we identify any children that are underperforming quickly and that we know how to address this.
- We have 2 Pupil Premium Champions- our Deputy Head and a Governor in our school.
- We make sure that any interventions we run are found to be successful through research based evidence.
- We track the progress and attainment for all our pupils carefully through data , progress meetings, talking to staff, children and parents.
- We make sure all our partners understand our strategy-we talk to our Governors, staff, children and parents and check we are understanding all children’s needs in a variety of ways.
- We share our information with all stake holders.
- We make sure our spending is tracked and that our actions provide value for money.
- We make sure all staff know how to track and use information about their children to support their planning and provide the best learning opportunities for all.
- We make sure our curriculum is creative and flexible and children have some ownership of their learning.
- We work with other schools and county wide projects to make sure we know about best practice and the most effective strategies.
- We review our practice and adapt and refine our strategy to constantly strive for achievement for all children.
- We keep up to date by attending network meetings and reading research.
- We value all staff and their roles at our school and we provide training for interventions and focus support for all.
This academic year, (2017-2018) We have 18 disadvantaged pupils. We ask the staff, children and parents about our children and what would make the difference to their learning, as well as using our assessments and data analysis to ensure we have the right provision for maximising progress for all children. We found that some children were making slower progress in Maths due to weaker calculation skills and using fractions/decimals, and some children have social and emotional barriers to learning which impact on focus, attention and understanding. We researched the most successful strategies to enable our children to narrow their gaps (using the Sutton Trust EEF toolkit amongst others) and we have made provision for accelerating progress in the following ways: This is how we plan to support our disadvantaged children in the academic year 2017-2018:
|Learning Mentor sessions to support emotional wellbeing||Metacognition/Self efficacy training (based on research evidence from EEF that evidences high impact on learning) Planned staff training for Spring 18 to embed metacognition into maths learning||
Enabling our children to benefit from residential opportunities and school trips as well as wider curriculum opportunities.
|Running Interventions- inference, narrative therapy, lego, weekly café, First class in number, reading intervention and checking these are being effective by tracking progress before and after the interventions.|
|Professional training to support all children’s needs from our Educational Psychologist and Local Authority partnerships||Making sure our assessements are accurate and used in planning to close the gaps and linking up with schools in our STAR Alliance to moderate our children's work.||Making sure there are trained staff to support learning needs in the right places in our school and making sure the right groups and resources are available.||Tracking our progress by talking to children, staff, parents and analysing our data for trends and gaps.|
|Making sure all parents know how to access their entitlement to Pupil Premium||All feedback is to be meaningful, manageable and motivating- EEF evidence shows this will have high impact on our learners' achievment.||Making sure transitions are supported for all pupils into their next class and all information is shared||Keeping track of and making sure we are spending our money on the right things to make a difference.|
Strategy reviewed March 2018-next review May 2018
Previous Years' Summaries
Academic Year 2016/2017
Amount received: Financial year 2016/2017-amount received: £35,388
Our Disadvantaged group represented 5.1% of our school population and 39% of the group were on our SEN register.
These small numbers of Disadvantaged children vary year on year so are therefore tracked on a highly individual basis throughout the school and their curriculum and provision is tailored to meet needs according to their barriers to learning.
Our strategies and vision embrace “Achievement for ALL children" at Riverside and encompasses Quality First teaching and the highest expectations for all our pupils.
- We ran highly focus daily/weekly small groups for reading, writing and maths as well as extra phonics for those who need this. We used pre-teaching for some aspects of the curriculum as well as sending home support ideas. (£4.212)
- We offered lots of wider curriculum opportunities such as residential visits, school educational visits and out of school clubs. These motivated the children, built friendships and followed the children’s interests. (£554)
- We deployed additional staffing into EYFS and Year 1 to support all children’s progress and attainment and to give opportunities for highly focus groups to be effective in phonics and maths. (£14,917)
- Through focussed Professional Development Opportunities for all staff, and using research based strategies (EEF Toolkit) the staff team worked on maximising the deployment and developing the roles of our teaching teams to provide quality interactions as well as further developing skills to support children’s independence when learning. ( £150)
- We introduced a whole school strategy involving metacognitive techniques to enable children to identify how they learn, and how to develop their strategies if they are stuck or need support. Evidence in books and on learning walls show that children are more confident in explain their thinking, asking for help when stuck as well as developing their coaching skills by supporting other children’s learning, both within their peer groups as well as with cross phase groups. helping others.(£150)
- We provided specific interventions which are known to be effective through research and we equipped out staff to be skilled and qualified. We offered Reading Intervention, First Class @ Number, Narrative Therapy and Inference sessions, as well as sessions to support social and emotional barriers to learning. We tracked the impact of these using the intervention tracking tools and these have been highly successful with children making rapid progress, for example “substantial impact” in Reading Intervention and narrowing the gap in comprehension through successful Inference Interventions. (£925)
How successful were we at narrowing the gaps?·
Whole group attainment
61% of our group attained age related expectations in Reading
35% of our group attained age related expectations in Writing
57% of our group attained age related expectations in Maths
17% (4) of our group attained higher than age related expectations in Reading
9% (2) of our group attained higher than age related expectations in Writing.
4% (1) of our group attained higher than age related expectations in Maths.
Whole group progress
74% of our group made expected progress in Reading -This represents a 48% increase from last year.
58% of our group made expected progress in Writing- This represents a 23% increase from last year.
68% of our group made expected progress in Maths- This represents a 20% increase from last year.
We narrowed the gap rapid progress for 21% (5 pupils) of the group in Reading
We narrowed the gap with rapid progress for 16% (6 pupils) of the group in Writing
We narrowed the gap with rapid progress for 26% (7 pupils) of the group in Maths
11% (2 pupils) of our group are within 1 step of age related expectations in Reading.
37% (9 pupils) of our group are within 1 step of age related expectations in Writing
11% (2 pupils) of our group are within 1 step of age related expectations in Maths
End of EYFS: (3 children.)
-All areas (apart from 1 area for 1 child) had attainment at age related expectations or better.
· 67% (2/3 children) attained GLD at the end of reception.
-All children made at least expected or rapid progress in all areas from on entry.
This would indicate that provision is effective in enabling progress and good attainment
End Key Stage 1: (3 children)
-All made at least expected in year progress and from their EYFS outcomes.
-Attainment-67% ( 2 children) attained at least EXS for Reading and Maths, with 33% (1 child) attaining EXS for Writing.
-1 child attained GDS for all three core subjects.
This would indicate that provision is effective in enabling progress and good attainment
End Key Stage 2: (7 children-2 SEND)
Reading- 29% (2 children) attained EXS. 4/7 children made at least expected progress in year to narrow the gap to ARE. Progress score –5.5
Writing-57% (4 children) attained EXS with 1 child attaining GDS. 5 children made at least expected progress in year with 3 children making rapid progress across the year to narrow the gap to ARE. Progress score –4.6
Maths-57% (4 children) attained EXS. 6 children made at least expected progress in year, with 3 children making rapid progress across the year to narrow the gap to ARE. Progress score –6.3
29% (2 children) attained the expected standard in R/W/M
Academic Year 2015/16
Early Years Pupil Premium end 2016. ( 3 children)
Our EYFS pupils were supported with the Early Years Pupil Premium allocation with carefully planned focus activities, dedicated speech and language support as well as some specific resources to support speaking and listening.
This had a positive impact on attainment and progress for all Early Year Pupil Premium children as they attained age related expectations in 88% of the areas of learning, including rapid progress in language and communication areas of learning. Progress has been good for the children with 100% of the N2 children making at least expected progress. 47% of all areas of learning have N2 children making rapid progress from their starting points. Children making slower progress have individual planning around their learning needs and are tracked carefully to enable accelerated progress to close the gap.
KS1/KS2 Pupil Premium end 2016 (24 pupils)
Amount received: £38520
Our Pupil Premium children represented 5.7% of our school population and 38% of the Pupil Premium group were on our SEN register. We researched the most successful strategies to enable our children to close the gap (using the Sutton Trust EEF toolkit amongst others) and through tracking our pupils’ progress and attainment, as well as talking to staff, parents and children about their learning journeys, we made provision for accelerating progress in the following ways:
How successful were we at closing the gaps using the above strategies?
EY Pupil Premium: (3 children)
· All areas (apart from 2 areas for 1 child) had attainment at age related expectations or better.
· 67%(2 children) made expected or rapid progress in all areas from on entry.
· This would indicate that provision is effective in enabling good progress and good attainment.
R-Y6 Pupil Premium-(24 children) 5.7% of school- 38% of our pupil premium are on our SEND register.
Attainment – 38% of our Pupil Premium group attained age related expectations in Reading
29% of our Pupil Premium group attained age related expectations in Writing
33%of our Pupil Premium group attained age related expectations in Maths
17% of our group attained higher than age related expectations in Reading
8% of our group attained higher than age related expectations in Writing and Maths
20% (5 pupils) of our group are within 1 step of age related expectations in Reading, Writing and Maths
Progress- 46% of our Pupil Premium group made expected progress in Reading
50% of our Pupil Premium group made expected progress in Writing
54% of our Pupil Premium group made expected progress in Maths
We closed the gap with rapid progress for 17% (4 pupils) of the group in Reading
We closed the gap with rapid progress for 13% (3 pupils) of the group in Writing
We closed the gap with rapid progress for 13% (3 pupils) of the group in Maths
Year 2 (8 children)
·1 boy (also SEN) made rapid progress in reading– due to highly successful reading intervention. This impacted positively on his writing and spelling progress.
·Closing the gap: Reading: 75% (6 children) at ARE or within 1 step Writing: 63%(5 children) at ARE or within 1 step Maths: 63% (5 children) at ARE or within 1 step
Attainment and progress: 50% (2 children) at expected standard or more for reading and writing, 25% (1 child) at expected standard or more for maths-100% made expected or better progress in Maths, 50% made expected or better progress in reading and maths
Year 6 (5 children)
Year 6: -(5 children=(9% of cohort) 2g 3b –2 boys SEN register.
Attainment and progress:40% (2 children) at expected standard for Reading, 40% (2 children) at expected standard for Writing and 80% (4 children) at expected standard for Maths and 40% (2children) of group achieved expected standard in R/W/M/ combined.60% (3 children ) made expected progress over year in all areas.Our average progress scores were very positive for our Pupil Premium group in Reading and Writing and represents positive impact of our PP allocations and provision. Reading progress score +1.14 ( school +1.3) Writing -2.81 (school -2.2) Maths +2.15 (school +0.1)
Academic Year 2014-2015
|Number of pupils/pupil premium type: 2015-2016||Provision implemented yr 2015-2016:||Progress indicators yr 2014-2015:|
22 ‘Ever 6’ pupils:
Total funding - £28,600
5 adopted from care pupils:
Total funding - £9500
(3 LAC arrived Oct 14)
Total Pupil Premium - £38,100
(pupils distributed evenly, but in small numbers (3-4 per year group) across all year groups – Nursery to Year 6)
Riverside School makes use of the sum of money through Pupil Premium in other ways too, just a few of these are:
- Maintaining a large team of Teaching Assistants and developing their skills and expertise through routes to further qualifications
- Ensuring all staff are effectively trained and know how to deliver appropriate interventions to help pupils
- Provision of a wide range of extra-curricular activities
- Designing the curriculum to prepare our children for their needs for next stages of their lives, including transitions between classes/key stages and settings.
- Supporting our learning mentor posts – we have two full-time learning mentors who, amongst other things:
- Challenge absence/lateness
- Work with pastoral and behaviour issues
- Support pupils on the dyslexia spectrum
- Run specialist interventions to support Social and emotional barriers to learning such as emotional literacy, narrative therapy, anger management, nurture groups
- Link home and school learning through effective comminication.