Pupil Premium

• Print
• Email

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. 

Our Vision

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. 

Our Strategy 

• 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.

Strategy reviewed July 18-next review Sept 18

Previous Years' Summaries

 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?·

Whole group:

Attainment:

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

Riverside and National Progress scores for groups to follow/National standards to follow

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.

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)

Academic Year 2015/16

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.