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Pupil Premium

Schools are currently allocated Pupil Premium funding for those families who have been registered for Free School Meals (FSM) and this includes any child who has been registered for FSM at any point during the past 6 years. Each school may decide how best to use the funding and schools are held accountable for how this has been used to support pupils from low income families.  Schools are required to report this information.

In recent years, the school has seen an increase in families with English as a second language, with 23 different languages being spoken.  Some of this funding will be used to target families from different ethnic backgrounds through support from our Parent Support Advisers. This will be used to help us support them to understand Autism and how best to communicate with their children and support their learning.

Funding is also used to implement targeted support for specific children in the classroom environment. Not only does this benefit individual pupils, but also has a direct positive impact on the learning experience of all other children within a teaching group.

For more general information about Pupil Premium please visit the Government's website here.

In line with new guidance, Pupil Premium expenditure must now be represented in relation to the academic year. Previously this has been reported based on the financial year.

Pupil Premium Strategy Statement 2017 – 2018                       

Summary Information 2017 - 2018

  • Number of pupils on roll: 111
  • Number of pupils eligible for Pupil Premium: 56
  • Total value of Pupil Premium funding: £72 600
  • Date for Review of the Strategy: April 2018

Attainment 2016 - 2017

Pupil Attainment in 2016 – 2018 was analysed every 3 months including the attainment of pupils eligible for Pupil Premium and those who were not. This showed that pupils eligible for Pupil Premium were made comparable progress to those who were not eligible for Pupil Premium.

Analysis of data relating to EHCP outcomes identified that more pupils eligible for Pupil Premium achieved 100% of their EHCP outcomes compared to pupils not eligible for Pupil Premium. However a higher proportion of pupils eligible for Pupil Premium achieved less than 60% of their outcomes compared to the proportion of pupils not eligible for Pupil Premium who achieved less than 60% of their outcomes. The progress of these pupils will be supported in 2017-18.   

Summary of Main Barriers to Educational Achievement faced by Pupils at RHS who are Eligible for Pupil Premium

All pupils attending Russet House School have complex needs; it is therefore extremely difficult to identify/ isolate additional barriers specifically faced by pupils eligible for Pupil Premium and there are no nationally available statistics regarding this.

Children with autism often have difficulty generalising their skills in different situations, including between home and school. In addition it is recognised that parents and families with children with autism often face additional pressures and may require additional support to help their children to generalise their skills to different situations and environments.

Some pupils experience periods when they require extra support to regulate their emotions and access the curriculum and learning environment. In order to support these pupils and their peers in their classes, an additional teaching assistant helps to ensure the learning of all pupils within the class.

Children with autism often experience difficulties with sensory integration. They require their sensory needs to be analysed and strategies to be put in place to help them to manage their sensory needs. Some pupils may require additional equipment (recommended by the Occupational Therapist) to enable them to access the curriculum, and other may require 1:1 support from the Occupational Therapist or Occupational Therapy Assistant.

The Pupil Premium funding in 2017 – 2018 will be spent on the following:

  1. A Parent Support Advisor

Rationale:

  • - The Parent Support Advisor will support parents with their children’s learning at home. This includes all aspects of learning including academic learning and learning relating to developing communication, increasing independence, improving self help skills, implementing strategies to help to improve pupils’ behaviour if needed.

Measuring Impact:

  • - The number of pupils receiving support from a Parent Support Advisor for their learning at home and their progress will be analysed on a termly basis.

Review January 2018:

  • - The Parent support advisors have supported 40 families in total; 21 of these involve a child eligible for Pupil Premium.
  • - 21 of the families have been supported with some aspect of their child’s learning outside school, 10 of whom are eligible for Pupil Premium.
  • - 31 families have been supported with aspects other than learning but which impact on a family’s well-being , such as applications for a short breaks grant during school holidays. 18 of these families involve a child who is eligible for Pupil Premium.

 An Occupational Therapist (3 days per week)

Rationale:

Russet House School recognises that it is vital to recognise the sensory integration difficulties which our pupils experience and provide them with support to meet their sensory needs, and help the pupils to manage these.

The Occupational Therapist will provide training for all staff (INSET and class-based training in September/ October and in February/ March) so that they are able to utilise sensory strategies with all pupils and also implement specific strategies which she has identified are important for particular pupils. The Occupational Therapist will provide direct 1:1 support for pupils who require additional professional input to learn to manage their sensory needs/ difficulties; she will also train class-based members of staff to support and work with specific pupils in the sensory gym.

Measuring Impact:

  • - There will be ongoing monitoring that sensory strategies are utilised within all classes. The Occupational Therapist will report at Annual Review on the progress of pupils with whom she works 1:1.

Review January 2018:

  • - All classes are utilising sensory based strategies with pupils.

In addition the OT has trained/ is in the process of training 5 class-based staff members to support 5 specific pupils in the sensory gym; 3 of these pupils receive Pupil Premium. Their access to the sensory gym enables them to better modulate their arousal levels and so better manage their emotions and behaviour, and better access the learning environment.

 

  • An Occupational Therapy Assistant (from January 2018, 13.5 hours per week)

Rationale:

In order for more pupils to be provided with support, an Occupational Therapy Assistant will carry out individual and small group work to help to support pupils’ self-regulation and motor planning skills under the direction of the OT.

Measuring Impact:

  • - The Occupational Therapist will monitor the progress of pupils who are working with the Occupational Therapy Assistant.

 

  1. Sensory equipment for classes (based on advice of OT)

Rationale:

  • - The school’s Occupational Therapist will support in classes across the school at the start of the academic year to ensure that class staff are successfully implementing strategies and using equipment which she has recommended for specific children.

Measuring Impact:

  • - Pupils’ use of specialist equipment will be monitored on an ongoing basis.

Review, January 2018:

  • - Trampettes have needed to be replaced in several classes; this important piece of equipment enables pupils to have movement breaks and suitable sensory input when they need it; this in turn has helped these pupils to moderate their arousal levels. It has helped all pupils in the relevant classes better access the curriculum.
  1. Additional Teaching Assistants in two classes where additional support is required

Rationale:

  • - Due to changes in their educational and social and emotional needs, some pupils require additional staffing in order to facilitate the learning of all the pupils in the class.

Measuring Impact:

  • - There will be ongoing review of the pupils’ engagement and support required.

Review, January 2018:

  • - The provision of an additional teaching assistant in two additional class ensured that all pupils in the class were provided with adequate support to enable them able to better access the curriculum. In one class 6 out of 7 pupils in the class are eligible for Pupil Premium and in another class 4 out of 7 pupils are eligible for Pupil Premium. In both of these classes part of the Pupil Premium funding will continue to be used to fund an additional teaching assistant.

 

Analysis of Attainment  

Pupil attainment will be analysed every 3 months; the attainment of pupils eligible for Pupil Premium and those not eligible for Pupil Premium will be considered to ensure that pupils continue to make comparable rates of progress and any discrepancies will be addressed.

 

Please click here for the statement 2016-17

Please click here for the statement 2015-16

Please click here for the statement 2014-15