RIDGEWAY COMMUNITY SCHOOL
The use of Pupil Premium at The Ridgeway is based on an individual assessment of each pupil in receipt of the funding and the targeting of resources to address barriers to learning and progress.
The impact of this strategy has been, and continues to be that outcomes pupils in this cohort are in line with their peers and significantly they are higher than their relative peers.
Given that there are pupils who are not in receipt of Pupil Premium, but who are ‘disadvantaged’ for other reasons, such as high anxiety, access to a meaningful social network, the school maintains an additional focus on these children and measures their progress in the same manner as for those in receipt of the PP Funding.
Pupil Premium Students Report Financial Year 2016 – 2017
Pupil Premium £28,461.00
Figures below are for eligible pupils;
Looked After Children 2
Service Children 3
Free School Meals 21
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 2016 – 2017, £5,000 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.||£20,000||Accessed now by all pupils. Referral form identifies base line and issues to be addressed. End of year analysis 2015 16 indicates positive impact.|
|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.|
|MILE Room||Refurbishment of interactive facility to make this more accessible both for pupils and for use by staff with more up to date staff friendly technology.||£59,000||Too early to identify specific impact, however the timetabling of the facility has increased and it is now in greater use.|
|Swimming||For Secondary students||£450||Enabling access to the community, better health and well-being and building self-esteem and confidence.|
|Play Therapy||Summer and Autumn Terms||£700||Targeted support for one student in receipt of Pupil Premium. Addressing behaviour issues and enabling the students to develop management of their anxiety levels to achieve this.|
|Music Therapy||Funded through Charity applications and targeted specifically for pupils in Receipt of Pupil Premium.||£ N/A Facility use||Focussed interventions for pupils managing anxiety and confidence issues. In addition facilitating and encouraging the use of language / communication.|
|Additional staffing Levels
2 Special Needs Assistants
|4 pupils and students who have high levels of need to maintain management of behaviour and engagement in learning.||£28,000||All pupils and students are accessing education and the progress data is high for all 4 identified children, evidencing the need to maintain this.|
|Total Costs: £116,000|
Reflects National Comparison of Data June 2016
|Significantly Below Expected Progress||Slightly Below Expected progress||Expected Progress||Slightly Above Expected Progress||SignificantlyAbove Expected Progress|
|Pupil Premium Provision
Names, Year & Class have been removed to maintain anonymity
|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.
|Shading indicates where a pupil/student has been identified as meeting criteria for Pupil Premium, but is not at this time in receipt of this. This is often as they are new to the school, or they may have been receipt but have reached a point where they are no longer eligible.|
|Pupil / Student||Year Group||Class Group||Pupil Premium Provision|
|The use of a PODD Book has improved independent communication and this is now being built upon through the use of TEACCH strategies that are having a transformational impact at home, reducing episodes of anxiety and enabling attendance to become nearly 100%. Additional 1;1 support is also being provided.|
|The development of the Dark Room has had a significant impact on developing engagement and improved learning outcomes, this continues to be part of additional provision alongside additional 1;1 time to access this and an Intensive Interaction programme|
|Tandridge Brass Band, AAC Support, Behaviour Plan, activities to promote independence and self-esteem. Improved confidence and interaction in class|
|Tandridge Brass Band, AAC Support, Behaviour Drill and Horticulture Therapy have all shown an impact on improve behaviour and engagement in learning. To support reducing levels of anxiety these will continue.|
(Not sufficient Data, FLAGNET indicated Expected progress)
|Tandridge Brass Band, High levels of emotional/mental health needs are being supported through TEACCH, and Behaviour and Sensory programmes. We are providing a full time 1:1 to support this student as well as introducing the wider use of social stories, both to maintain placement at school and within the home.|
|Structured Play, Horticulture Therapy and Additional 1:1 support have shown a significant improvement in the emotional well-being of this student and their subsequent learning and progress. We are continuing this package alongside further development of their communication system.|
|Use of TEACCH, Switch Toys, AAC Support, Sensory Circuits and Social Stories are all enabling this student to maintain reduced anxiety and access education, with the impact of significantly improved speech. Support with and from home is also a large part of maintaining this which we will continue|
|The introduction of Rebound Therapy and training for staff has enabled access to this provision which is supporting the sensory needs for this student. The Gym is also part of this support which is proving to have impact. Horticulture Therapy and the development of PODD as a communication system are also impacting positively on learning outcomes so will continue.|
(Not sufficient Data, FLAGNET indicated Above Expected progress)
|The focus is through building self-esteem for this student who was previously turning away from education as felt isolated in the ability group they were part of in previous placement. This focus is showing a marked impact with very positive feedback from home. This additional staff focus will continue.|
|Intensive Interaction, Additional 1:1 support and AAC support have all shown an impact on improving outcomes for this student alongside the focus on the Engagement profile work. This is continuing.|
|Use of TEACCH, Interactive Technologies, Thinking Skills and the introduction of PODD have all impacted positively, these additional provisions will continue.|
|Eye Gaze and additional AAC support and 1:1 staffing are all showing an impact. To build on this we are also providing integration into more able groups to further challenge and stretch learning. This involves additional 1;1 staffing.|
(Not sufficient Data)
|This new student has not yet been able to overcome mental health related anxieties to attend school. We are providing home education visits and coordinating regular meeting with CAMHS and the LA to find a solution. Initial feedback shows that they are developing relationships with the staff providing outreach.|
|Specialist ASD provision class with TEACCH structure and provision, additional 1:1 staffing, Behaviour Plan, Sensory Circuits, all are proving to be supportive. To further support there will be development of the Sensory programme in place to manage their sensory processing needs.|
|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. All are enabling engagement and will continue.|
|Use of Dark Space for intensive interaction work, PECS, Additional 1:1 support and Structure Play are working well and supporting engagement and learning and will continue.|
|Additional 1:1, Communication Group work, SEAL work to build self-esteem|
|Additional 1:1, AAC support and Horticulture Therapy are all supporting engagement and learning outcomes.|
|Sensory Circuits, Horse Riding and a focus on strategies to develop confidence and self- esteem are all impacting positively on the progress of this pupil.|
|AAC Support and use of, Eye Gaze are supporting engagement for this pupils with additional access to Switch Toys, and higher levels of 1;1 support this is proving effective in supporting learning.|
|TEACCH strategies and a Sensory Diet are supporting this pupil to increase engagement in learning. This is backed up through Horticulture Therapy and Intensive Interaction sessions requiring additional 1;1 support.|
(Not sufficient Data, FLAGNET indicated Expected progress)
|Bucket Therapy, AAC Support with PODD book introduced and provision of Identiplay are all supporting building confidence and self-esteem positively, and through this learning outcomes.|
(Not sufficient Data, FLAGNET indicated Expected progress)
|TEACCH, PODD, Identiplay, and close collaborative work with home on behaviour needs are all proving positive in developing, focus and engagement with improved communication an evident impact.|
(Not sufficient Data, FLAGNET indicated Significantly Above Expected progress)
|Support for VI needs and additional 1:1 have been implemented alongside a programme to support their communication and social emotional development. This is proving effective and they are making significant progress.|
|(Not sufficient Data, FLAGNET indicated Slightly Below Expected progress)||PECS is supporting this pupil to start to communicate independently and recognize her ability to communicate and express her wishes.|
|(Not sufficient Data, FLAGNET indicated Expected progress)||This pupil has a condition that requires high levels of 1:1 support and sensory and AAC input to maintain skills and provide for management as skills diminish. A close collaboration with home is a key part of support for this pupil.|
|(Not sufficient Data, FLAGNET indicated Slightly Above Expected progress)||TEACCH and a Sensory Diet are supporting this pupils needs for structure to understand what is happening and manage sensory processing needs. Additional provision of Bucket Therapy is enabling engagement.|
|(Not sufficient Data, FLAGNET indicated Expected progress)||TEACCH and a Sensory Diet are supporting this pupils needs for structure to understand what is happening and manage sensory processing needs. PECS is being introduced to support communication development.|
|(Not sufficient Data, FLAGNET indicated Expected progress)||TEACCH and PECS are both proving effective alongside a high level of 1:1 staffing to facilitate implementation|
|(Not sufficient Data, FLAGNET indicated Significantly Above Expected progress)||This pupil is receiving a high level of additional stretch in their learning as they are making excellent progress such that we are now looking at a move to more mainstream provision for September 2017|
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 Pupil Premium Students July 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 is currently aware of. Because of this, the school undertakes a further breakdown dividing the progress into 5 categories;
Significantly Above Expected Progress = 5 percentile points or more above 50th Percentile
Slightly Above Expected progress = between 2 and 5 percentile points above 50th Percentile
Expected Progress = 1 percentile point above or below the 50th percentile
Slightly Below Expected progress = between -2 and -5 percentile points below 50th Percentile
Significantly Below Expected Progress = -5 percentile points or more below 50th Percentile
Comparing current progress of Pupil Premium Students and those who do not receive Pupil Premium
Below is the data from July 2016.
|Pupil Premium||Not Pupil Premium|
|Above Expected Progress||6 out of 15 = 40%||7 out of 53 = 13%|
|Expected Progress||9 out of 15 = 60%||43 out of 53 = 81%|
|Below Expected Progress||0 out of 15 = 0%||3 out of 53 = 6%|
Progress is particularly positive in comparison with the whole school. Pupil Premium students are certainly not falling behind.
Antonia Gaut and Pippa Fox Data November 2016