Rift House Primary School

Pupil Premium Strategy Statement

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Pupil Premium Strategy Statement21.22RH.pdf	Download

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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.

Validated Attainment

(Awaiting validated data for 2022)

	%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%
2017	71%	63%	78%	69%	-6%
2018	70%	63%	79%	71%	-8%
2019	71%	64%	89%	72%	-8%
2022

Phonics(Y1)
2015	79%	60%	100%	77%	-17%
2016	82%	74%	89%	81%	-7%
2017	79%	73%	85%	81%	-8%
2018	80%	76%	83%	83%	-7%
2019	82.1%	77%	91%	83%	-6%
2022

KS1	% 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 combined	56%	40%	75%	60%	-20%
2017 combined	71%	70%	73%	-
2018 Combined	66 %	67%	64%	-	-
2019 Combined	73%	69%	77%
2020 Combined
2022 Combined


2019
Reading	73%	69%	77%	75%	-6%
Writing	73%	69%	77%	70%	-1%
Maths	73%	69%	77%	76%	-7%

2022
Reading
Writing
Maths

KS2	% 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 Combined	50%	54%	44%	66%	-12%
2017 Combined	60%	50%	88%	53%	-3%
2018 Combined	69%	65%	78%	64%	+1%
2019 Combined	73%	62%	77%
2022 Combined

2019
Reading	68%	67%	71%	73%	-6%
Writing	82%	81%	86%	78%	+3%
Maths	83%	81%	86%	76%	+5%
SPAG	82%	81%	86%	78%	+3%

2022
Reading
Writing
Maths
SPAG

Progress score of disadvantaged pupils

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.