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 Head of School 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, (2018-2019) We have 16 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 will publish our strategy for the new year here.We research the most successful strategies to enable our children to narrow their gaps (using the Sutton Trust EEF toolkit amongst others) and we make provision for accelerating progress.
|Whole School training and provision to support aspects of emotional wellbeing.||Metacognition/Self efficacy training (based on research evidence from EEF that evidences high impact on learning) Planned staff training for Autumn/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 STARMAT 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' achievement.||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 JNovember 2018--next review April 19
Previous Year's Summary
Academic Year 2017/2018
Amount received: Financial year 2017/2018-amount received: £35,338
Our Disadvantaged group represented 4.2% of our school population and 28% of the group were on our SEND 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. (£710)
- 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. (£1,634)
- We deployed additional staffing into Years 2,3,4 to support all children’s progress and attainment and to give opportunities for highly focussed groups to be effective in phonics and maths. (£10,118)
- We continued to develop our metacognition and MITA (Maximising the Impact of Teaching Assistants) work through CPD days and focus groups. Children and staff could use these strategies effectively to discuss their learning and their most appropriate strategies .e.g. tackling word problems in Maths (£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. (£4,766)
HOW SUCCESSFUL WERE WE AT NARROWING THE GAPS?·
Reading: 50% attained age related expectations
Writing: 44% attained age related expectations
Maths: 50% attained age related expectations
In year progress:
Reading: 44% made expected or better progress
Writing: 78% made expected or better progress
Maths: 83% made expected or better progress
Reportable groups at end of Phase (EYFS/END KEY STAGE 1/End key stage 2)
- EYFS- all disadvantaged children achieved a “good level of development”
- Y1/2 Phonics: -all disadvantaged achieved the required standard for the phonics screening
- Y2-Where slower progress occurred and where age related expectations were not attained at the end of KS1, this is carefully mapped and provision planned for accelerated progress into KS2.
- Year 6-3 children – 1/3 attained the expected standard in all 3 aspects.
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.