Pupil Premium Strategy Statement

Pupil Premium Strategy

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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 dependent 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.

 

Historic desired outcomes including planned expenditure  

 Key

Historic 

Ongoing

New Initiatives

 

Target Areas

Initiative and Purpose

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

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
  • Development of new family centre - £14200

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 vulnerable tracking (CPOMS) - implementation and CPD
  • SEMH Audit
  • Mindfullness scheme of work and CPD
  • 'Active schools' - Commitment to the new Active Schools/Tees Valley Sports Initiative 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

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

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

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

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

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 

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. 

 

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. 

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