RIDGEWAY COMMUNITY SCHOOL
Pupil Premium Students Report Financial Year 2015 – 2016
Pupil Premium £20,045.00
Figures below are for eligible pupils;
Looked After Children 0
Service Children 1
Free School Meals 17
The first table identifies some of the additional provision costs made by the school, and evidences that they are assessed both in terms of why we would wish to make this expenditure and also what impact has been made.
This is in addition to the cost of facilities that are under constant review and development, Academic Year 2015 – 2016, £42,000 on new building adaptations to better meet needs of more Complex medical and therapy needs and those with complex ASD.
The second table outlines the additional provision currently in place for children in receipt of Pupil Premium.
|Horticulture Therapy||Therapeutic outcomes focus on building self-esteem, confidence and independence skills, a focus for the school, reflected in priority given to PSHE.||£14,700||Accessed now by all pupils. Referral form identifies base line and issues to be addressed. End of year analysis on impact is currently being undertaken and early indications back up anecdotal impact which is positive.|
|Tandridge||Developing team skills, music skills, including reading music, widening leisure opportunities.||£2,850||Impact reflects high expectations, with students learning to read music, performing in public, and huge impact on self-esteem and confidence. Also positive impact on developing team dynamics for ASD students and supporting behavior management.|
|Integrex Boards||Two new Smart Board technology, built in projectors and computer, mobile and height and tilt adjustable.||£10,000||Enable more children to access this technology that has proved very effective in engaging pupils in learning and providing a means for them to develop early mark making and writing skills in a fun way.|
|AAC Specialist Speech and Language Therapist||Running Communication Groups and identifying AAC equipment / provision for pupils||£24,960||FLAGNET evidences impact on pupil progress, Ofsted specifically commented on session observed as Outstanding Practice.|
|IRIS System||System for observing lessons and recording them to enable greater analysis of learning and improve practice||£10,265||Evidence based research shows this has an impact on the quality of teaching. The recording we have been doing for nearly 4 years has also backed this up.|
|Total Costs: £62,775|
Reflects National Comparison of Data June 2016
|Below Expected Progress||Expected progress||Above Expected Progress|
|Italics||Identifies where specific interventions have had an impact on the pupil’s progress
The interventions implemented are identified through an assessment of the pupil’s barriers to learning and reviewed annually. It is not always possible to identify a single intervention as being causal of improvement, but the combination is shown to have an impact through the progress the student makes.
|Pupil / Student||Year Group||Class Group||Pupil Premium Provision|
|9/10||S3||AAC Support, Behaviour Plan, activities to promote independence and self-esteem. Improved confidence and interaction in class|
|9/10||S2||AAC Support, Behaviour Drill, Horticulture Therapy, Play Therapy All have been identified as having a positive impact on progress|
|8/9||S1||Structured Play, Hoprticulture Therapy, Tandridge Brass Band and Additional 1:1 support. The improvement in behaviour and focus on learning and development of independent learning have been superb|
|8/9||A2||Use of TEACCH, Switch Toys, AAC Support, Sensory Circuits, Speech has improved significantly.|
|7/8||C2||Intensive Interaction, Additional 1:1 support and AAC support.|
|7/8||S3||Use of TEACCH, Interactive Technologies, Thinking Skills, AAC Support with introduction of PODD, this has improved meaningful communication with use of communication during Independence activities to identify a staff need.|
|7/8||C2||Eye Gaze and additional AAC support and 1:1 staffing. With progress made she is now accessing integration with more able groups|
|5/6||A1||Specialist ASD provision class with TEACCH structure and provision, additional 1:1 staffing, Behaviour Plan, Sensory Circuit.|
|4/5||A1||Additional 1:1 support, Sensory Circuits, Intensive Interaction and PECS, Behaviour Drill and use of the Interactive MILE Room for engagement and independent work on cause and effect.|
|4/5||C1||Use of Dark Space for intensive interaction work, PECS, Additional 1:1 support and Structure Play|
|4/5||Green||Additional 1:1, Communication Group work, SEAL work to build self-esteem|
|3/4||Green||Additional 1:1, Communication Group work, Horticulture Therapy|
|3/4||A1||Additional 1:1 support, Sensory Circuits, Behaviour Drill, TEACCH|
|2/3||Green||Sensory Circuits, Horse Riding, Social Communication Group. Welfare Officer Special Education involvement to improve attendance.|
|2/3||C2||Support from the Specialist AAC Speech and Language Therapist, Sensory Diet, Eye Gaze and access to Switch Toys.|
|R/1||Blue||Bucket Therapy, AAC Support with PODD book introduced, Identiplay|
|R/1||Blue||TEACCH, PECS, Identiplay, Communication Group work|
Whilst Pupil Premium is only provided for pupils in years R to 11, all pupils regardless of receiving Pupils premium or not are individually assessed to identify the specific support they may need to challenge learning. FLAGNET Assessments evidence this and impact of provision implemented.
Analysis of mid year Assessment data via CASPA Pupil Premium Students March 2016
The Ridgeway Community School define expected progress as staying within 5 percentile points of the progress across the core subjects typically expected from a student, given their age and prior achievement, as measured by CASPA. Therefore any increase of more than 5 percentile points is defined as above expected progress and any decrease in attainment of 5 percentile points or more is defined as below expected progress. These levels have been agreed by the Surrey CASPA pilot group and are the parameters used by the majority of Surrey special schools, as well as the indicators used in the central Surrey CASPA annual report. This method of defining progress has flaws, but is the most accurate method that the school currently are aware of. Because of this, the school will endeavour to explore other measures of progress alongside the main method stated above.
In February 2016, The Ridgeway’s assessment data was transferred from SOLAR into CASPA for mid year analysis. These results give an indication of current levels of progress and a guide to how progress could look at the end of the academic year. It is important to note that this system only shows how progress would look if no more data was entered between now and the end of the academic year.
The Pupil Premium Free School Meals group has stabilised in size at 16 students, the same as last year. Of these 16, 2 are currently in Reception Class and do not show up on the main data analysis, this leaves a group of 14 students. There is one Service child, who is performing in line with their peers.
I will look at the group of students who receive Pupil Premium and compare their progress to the students who do not receive it.
Comparing current progress of Pupil Premium Students and those who do not receive Pupil Premium
To begin with, I will just look at the current levels of progress of students in core subjects
|Pupil Premium||Not Pupil Premium|
|Above Expected Progress||1 out of 14 = 7%||4 out of 54 = 7%|
|Expected Progress||11 out of 14 = 79%||42 out of 54 = 78%|
|Below Expected Progress||2 out of 14 = 14%||8 out of 54 = 15%|
The number of students in each group is remarkably similar. The two Pupil Premium students in danger of making Below Expected Progress are both able Key Stage 2 students and will easily move into the Expected Progress Group if they maintain their current level of progress.
Progress is very similar between students who receive Pupil Premium and those that do not. Pupil Premium students are certainly not falling behind.
Neil French Data Analyst March 2016