Pupil Premium

 

Background

 

The Pupil premium is additional funding which is allocated to schools based on the number of pupils who are or have been entitled to free school meals (FSM) at any point in the last six years (known as ‘Ever 6 FSM’).

 

The Pupil Premium was introduced to address inequality and barriers faced by children from disadvantaged backgrounds.

 

The pupil Premium also provides funding for children of service personnel and children who are or have been looked after.

 

The Pupil Premium was initially introduced in April 2011 when schools received an additional £488 for each pupil entitled to FSM. In April 2012 this was increased to £623. In April 2013 this was increased again to £900 and in 2014 it increased to £1300 for each ‘Ever 6 FSM’ pupil.

 

The Government are not dictating how schools should spend this money, but are clear that schools will need to employ the strategies that they know will support their pupils to increase their attainment, and ‘close the gap’. Schools will be accountable for closing the gap, and there is a planned reform to the school performance tables to include new measures that show the attainment of pupils who receive the pupil premium compare with their peers.

summary information

School

Rift House Primary School

Academic Year

 

2017/18

 

Total PP budget

 

£ 176880

 

Date of most recent PP Review

Spring Term

2017

Total number of pupils

 

219

 

Number of pupils eligible for PP

 

134

 

Date for next internal review of this strategy

Spring Term

2018

 

Validated attainment 

                              

%All school pupils attaining standard

%FSM cohort attaining standard

%Non-FSM cohort attaining standard

%National all attaining standard

% difference school FSM v National non-FSM

GLD (Rec)

 

 

 

 

 

2015

62%

35%

94%

66%

-31%

2016

70.4%

70%

70.6%

66%(2015)

+4%

 

 

 

 

 

+35%

Phonics(Y1)

 

 

 

 

 

2015

79%

60%

100%

77%

-17%

2016

82%

74%

89%

81%

-7%

 

 

 

 

 

+10%

 

% All school pupils attaining standard

%FSM cohort attaining standard

%Non-FSM cohort attaining standard

%National all attaining standard

% difference school FSM v National non-FSM

2016 KS1

 

 

 

 

 

(Reading, writing and maths)

 

 

 

 

 

Reading

70%

60%

83%

74%

-14%

Writing

67%

53%

83%

65%

-12%

Maths

70%

60%

83%

73%

-13%

 

 

 

 

 

 

 

% All school pupils attaining standard

%FSM cohort attaining standard

%Non-FSM cohort attaining standard

%National all attaining standard

% difference school FSM v National non-FSM

2016 KS2

 

 

 

 

 

(Reading, writing and maths)

50%

54%

44%

53%

+1%

Reading

50%

54%

44%

66%

-12%

Writing

77%

77%

78%

74%

+3%

Maths

82%

77%

89%

70%

+7%

SPAG

77%

85%

67%

72%

+13%

 

 Key Stage 2

 

Barriers to current attainment including external barriers

 At Rift House Primary School stakeholders have worked together in identifying all potential barriers to learning for Pupil Premium children:

 

  • Parental attitude – prioritising other things over education
  • Pupil low self esteem – not having what others have
  • Children as carers
  • Language deficit – no books at home, lack of high level conversation at home
  • Limited social and cultural experience
  • Mobility – unstable home life- lack of continuity in education
  • Social ambition from parents
  • What happened that morning (hunger, tired, clothes, lack of organisation)
  • Parents not able to support through their own lack of  subject knowledge
  • Negative view of school because of their own negative experiences, resulting in limited engagement
  • Lack of sensitivity from some adults in the education setting
  • Importance of attendance not recognised
  • Health – physical & mental – nutrition
  • Social & Emotional barriers – friendships, coping strategies, dealing with conflicts and relationships between all stakeholders
  • Lack of incentive & aspiration – lack of parent ‘respect’ for education as a whole “no need for schooling, my mam didn’t go and she’s ok” etc.
  • Homework – not in habit of bringing in homework and reading
  • Illness
  • Not prepared for school – no homework, PE kit, swimming kit etc.
  • Parents dependant on drugs & alcohol
  • Interest in curriculum
  • Unsafe & uncaring environment at home

 

School recognises that although quite often barriers to learning can be common for large numbers of children often these barriers can be unique to an individual child or family.  Therefore in overcoming these barriers to learning school adheres to adopt appropriate strategies based on individual need.

 

 

desired outcomes including planned expenditure 

 Key

Historic 

Ongoing

New Initiatives

Target Areas

Initiative and Purpose

Cost

Improve reading Standards

  • School ‘bookshop’ to provide access to reading material and encourage reading
  • Lexia across KS1 and KS2 and provision of specialist staff member to run program to ensure rapid catch up in reading skills
  • UPS1 Teacher CPD Reading Recovery
  • Support Staff CPD 1-1 Reading
  • Read Write Inc Phonics across Lower Phase 
  • CPD and in-class peer work to ensure staff provide quality first teaching in reading and writing
  • TA provision in every class to provide 1:1 reading for identified children
  • Implementation of whole school reading scheme to ensure consistency and develop independent reading
  • 'Talk Matters' LA Initiative-HT Steering group Lead 
  • DHT Speaking and Listening whole school assessment implementation
  • Membership to North East Literacy Campaign (NELC)
  • Develop reading areas in all classrooms
  • Dedicated Library area with trained librarians
  • Reward systems for reading
  • New approach for the teaching of reading across the whole school (books sourced to interest disadvantaged pupil premium boys)
  • Curriculum enrichment opportunities (educational visits external expertise)
  • Parent Workshops

£43883

Attendance/Inclusion

  • Social Inclusion Officer to provide support for attendance, parents and families and intervention for social skills
  • Attendance rewards to encourage all pupils to attend (based on individual approach)
  • Family Support Plans
  • Introduction of Nurture and Support Base (Branch)
  • SLT Attendance Team analysis 
  • CPD
  • Reintroduction of Primary Movement

£18000

Ready to learn

  • Provide support for health and nutrition through subsidised daily fruit for all of KS2
  • Free breakfast  club places for identified children to improve attendance, punctuality and a healthy start
  • Extended TA hours to provide nurture support, including break times
  • School environment-increase in net capacity = reduction in pupil to teacher ratio
  • Specialist TA provision to provide specialised support and learning opportunities (reading recovery, precision teaching, PECS, success ant arrhythmic, first class at number and reading solutions) and learning opportunities
  • Improved system of vunrable tracking (CPOMS) - implementation and CPD
  • SEMH Audit
  • Mindfullness scheme of work and CPD
  • 'Active schools' - Commitment to the new Active Schools/Tees Vally Sports Inititive to support Mental Health and Wellbeing Outcomes
  • Enhanced psychology provision and service
  • Enhanced speech and language and service
  • Implementation of 2 year old provision
  • Introduction of - Language Lab to support early language development
  • Improve Lower Phase environment and capacity of staff to allow a more fluid approach
  • Provide parental support through in school nurture program
  • Environment redesign and commitment to building work (new Extension)/Nursey/2 Year old provision
  • Poverty Proofing Champion
  • Head Teacher Drop-in/open door policy

£61600

Higher attainment

  • Revision of school assessment to allow for easier identification of higher attaining groups 
  • Wave 2 and 3 intervention to support more able children
  • Low pupil staff ratios to ensure more able provision in place in each class
  • Dedicated CPD
  • Commitment to partnership working with other schools to share best practice (SPP)
  • Investment in appropriate technologies

£17800

Enrichment opportunities

  • Continue to embed and finance the ‘Senses’ curriculum; providing children with ‘real life’ first hand experiences
  • Subsidised and finance educational visits to ensure pupils have wider experiences
  • Provision of technology to ensure pupils access and have knowledge of current IT
  • Investment in external music expertise

£10000

Ready to Teach

  • Embedding Excellence in the Classroom (CPD)
  • Focussed CPD for support staff; Precision Teaching, 1st class @ Number
  • Revision of transition procedure across all year groups (two week transition)
  • Widening learning opportunities; opportunities for wider contribution
  • Increased capacity and opportunity for peer to peer support

£15000

Extended learning opportunities

  • Subsidise residential visits to provide wider learning experiences
  • Increase a wide range of After School Clubs and holiday clubs  to ensure pupils learning continues beyond the normal school day
  • Investment in STEM to promote aspiration
  • Revision of curriculum and increased opportunity for product based approach to learning 
  • Outdoor learning opportunity (Forest School CPD) and Development of outdoor environment

£7500

Poverty proof learning

  • Ensure pupils have necessary equipment to fully access all learning opportunities
  • Provide uniform
  • Provide family support, where needed, in relation to poverty 

£3097

 

 

 

 

TOTAL

 £176880

 

 

measuring impact

 Rift house primary school uses 'Transforming Tees commission' a 'Higher Achievement' review audit tool to assess the schools current provision for disadvantaged pupils.  The review focuses on seven key drivers.  As part of the review process school evaluates as to what extent the statements match the review statements. LINK

 

Historic data

During the Spring of 2017, Rift House were selected by The Transforming Tees Commission to form part of a regional case study of ongoing best practise. The school was selected on the basis of its ability to reduce the attainment gap and secure high achievement for all. The sharing of this practice can be found here on the tackling disadvantage section of the Transforming Tees Website.

 

Impact

2015

 

% pupils achieving Level 4 or above in Reading

% pupils achieving Level 4 or above in Writing

% pupils achieving Level 4 or above in Maths

% pupils achieving Level 4 or above in Reading, Writing and Maths

Rift House FSM

76*

100*

100*

76*

National FSM 

83

79

80

70

Difference

-7

+21

+20

+6

 

impact

Value added for FSM children was 100.8 in school.  National value added was at 99.8.  Therefore, school is 1.0 higher than the National.  The comparison between school and National Value Added in maths showed a significant, positive difference.  School was 2.1 above national in this area.   Average point score in all national curriculum core subjects at the end of KS1 was 15.0.  National Average Point score for NFSM children was 14.8.  Therefore, school performance was 0.2 points higher than all other schools nationally.

 

 

2014

 

% pupils achieving Level 4 or above in Reading

% pupils achieving Level 4 or above in Writing

% pupils achieving Level 4 or above in Maths

% pupils achieving Level 4 or above in Reading, Writing and Maths

Rift House FSM

73*

73*

91*

73*

National FSM

78

74

77

64

Difference

-6

-1

+14

+9

impact

100% of FSM pupils who attended Rift House Primary School from Y2 to Y6 achieved level 4+ in all areas. The small number of FSM pupils who did not attain level 4+ joined Rift House mid to late KS2 and were already significantly below age related expectations – these children did make rapid progress. Therefore we are confident that our use of Pupil Premium allocation is having a positive impact on performance and is effectively closing the gap in attainment.

 

2013 

 

% pupils achieving Level 4 or above in Reading

% pupils achieving Level 4 or above in Writing

% pupils achieving Level 4 or above in Maths

% pupils achieving Level 4 or above in Reading, Writing and Maths

Rift House FSM

84

89

89

79

National FSM

78

74

77

64

Difference

+6

+15

+12

+15

 

impact

In 2013 pupils in receipt of FSM ever6 at Rift House Primary School performed above the National average level for FSM in all areas. Therefore we are confident that our use of the Pupil Premium allocation is effectively closing the gap.