Pupil Premium

   

Our Objectives in spending the Pupil Premium Grant:.

  • To remove barriers to learning.
  • To accelerate pupil progress and raise attainment
  • To support social and emotional development that enables  children to learn.
  • To broaden experiences and widen opportunities for children.

Strategy for using the funding

Increasing the rate of progress and overall achievement for targeted children through:

  • Focus on learning in the curriculum.
  • Focus on social, emotional and behaviour.
  • Focus on enrichment beyond the curriculum.
  • Focus  on families.

Impact

Our school self-evaluation to date shows that the additional support, opportunities, intervention strategies put in place through the Pupil a positive impact upon children's emotional, social and behavoural development. This aspect of our whole school self-evaluation will continue in order to judge the effectiveness and value for money of initiatives put in place through the Pupil Premium.

Pupil Premium Projected Expenditure 2017-2018

Pupil Premium Grant Report 2016-2017

   

The pupil premium is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers.

Schools are free to spend the Pupil Premium as they see fit. However we will be held accountable for how we have used the additioal funding.

 Headteachers and school governing bodies are accountable for the impact of pupil premium funding in the following ways:

  • performance tables, which show the performance of disadvantaged pupils compared with their peers
  • requiring schools to publish details online each year of how they are using the pupil premium and the impact it is having on pupil achievement
  • the Ofsted inspection framework, where inspectors focus on the attainment of pupil groups, and in particular those who attract the pupil premium.

 

 

                 

Ridgeway Primary School and Nursery

Pupil Premium Grant Report

Projected Expenditure: 2017/18

 

 

  1. 1.   Summary Information

Academic   Year

2017

Total   Number of Pupils Eligible for Pupil Premium

50

 

Total   Pupil Premium Budget

£72,380

Total   Number of Pupils

665

Number of Pupils   eligible for PPG

39

Total   Projected Expenditure

£97,607

 

 

 

Number of Pupils   eligible for PPG+

11

Date   for next internal review of this strategy

Jan 2018

  

  1. 2.     Our   Strategy for supporting pupils who receive the Pupil Premium Grant

 

At Ridgeway, we believe that all children have the right to succeed, to feel valued and to develop the skills and   attributes to be life-long learners. Our approach starts with the unique   child, and centres on individual needs and next steps to ensure progress both   academically, and beyond the curriculum. Investing in children’s emotional well-being and developing the skills they need for the future are just as significant as ensuring academic success.

 

At   Ridgeway the needs of pupils eligible for Pupil Premium vary greatly across the school, with individuals requiring very different programmes of support. Pupils eligible for Pupil Premium include previously looked after children, a looked after child, pupils with SEND, those who are vulnerable, and pupils who are high ability. Ensuring a creative, rich and varied approach to enhancing disadvantaged pupils’ learning and development is essential to ensuring individual needs are met.

 

We aim to ensure we spend our Pupil Premium Grant on things that are effective in making a positive difference to our disadvantaged children, helping to combat their barriers to learning and   close any gaps in achievement. Furthermore, we aim to enrich the lives of our  most vulnerable pupils, offering wider learning and development opportunities, and enhancing well-being and sense of self.

Objectives in spending PPG:

      
  • To remove barriers to learning for disadvantaged children
  •   
  • To support social and emotional development enabling disadvantaged children to learn effectively
  •   
  • To provide quality-first teaching, including high quality, immediate feedback and enhanced levels of support
  •   
  • To accelerate pupil  progress and raise attainment
  •   
  • To broaden experiences and widen opportunities for children
  •   
  • To develop the  'whole-child’ by providing an enriched, holistic curriculum
  •   
  • To enrich  relationships with families to effectively support children

 

 

 

Strategy for using the funding

 

We are dedicated to increasing the rate of progress and overall achievement for targeted children through four key areas:

 

  •   Focus on learning in the curriculum – strategies that support pupils to learn more effectively
  •   Focus on social, emotional and behavioural needs – strategies that remove social and emotional barriers to learning; develop pupils’ well-being and self-esteem   so that they learn more effectively in the classroom; empower pupils the   strategies they need to be successful
  •   Focus on   enrichment beyond the curriculum – strategies that enhance the opportunities for disadvantaged pupils; widen pupils experiences; offer opportunities for leadership and success; develop life-long learning skills
  •   Focus on   families – strategies to enhance parental relationships in order to better support pupils; develop parenting skills; give parents better skills to support their children’s learning and development.

 

Measuring the Impact of PPG spending:

We regularly measure the impact or effect of our Pupil Premium strategies and initiatives using a range of methods including:

      
  • analysis of achievement data (pupil progress and the standards they attain) to see if we are successfully closing any gaps;
  •   
  • specifically tracking their  progress in the intervention programmes they are on, and other support they and their families receive, to see if they are working using our  whole school provision map and pupil progress meetings, leading to an in-depth discussion and guidance from the Headship Team, SENCO and team  leaders on how best to help each individual pupil as well as groups of pupils;
  •   
  • dedicated, solution-focused  “narrowing the gap” progress meetings in which all disadvantaged  hildren (including higher ability PP children and those identified as ‘school vulnerable’) are discussed in detail with member of the Headship Team, gaps in learning are identified, specific short-term targets are  set as well as agreed strategies to ensure the identified need is met quickly. The effectiveness of strategies to overcome their barriers to learning are constantly monitored and evaluated, through conversations with teachers, Headship Team monitoring of pupils and analysis of learning achievements;
  •   
  • observation of in-class support, intervention programmes and other provision, such as Forest School, to ensure they are being     delivered well and are targeted on the children who will benefit most from them to maximise their effectiveness and impact;  
  • directly comparing the quality of work and progress in their books to that of the other children in the class;  
  • feedback from internal nurture provision staff in The Learning Zone as to the progress pupils are  making socially and emotionally;  
  • feedback from the additional  outside agencies we buy in such as our professional counselling service Place2Be, and from staff about the positive difference these services are making;  
  • analysis of other relevant key indicators such as attendance, punctuality, behaviour;  
  • drawing information from other  relevant records as well as information relating to Social Care involvement, safeguarding and child protection.

We use this information to decide which strategies are working well, which can be expanded and developed  further. If an approach is having little effect it may need to be targeted on different children, improved, or abandoned and replaced with something better. We always aim to ensure that approaches provide the best value for money and are selected for their greatest impact on pupils’ development.

 

 

  1. 3.     Barriers   to future attainment (for eligible pupils, including high ability)

 

Area   of Focus

Identified barriers

Desired outcomes

Success criteria

A

Learning   in the Curriculum

 

Many   disadvantaged children enter Nursery and Reception with below expected levels   of Communication and Language.

 

Across   the school, PPG needs are specific to individuals, so there needs to be a   robust system for identifying gaps for individuals with specific targets   which are rigorously monitored.

 

14%   of pupils who are entitled to PPG are also SEN.

 

A   few pupils have poor engagement and attitudes to learning which affects their   ability to learn effectively.

To   ensure PP pupils have the necessary communication and language skills   required to access learning and the curriculum.

 

To   ensure the needs of ALL pupils are effectively met.

 

To   continue to close the gap between pupils eligible for PPG and others, and to   ensure more PPG children are making accelerated progress to ensure they are   attaining the expected standard (or higher) in Reading, Writing and   Maths. 

Communication   and Language needs are effectively targeted and met in the EYFS and beyond.   Children rapidly catch up with peers.

 

Barriers  to learning for individuals are established early. Gaps in learning are   identified.

 

Pupils   with SEND have effective plans which robustly track and monitor progress.

 

Disadvantaged   pupils’ attainment is more in line with other pupils nationally.  Disadvantaged pupils (without SEN), who are not secure, make accelerated   progress.

 

B

    

Social   and Emotional Needs

A   large number of pupils eligible for PP are PPG+ and need support with   attachment and well-being in order to make progress, both academically and   emotionally/socially.

 

Other   pupils eligible for PP, who are not PPG+, also need support with emotional,   social and behavioural difficulties in order to ensure high levels of   well-being, engagement and involvement in learning.

Pupils   with attachment difficulties and those requiring emotional, social and   behavioural support are effectively supported to enable them to achieve a   high sense of well-being and as a result, improved academic progress.

Impact   is seen on children’s social and emotional development. This may be through:

-       Improved well-being and self-esteem

-       Improved relationships

-       More positive attitudes to learning,   with effective behaviours for learning

-       Development of life-long learning   skills (Resourcefulness, Reciprocity, Relationships, Reflectiveness)

C

Enrichment   beyond the curriculum

A   number of pupils have limited access to enrichment opportunities outside of   school.

 

Higher   attaining pupils need to be effectively challenged in the wider curriculum to   ensure they are motivated to learn, develop and excel.

Pupils   with limited experiences, poor self-esteem and attitude to learning receive   enrichment opportunities that enhance their understanding of the world,   feelings of well-being and result in a more positive attitude towards self,   school and learning.

 

High   attaining pupils, are given opportunities to further excel in areas of   interest e.g. music, performing arts or sport

 

A   range of enrichments are provided which match children’s needs.

 

Children   have access to opportunities that they might not otherwise have accessed.

 

Children   are offered opportunities to excel beyond the curriculum.

 

D

Families

Some pupils have poor attendance, which impacts on their achievement. Families   need to be appropriately supported to ensure attendance improves.

 

Some pupils have families who need effective support to enable their children to   make progress e.g. parenting support, support to engage with school, support with   their children’s learning, and nurture support.

 

Numbers of pupil premium children have declined, so some families may not be getting   the support to which they are entitled.

 

Attendance   improves which impacts positively on pupil’s attainment and well-being.

 

 

Families feel well supported to enable their children to progress.

 

Parents have increased awareness of entitlement to Pupil Premium.

 

Attendance   rates for PP pupils improve so that they are more in line with National (96%).   50% of PP pupils had attendance of 96% or above in 2016-17.

 

Effective   support is provided through 1:1 meetings, support groups, parents support   initiatives

 

Increased  staff confidence to accelerate learning through enhanced relationships/ conversations with parents.

 

Pupils receive the benefits to which they are entitled.

 

 

                                                                                                                                                                                                                                    

  

Desired    Outcome

  
  

Action/Approach

  
  

Evidence    and Rationale

  
  

Cost

  
  

A. Learning    in the curriculum (quality of teaching for all)

  
  

To improve pupils communication and language skills, particularly in the EYFS.

  
  

SALT support  

Three    TAs (P/T) to identify and effectively support pupils whose language and    communication skills are proving a barrier to progress (SALT)

  

 

  

Planning and delivering personalised SALT support to pupils.

  

 

  

Liaison with SALT service, teachers, parents.

  

 

  
  

Poor language and communication skills are a barrier to accessing learning, and often result in negative behaviours and    difficulties in forming successful relationships.

  

 

  

Early Years and oral interventions have very good  impact on pupils success (EEF Toolkit)

  

 

  

SALT provision provided is highly effective, as evidenced through pupils’ progress and feedback from the schools’ assigned Speech    and Language Therapist.

  

 

  

 

  
  

£6,000 (1/3 of total    cost)

  

 

  

 

  
  

To raise pupil attainment in reading, writing and maths.

  
  

Teaching Assistants to support individuals and groups of pupils throughout the EYFS, KS1 and    KS2.

  

 

  

 

  
  

Focus  on quality first teaching, with highly skilled TAs enhancing in-class    learning alongside the class teacher. Supporting whole class teaching, small group work and individual support.

  

 

  

Approach  based on research evidencing the high impact of effective feedback for ALL    pupils, particularly those who are disadvantaged, and the importance of TAs supporting pupils in class so that the most disadvantaged receive first class teaching from the class teacher.

  

 

  
  

£25,000

  

 

  

 

  
  

To raise pupil attainment across the curriculum

  
  

Context  linked books packs for identified disadvantaged pupils.

  

 

  

Packs of books linked to the Contexts for Learning from Years1-6.

  

 

  

Packs to contain 2-3 key texts to support learning during that term.

  

 

  

Books to be given out termly.

  

 

  

Books may be key fiction texts, CLPE texts or    high quality non-fiction.

  

Children will take packs home and be able to use them to support their understanding, research for home learning and enhance their wider knowledge of a subject. Where needed, some pupils may share the texts in school with a key adult to ensure they receive the maximum benefit.   

  

 

  

Enhancing pupils understanding through a pre-learn approach will enable pupils to come to class learning informed and with prior knowledge, increasing confidence and ability to learn. Pupils and    families will also be equipped with quality texts to support their learning outside of school.

  
  

£3,500

  
  

To raise pupil attainment and well-being

  

 

  

Also links to

  

D. Support for Families

  
  

To become an Adoption Friendly School

  

 

  

Further    establishing and promoting a whole school ethos and vision towards    understanding, supporting and including adopted children and their families.   

  

 

  

Furthermore,  engendering a climate of inclusion for all which permeates through all    pupils, families, staff and the wider community.

  

 

  
  

To ensure ALL disadvantaged pupils, particularly those entitled to PPG+, and    their families receive a programme that supports their needs and develops    their academic progress.

  

 

  

The    programme will involve:  

-          Devising a clear vision for our school  

-          Setting up a taskforce  

-          Involving all stakeholders  

-          Identifying families and needs  

-          Re-thinking relationships  

-          Partnership  

-          Behaviour and strategies  

-          Reflecting and protecting adoptive families

  

 

  

The outcomes will be wide reaching and impact all pupils with attachment difficulties and those with SEN. Many approaches will benefit all pupils and families in school, raising achievement for all.

  

 

  
  

£7,500

  
  

A. Learning in the    Curriculum (targeted support)

  
  

To meet the gaps identified in pupils learning to    accelerate progress and attainment

  
  

Precision teaching

  

Teaching Assistants delivering daily targeted support for identified pupils from Years 1-6.

  

 

  
  

One of the most effective teaching strategies for ensuring high levels of fluency and accuracy is Precision Teaching.

  

 

  

Precision teaching is targeted to meet gaps identified in pupils learning.

  

 

  

Carefully designed tasks allow children to practise key skills until they are fluent. It provides the mechanisms for assessing and monitoring progress. Precision Teaching lets you monitor and track the    progress the child makes very carefully and make changes to ensure the child is learning as fast as they can.

  

 

  
  

£3,000

  

 

  

(1 hour per day in years 1-6)

  
  

To  raise pupil confidence and attainment in reading.

  

 

  
  

Reading Project

  

 

  

1 TA daily from year 2-6

  

 

  

Provision    of daily structured one-to-one support for learners who find reading    difficult.

  

 

  
  

Reading Project prioritises the reading of ‘real books’ with disadvantaged pupils to engender a love of books and reading.

  

 

  

Reading Project also supports the development of essential reading skills including comprehension, inference and decoding.

  

 

  

Reading  Project embeds the ‘apprenticeship approach’ to reading. The sharing of a key text is modelled by the adult who reads to the pupil. The pupil shares in the experience by reading the text to the adult. This book is then taken home by the child to share with key questions and prompts for parents.

  

 

  
  

£16,476

  

 

  
  

To improve attainment in reading.

  
  

Lexia

  

 

  

Systematic daily support for pupils’ who are not at the expected standard in reading in Years 1-6 through the programme Lexia.

  

 

  
  

Lexia  offers pupils personalised phonics and comprehension support through    adaptive assessment technology, so that individual needs are specifically targeted. Lexia will be used at school and at home.

  

 

  

Action research carried out by SENCO identified clear progress for children accessing Lexia. Positive child and parent feedback. Significant progress in reading Age checks made by pupils using    Lexia.

  
  

£683

  
  

To improve attainment in reading.

  
  

Lexia breakfast club

  

 

  

For targeted pupils in KS2

  

 

  

4  days per week (2 sessions per pupil)

  

 

  
  

Lexia  has greatest impact when it is fully utilised by pupils. Pupils will be invited to two breakfast club sessions per week where they will be supported to access Lexia.

  

 

  

Two TAs will run the club, monitor usage, update class teachers on progress and identify where children are stuck. TAs will offer targeted support to pupils  who need it, ensuring progress.

  
  

£1,500

  
  

B. Social and    Emotional Needs

  
  

To improve personal, social and emotional well-being.

  

 

  

 

  

To    improve pupils ability to access the curriculum.

  

 

  
  

Learning Zone provision

  

 

  

3  specialised TAs (incl 2 HLTAs)

  

 

  

Provide a range of interventions to support and develop children’s emotional and social needs addressing and removing barriers to learning. Including:

  

Theraplay  

Drawing and Talking  

Lego therapy  

Sand therapy  

Drop-in sessions 

Planned Learning Zone Time  

Friendship support groups

  

 

  

 

  
  

The  Learning Zone supports social and emotional development that allows children the freedom to learn with fewer/without extra challenges.

  

 

  

LZ  staff identify and address emotional barriers to learning and development  through targeted therapies and approaches. Support and strategies are also given to teachers, enabling pupils to learn more effectively.

  

 

  

LZ staff provide targeted support developing strategies for learning and social development.

  

 

  

When pupils social and emotional needs are met, they feel safe, happy and have a positive sense of well-being, allowing them to learn effectively. Providing highly effective in-school nurture provision allows pupils emotional needs to be supported quickly and effectively by a dedicated and highly-trained team of Teaching Assistants.

  
  

£24,027

  

 

  
  

To provide targeted counselling support for pupils with emotional and behavioural difficulties.

  
  

Place 2 Be 

  

Running    a specialised in school counselling service 

  

Including    a full range of services:  

Place2Think  

Place2Talk  

1    to 1 counselling  

Parent  counselling  

liaison  with teachers  

Family    Support  

CPD

  

 

  
  

Supporting children’s mental well-being is critical to enabling them to access school  life, including learning and the curriculum.

  

 

  

Support for individuals to cope with emotional and behavioural difficulties has a  positive impact on the whole class, and ensures teachers are able to focus  on teaching.

  
  

£5,426

  

(20% of total cost)

  
  

To  develop core skills to engender motivated, successful life-long learners

  
  

Forest School

  

 

  

Prioritised  places for disadvantaged children

  

 

  

Planning  to develop the areas of need for individuals e.g. team building for those    struggling with relationships.

  

 

  

 

  
  

Supporting all pupils to develop key life skills, with increased impact on disadvantaged pupils:

  
       
  • Self-Awareness   
  • Self-Regulation   
  • Intrinsic  motivation   
  • Empathy   
  • Good social communication skills   
  • Independence   
  • A positive mental attitude, self-esteem and confidence
  •   
  

Developing these skills through Forest School has wide reaching    implications for disadvantaged pupils who feel empowered and display more positive attitudes towards themselves, others and their learning.

  

 

  
  

£900

  

 

  
  

C.    Enrichment beyond the Curriculum

  
  

To enable pupils to access extra-curricular activities (inclusion)

  
  

Year 6 School Journey to the Isle of Wight.

  
  

Support for vulnerable families with residential costs for Year 6 school journey, so all disadvantaged children can participate in this experience.

  
  

£300

  
  

To subsidise the cost of educational visits for eligible pupils.

  
  

Supplement Educational Visits/Visitors/Clubs/Music tuition to enrich the curriculum.

  
  

Educational visits offer a rich experience for all children, but have increased impact on disadvantaged children who may not otherwise access the opportunity.

  

 

  
  

£200

  

 

  

 

  

 

  
  

To subsidise the cost of external enrichment activities

  
  

Extra-Curricular tuition

  

 

  

 

  
  

To enable pupils to access extra-curricular activities that enrich their  experiences and develop skills, confidence and well-being.

  

 

  

Identified programmes that support the needs of individuals.

  
  • Stagecoach musical theatre classes developing self-confidence and performance skills
  • Music tuition  enabling gifted pupils to develop their skills
     

 

  

 

  
  

£1095

  

 

  

(£495 Stagecoach; £300 1:1 music tuition;

  

£300 1:1 music tution)

  

 

  

 

  
  

D.    Families

  
  

To support effective transition into school and improve pupil punctuality and    attendance

  

 

  
  

Breakfast Club provided for    children in KS1 & KS2 by invitation

  

 

  

 

  
  

Separate  breakfast clubs for KS1 and KS2 children to allow small sessions with  intensive support from experienced staff, including Higher Level TAs

  

 

  

Support for selected individuals to ease their transition into the school day,  ensure punctual attendance and provide a nutritious breakfast alongside nurture care before school.

  

 

  
  

£1,500

  
  

To engage parents and improve parenting skills to better support learners at  home.

  
  

Parent Gym

  

 

  

30hrs  of sessions during the year; 6 weekly workshops delivered over a half term.

  

 

  

Invite and prioritise parents of disadvantaged children.

  

 

  
  

Mind Gym trained HLTA providing a school-based parenting programme.

  

 

  

The course aims to create better futures by enhancing the quality of parenting.  It helps parents to develop and enhance skills to support their children.

  

 

  

 

  
  

£500

  
  

 

  
  

 

  
  

 

  

Projected Expenditure

  

 

  
  

 

  

£97,607

  

 

 

Ridgeway Primary School and Nursery                        

Pupil Premium Grant Report

Actual Expenditure: 2016/17


 

Number of pupils and projected pupil   premium grant (PPG) 2016/17

Total number of   pupils on roll

677

 

Total number of   pupils eligible for PPG

41

£54,120.00

Total number of   pupils eligible for PPG+

13

£24,700.00

Total number of   pupils eligible for Early Years Pupil Premium

4

£1,208.40

Total projected PPG funds

£80,632.20

Total projected PPG expenditure

£106,022

Actual PPG expenditure

£109,042.24

 

 


 

Summary of Projected PPG spending: 2016/17

Overview

Dedicated member of the Headship Team overseeing Pupil Premium.

Specific   provision mapping with a detailed overview of personalised support and   interventions.

All   teachers are aware of the Pupil Premium children in their classes and   accounting for individual attainment and progress, with a focus on   accelerated progress.

Frequent   use of achievement data to check effectiveness of interventions. School   adjusts techniques constantly, rather than waiting until after the   intervention.

Analysis   of which pupils are underachieving, particularly in English and mathematics,   and why.

Focus   on high-quality in-class teaching for Pupil Premium children to ensure   maximum teaching time, rather than relying on intervention groups.

Systematic   focus on clear pupil feedback and advice for improving their learning.

Looking   carefully at the needs of individual pupils when deciding on   support/intervention strategies.

Training   teachers to effectively identify gaps in learning for Pupil Premium children   and monitoring impact.

Engaging   parents through personalised learning conversations with HST and Class   teacher.

Exploring   a possible parent support group co-led by school staff and parents.

A   number of teacher led action research projects with a focus on enriching the   social, emotional and learning experiences for Pupil Premium children.

Performance   management of staff includes discussions about Pupil Premium children.

 

Objectives   in spending PPG:

      
  • To support social and        emotional development        that enables children to learn.
  •   
  • To remove barriers to        learning.
  •   
  • To accelerate pupil        progress and raise attainment
  •   
  • To broaden experiences        and widen opportunities for children.

 

Strategy   for using the funding

Increasing the rate   of progress and overall achievement for targeted children through:

      
  • Focus on learning in        the curriculum.
  •   
  • Focus on social,        emotional and behaviour.
  •   
  • Focus on enrichment        beyond the curriculum.
  •   
  • Focus        on families.

 

              

  

Desired    Outcome

  
  

Approach/Rationale

  
  

Item/project

  
  

Cost

  
  

Outcome

  

To   raise pupil attainment in reading, writing and maths.

Greater   personal learning for disadvantaged children through support and attention,   to encourage and motivate active pupil participation and engagement in   learning.

 

Re-focusing   of TAs in classrooms supporting quality-first teaching and giving high   quality feedback (approach based on research evidencing the high impact of   effective feedback for ALL pupils, particularly those who are disadvantaged   and the importance of children to receive first class teaching from the class   teacher)

Deployment   of Teaching Assistants to support individual and groups of pupils throughout   the EYFS, KS1 and KS2.

 

Focus   on quality first teaching, with TAs enhancing in-class learning alongside the   class teacher. Supporting whole class teaching, small group work and   individual support, including specific intervention programmes.

 

Provided additional intervention target groups in Years 3-6 for   English and maths.

 

£34,375

 

Pupils   received support and high-quality feedback from TAs in class enabling them to   feel more confident and understand how to improve.

 

Interventions   carefully selected for effectiveness and impact monitored closely through the   whole school provision map.

 

End   of KS2 outcomes show a narrowing of the gap between disadvantaged children   and other children in all subject areas.

 

End   of KS1 outcomes show particular strength in writing, with a significant   narrowing of the gap. In reading and Maths, there remains a significant gap between   disadvantaged pupils and others.

 

More   disadvantaged children met the Year 1 Phonics check, narrowing the gap   between disadvantaged and other pupils. All of the disadvantaged pupils   passed the phonics check by the end of Year 2.

To   raise pupil confidence and attainment in reading.

 

Provision of daily structured one-to-one support for   learners who find reading difficult.

Reading   Project (1 TA daily)

£16,476

 

Pupils   from Year 2-6 accessed the Reading Project, with disadvantaged pupils being   prioritised. Pupils were offered support to select appropriate texts,   in-school daily reading and home-school diary.

 

Teachers   and parents feedback shows impact on confidence and fluency for pupils.

 

End   of KS2 outcomes for reading have risen significantly for disadvantaged   children with many more children working at the expected standard. The gap between   disadvantaged pupils and their peers has narrowed significantly.

 

The   number of disadvantaged children attaining the expected standard in reading remained   stable at the end of KS1, although the number is still lower than desired, as   the gap widened this year. However, all disadvantaged pupils passed the   phonics check by the end of Year 2.

To   improve Year 6 Maths outcomes

Targeted   and specific support offered to pupils to close key gaps identified in maths   skills, or to enhance skills to enable pupils to reach greater depth.

Maths   tuition for selected pupils in Year 6, including all disadvantaged   children.

 

Tuition   provided by a highly experienced teacher (previous SENCO).

 

7   weeks of 1:1 or small group tuition to support identified gaps in Maths   skills.

£1,461.24  

(41%   of total cost)

All   disadvantaged children, of all abilities, received additional Maths tuition.   This enabled targeted support of individual need, including challenging more   able children.

 

Increased   number of disadvantaged children at the expected standard in Maths at the end   of KS2.

 

Reduction   in the gap between disadvantaged pupils and other pupils in Maths at the end   of KS2.

To   improve pupils communication and language skills, resulting in enhanced   self-confidence and increased ability to access learning in class.

To   provide weekly structured group support for learners with speech and language   needs, and whose language and communication skills are proving a barrier to   progress.

 

To   form a team of SALT TAs in school to enrich the provision offered to Ridgeway   pupils.

Two TAs   to support pupils whose language and communication skills are proving a   barrier to progress (SALT)

 

HLTA   to provide training to TAs to enhance the in-house provision of SALT.

 

Planning   and delivering personalised SALT support to pupils.

 

Liaison   with SALT service, teachers, parents.

£6,000

 

Two   TAs effectively trained to support SALT services in school – one in EYFS/KS1   and one in KS2.

 

TAs   liaised closely with SENCO and Croydon SALT service and effectively   implemented advised strategies through one to one and small group work.   Feedback from Croydon SALT of exemplary Ridgeway practice which is having   significant impact on pupils’ language and communication skills. Ridgeway   used as a model of good practice.

 

SALT   intervention work planned and delivered effectively throughout the school   year resulting in increased effectiveness in communication for targeted   pupils, evidenced through teacher observations and feedback from parents and   the SALT service.

 

 

To   improve personal, social and emotional well-being.

 

 

To   improve pupils ability to access the curriculum.

 

To   support social and emotional development that allows children the freedom to   learn with fewer/without extra challenges.

 

To   provide targeted support developing strategies for learning and social   development.

Learning   Zone provided a range of interventions to   support and develop children’s emotional and social needs addressing and   removing barriers to learning.

Interventions included:

  •   Theraplay
  •   Drawing and Talking
  •   Drop-in sessions
  •   Planned Learning Zone Time
  •   Friendship support groups

 

£24,027

 

Daily   drop-in support enabled specific individuals to cope more effectively in   school; by supporting social and emotional difficulties pupils were able to   access planned learning in class more effectively.

 

Children   were supported in class to enable them to participate successfully in   classroom learning. Strategies were developed in the Learning Zone which   pupils transferred to class enabling them to stay in class and learn successfully.  

 

Children accessed social and emotional support from nurture TAs on a   regular basis impacting positively   on their attitude and application to school life.

 

After school   sessions were provided for children to target specific social and emotional   needs e.g. drawing and talking. This enhanced pupils’ well-being.

 

Relationships with   parents of disadvantaged children were enhanced, with ongoing support offered   to families in need. Practical advice given or time to talk. This enhanced   well-being of both parents and pupils.   

To raise   the profile and achievement of disadvantaged pupils.

 

 

Designated   Assistant Head with responsibility for overseeing Pupil Premium.

 

Assistant Head to ensure   disadvantaged pupils and their families receive a programme that supports   their needs and develops their academic progress by ensuring:

-         best   practice is adopted

-         all   staff know who the disadvantaged pupils are and how to support them

-         parents   know what pupil premium means and who their contact in school is

-         enhanced   training opportunities are planned and provided for staff

-         all   pupils attainment and progress is closely monitored

-         strategies   and interventions are monitored closely for impact

 

Assistant   Head to raise the profile of disadvantaged pupils in school.

 

Assistant   Head tracking and monitoring of children including academic progress and   impact of interventions.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Assistant   Head meetings with Heads/Deputies/Assistant Heads at a number of local   schools to inform strategic approach to closing the gap for disadvantaged   children.

 

Training   organised and delivered to staff to enhance understanding of disadvantaged   children and how to support their needs.

 

Enhancing   relationships with families through Parent Support Groups

£7,500

Individual   meetings with all class teachers during the year to monitor the well-being   and progress of disadvantaged children.

 

Tracking   systems set up to closely monitor disadvantaged children. Tracking includes:   attendance, barriers to learning, attainment & progress, interventions in   place and extra-curricular provision monitoring.

 

SENCO   time creating and establishing a whole school provision map to record all   interventions in place for children, including those in receipt of PPG.   Provision Map updated and reviewed termly, including monitoring the impact of   interventions.

 

SENCO   and Assistant Head researched, set up and rolled out Lexia for all   disadvantaged children not at the expected attainment in reading. (See below   for further details including impact)

 

Ongoing   meetings with families and services throughout the year to support   disadvantaged children. Engaging with and managing external support providers   e.g. music therapy

 

Positive   data outcomes at end of key stage 2, where gap is closing between   disadvantaged and non/disadvantaged. Still areas for development,   particularly in accelerating progress for disadvantaged pupils and ensuring   their attainment is more in line with non-PP pupils.

Interventions   and approaches explored through partnerships with local schools informed approach   for supporting disadvantaged pupils at Ridgeway. Partnership developed with   Assistant Head at The Avenue Primary Academy, in Sutton, for sharing and   developing expertise.

 

Whole   school training organised and provided by PAC-uk (The agency for adoption and   permanency support). Training attended by all teaching staff, Level 2+ TAs   and Parents. Application made to gain access to Government Funding through   PAC-uk to train to become an Adoption Friendly School.

 

All   parents made aware of Assistant Head as PPG link in school and invited to   Parent Groups. Parent Support group set up for the parents of children in   receipt of PPG and PPG+. PPG+ groups very well attended throughout the year.

To   provide targeted counselling support for pupils with emotional and   behavioural difficulties.

Supporting   children’s mental well-being is critical to enabling them to access school   life, including learning and the curriculum.

 

Support   for individuals to cope with emotional and behavioural difficulties has a   positive impact on the whole class, and ensures teachers are able to focus on   teaching.

Place2Be

Multi agency working with families. Prioritised   places for disadvantaged children with significant need.

Services   offered:

Place2Be

Place2Think

Place2Talk

1 to   1 counselling

liaison   with teachers and parents Family Support

CPD

£13,565

(50%   of total cost)

Positive   feedback from children, parents, staff.

 

Ongoing   support for key disadvantaged pupils through Place2Talk. Issues discussed and   managed quickly and expertly, enabling focus for those pupils to return to   learning.

 

1:1   sessions – high impact on pupils ability to cope with school life, access   learning in the classroom and develop effective coping strategies, allowing   the pupil to make academic progress (particularly in Maths where progress was   accelerated).

 

To develop   core skills to engender motivated, successful life-long learners

Supporting all pupils to develop key life skills, with   increased impact on disadvantaged pupils:

      
  • Self-Awareness
  •   
  • Self-Regulation
  •   
  • Intrinsic        motivation
  •   
  • Empathy
  •   
  • Good        social communication skills
  •   
  • Independence
  •   
  • A        positive mental attitude, self-esteem and confidence

 

Training   for three Forest School Leaders (not funded by PPG) (2 teachers and 1 TA)

 

One   dedicated forest school practitioner (TA) and release time for 2 teachers (1   session per week) – not funded by PPG

 

Prioritised   places for disadvantaged children

 

Planning   to develop the areas of need for individuals e.g. team building for those struggling   with relationships.

 

£900

All disadvantaged children attended Forest School   during the year. They all attended for a full set of 6 weekly sessions,   consisting of one half-day per week.

 

Extremely positive feedback from children-   self-reflection, ability to discuss skills developed and learned, sense of   well-being and enjoyment, enhanced relationships

 

Impact noticed by teachers and staff – pupils’   ability to cope more effectively with challenges, difference in attitude and   approach, enhanced sense of self-worth, more effective relationships with   others

To   improve attainment in reading.

Systematic   daily support for pupils’ who are not at the expected standard in reading in   Years 1-6 through the programme Lexia.

 

Offer   pupils personalised support through adaptive assessment technology, so that   individual needs are specifically targeted.

 

Lexia   is being used successfully in local schools with increased impact showing   over time.

Subscribe   to Lexia

 

Set   up identified pupils on software.

 

SENCO   to train TAs to support Lexia in school.

 

 

£683 (50%   of total cost)

All disadvantaged children who are not at the   expected standard for reading are on the Lexia programme, which started in   late spring 2017

 

Research project   undertaken by SENCO demonstrated significant impact on children’s reading age   since commencing use of Lexia.

 

Children’s reading   age closely monitored for long-term impact.

 

Positive child and   parent feedback about the positive impact this is having.  The programme will continue next year and   data outcomes measured.

To   support well-being of children and their families including effective   transition into school

 

Support   for selected individuals to ease their transition into the school day, ensure   punctual attendance and provide a nutritious breakfast alongside nurture care   before school.

 

Separate   breakfast clubs for KS1 and KS2 children to allow small sessions with   intensive support from experienced staff, including Higher Level TAs

Separate   breakfast clubs for KS1 and KS2 children to allow small sessions with   intensive support from experienced staff, including Higher Level TAs

 

 

Breakfast   Club provided for children in KS1 & KS2 by invitation

£1,500

Children had better and more punctual attendance   at school, were more able to learn when arriving in class due to breakfast   and nurture offered.

 

Children and parents were supported with   transition and other family challenges.

To engage   parents and improve parenting skills to better support learners at home.

Support   families by providing high quality parenting classes, thereby reducing external   barriers to learning.

 

Offer   practical support and time to share in planned sessions with a qualified   Parent Gym tutor.

HLTA   attend training for Parent Gym

 

15hrs   of sessions carried out in the Summer Term.

 

Invite   parents of disadvantaged children to sessions.

£200

Two disadvantaged families effectively supported   by Parent Gym (with impact on 3 PPG+ pupils).

 

To   enable pupils to access extra-curricular activities (inclusion)

Support   for vulnerable families with residential costs for Year 6 school journey.

Year   6 School Journey to the Isle of Wight.

£142

 

Pupil   was enabled to attend school residential trip

To   subsidise the cost of educational visits for eligible pupils.

Educational   visits offer a rich experience for all children, but have increased impact on   disadvantaged children who may not otherwise access the opportunity.

 

Enrichment of learning   experience both in and out of the school day.

Supplement   Educational Visits/Visitors/Clubs/Music tuition to enrich the curriculum.

£200

Disadvantaged children participated in school visits and attended   enrichment days at cluster schools.

 

To support pupils   in building confidence and swimming skills.

Ensure   that disadvantaged children in Year 5 and 6 who are unable to swim, are given   the opportunity to attend swimming lessons that they may not otherwise be   able to.

Invest   in a valuable life skill

Enrichment   beyond the curriculum

Swimming lessons   for selected  year 5 & 6 pupils

£1,218

Selected disadvantaged pupils from Year 5 and 6 are able to   independently swim 25m or more.

To   enable pupils to access extra-curricular activities (inclusion)

To   develop dance and stage skills as well as confidence in performing.

Stagecoach

£495

Improved self-confidence and opportunities to explore an area of   interest.

To enable pupils to   access learning at home.

Provide necessary   equipment to enable a pupil to effectively access resources and learning at   home.

Laptop

£300

Pupil was able to carry out learning at home, including home learning.   This impacted on the pupil’s ability to embed key learning, thus feeling more   confident in class and able to apply learning from home. Progress was   particularly notable in maths, as maths games could be accessed at home.