Pupil Premium Strategy Statement
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Pupil Premium Strategy Statement21.22RH.pdf | Download |
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)
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%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) |
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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 |
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Phonics(Y1) |
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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 |
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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% |
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- |
2019 Combined |
73% |
69% |
77% |
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2020 Combined |
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2022 Combined |
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2019 |
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Reading |
73% |
69% |
77% |
75% |
-6% |
Writing |
73% |
69% |
77% |
70% |
-1% |
Maths |
73% |
69% |
77% |
76% |
-7% |
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2022 |
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Reading |
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Writing |
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Maths |
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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% |
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2022 Combined |
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2019 |
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Reading |
68% |
67% |
71% |
73% |
-6% |
Writing |
82% |
81% |
86% |
78% |
+3% |
Maths |
83% |
81% |
86% |
76% |
+5% |
SPAG |
82% |
81% |
86% |
78% |
+3% |
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2022 |
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Reading |
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Writing |
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Maths |
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SPAG |
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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 |
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Improve reading Standards |
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Attendance/Inclusion |
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Ready to learn |
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Higher attainment |
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Enrichment opportunities |
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Ready to Teach |
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Extended learning opportunities |
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Poverty proof learning |
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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.