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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 2016 – 2017                                                 Russet House School                    

Summary Information 2016 - 2017

  • Number of pupils on roll: 112
  • Number of pupils eligible for Pupil Premium: 60
  • Total value of Pupil Premium funding: £77 720
  • Date for next review of the strategy: July 2017

Attainment 2015 - 2016

Pupil Attainment in 2015 – 2016 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.

Similarly, pupils eligible for Pupil Premium achieved their IEP outcomes at a comparable level compared to pupils not eligible for Pupil Premium.  

Attainment 2016 – end February 2017

Analysis of data to February 2017 indicates that pupils eligible for pupil premium made slightly less progress than those not eligible for Pupil Premium in the first 3 months of the academic year. However in the 3 months period December – end of February 2017 pupils made comparable progress.

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 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.

Children with autism experience difficulties with communication and social interaction. It is therefore crucial that they receive specialist support to develop their skills. At Russet House School Speech and Language Therapists work alongside specialist teachers and teaching assistants to support the pupils to maximise their communicative capability.

Some pupils require additional staffing or equipment (such as that recommended by the Occupational Therapist) to enable them to access the curriculum.

The Pupil Premium funding in 2016 – 2017 (academic year) will be spent on the following:

  1. A Parent Support Advisor


  • - 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. Feedback from parents will also be analysed.

Review, April 2017:

  • Analysis indicates that the Parent Support Advisor has had a significant impact on families wellbeing and on supporting pupils’ learning at home:
  • In total the Parent Support Advisor has supported 56 pupils/ families in Autumn 2016 and Spring 2017 (40 of these pupils are eligible for Pupil Premium).
  • The Parent Support Advisor has supported 33 pupils/ families with learning at home in Autumn 2016 and Spring 2017 (21 of these pupils are eligible for Pupil Premium). Of these 33 pupils, 17 of them have achieved the learning objectives and they no longer require PSA support. For 16 pupils/ families support remains ongoing.
  • The Parent Support Advisor has supported 55 pupils/ families with non learning related issues in Autumn 2016 and Spring 2017 (40 of these pupils are eligible for Pupil Premium). This included helping get access to support outside school (such as activities grants, play-schemes) and to access charitable funding to buy resources to use with their children at home.

 A Speech and Language Therapist


  • - Russet House School regards the development of its pupils’ communication as crucial; it lies at the core of the school’s curriculum.

The full-time Speech and Language Therapist funded through Pupil Premium funding for one term will add to the school’s complement of one full-time and one part-time Speech and Language Therapist funded by the Health Service. This will ensure that pupils in all classes will be supported by a Speech and Language Therapist to a greater extent, and more training can be provided for staff and parents.

Measuring Impact:

  • - At Annual Reviews and Education, Health and Care Plan conversion meetings pupils’ progress towards their communication outcomes is documented; this will be analysed at the end of the academic year to ensure that the progress of pupils eligible for Pupil Premium compared to those not eligible for Pupil Premium is comparable.

Reviewed, January 2017:

  • - During the Autumn term the school-funded Speech and Language therapist supported 35 pupils (5 classes; 23 of these pupils are eligible for Pupil Premium). This ensured greater speech and language therapy support for all pupils. Pupil Premium funding will no longer be used for Speech and Language Therapy input.

 Additional Teaching Assistant in a class where additional support is required


  • - 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, April 2017:

  • - The provision of an additional teaching assistant in one additional class ensured that all pupils in the class were provided with adequate support to enable them able to access the curriculum; of the 6 pupils in the class 4 of them are eligible for Pupil Premium. Part of the Pupil Premium funding will continue to be used to fund an additional teaching assistant.

 Communication Tools and IT


  • - Pupils’ communication is supported in different ways: many pupils use a communication system which consists of them having a book/ folder of pictures or symbols which they use to develop their ability to communicate with others. Some pupils may also benefit from using a specialist communication app on an i-pad; following discussion between a pupil’s Speech and Language Therapist and class teacher a pupil may begin a trial of the app. Pupil Premium funding will be used to purchase the i-pads and app for use in school.

Measuring Impact:

  • - The progress of pupils using i-pads for communication will be closely monitored on an ongoing basis to ascertain if this is effectively supporting the individual pupil’s communication skills, and parents will be kept fully informed of their child’s progress.

Review, April 2017:

  • - Two pupils continue to use i-pads in class to support their communication development
  • - One additional pupil is starting to trial the use of the i-pad and app in Summer 2017.

 Sensory equipment for classes (based on advice of OT)


  • - 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, April 2017:

  • - Trampettes and peanuts balls have been provided for pupils in several classes enabling them 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.

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.


PUPIL PREMIUM STATEMENT 2015/16 (to 31st March 2016)

In 2015 – 2016 the Pupil Premium Grant was awarded for 58 pupils (52% of pupils) and totalled £80,274.

Russet House School used the Pupil Premium Grant for the following purposes:

  • To provide a Parent Support Advisor.
  • To fund a Speech and Language Therapy Assistant.
  • To fund additionalTeaching Assistant posts to increase the level of support in three classes.
  • To fund the Occupational Therapy Universal Access Programme in 5 classes.

Below is a summary of the interventions:


Impact of the Intervention

Parent Support Advisor

The Parent Support Advisor has supported a total 100 families from September 2015 – August 2016, including 46 families of children who are eligible for the Pupil Premium Grant (i.e. 79% of families whose children are eligible for Pupil Premium).


From September 2015 – end August 2016 support has included:

-          supporting a total of 52 children/ families with their child’s learning at home (30 families of children eligible for Pupil Premium and 22 families who are not eligible for Pupil Premium). This has included support with toileting programmes, developing better sleep habits, developing children’s communication skills, helping with eating and with strategies to manage children’s behaviour.

-          completing forms to request a ‘short breaks grant’ (which can be used to pay for activities, clubs or play-schemes outside school time)

-          help to complete the parental part of the EHCP form

-          home visits, phone calls and meetings in school including during the school holidays



Parental feedback has been consistently positive with parents describing how they have developed confidence and skills to support their children at home.


Speech and Language Therapy Assistant

In September 2015, a new SALT Assistant post was created to help with in-class communication support across the school.  

During the Autumn Term 2015, she supported groups of children throughout the school to develop their skills with specific aspects of their communication. She worked with 24 children who received the Pupil Premium Grant (41% of pupils who receive the grant).  

During the Spring and Summer Terms 2016, she specifically supported six pupils in phase 1.

Impact: Pupils developed their communication skills in the areas which were focused on such as requesting, commenting, answering questions.


3 additional teaching assistants

3 teaching assistant posts were directly funded from September 2015 – July 2016  to increase the level of support in three classes. This has supported 13 pupils eligible for free school meals.

Impact: The additional staff member has enabled pupils to access the curriculum to a greater extent and ensure that they have received support to manage their sensory needs and behaviour. 


Occupational Therapy Support

The Occupational Therapist has implemented a Universal Access programme for 4 hours per week. This involves the occupational therapist providing advice and support which staff are then able to utilise in class to help to manage children’s sensory needs.


The OT supported 5 classes as part of the Universal Access Programme from September 2015 – end July 2016; 11 pupils who were eligible for the Pupil Premium Grant were provided with sensory strategies to use in class.  

Furthermore various resources and sensory equipment (such as dark dens, rocker chairs and weighted vests) have been purchased throughout the year to support specific children in the classroom environment.


Impact: By having sensory strategies in place for these pupils they are better able to access the curriculum thereby enabling class based staff to support all the pupils eligible to a greater extent.

Attainment of Pupils

Pupil Premium funding is allocated to help to raise the attainment of pupils who are eligible for it so that they make the same progress as their peers who are not eligible for it.

Analysis of assessment information indicates that the proportion of children making very good or good progress at Russet House School is comparable for those pupils eligible for pupil premium and those who are not.



The total grant allocated for Pupil Premium for the financial year 2014/15 was £81,198.

This was used as follows :

Additional Learning Support

At the beginning of the Summer Term 2014, it was decided to appoint additional Teaching Assistants to work with specific children.  An temporary additional teaching space was identified and the supplementary support was used to ensure that all targeted children continued to have access to the best possible teaching and learning environments, suitable for their individual needs outside of the main classsroom.

This intervention was extremely successful. The increased support for these children has resulted in a very positive start from September 14 which continued to improve throughout the academic year without the need for further targeted support.

 Additional support during lunchtimes

Occasionally, specific children require 1:1 support during lunchtimes. The Grant has been used to fund additional lunchtime supervisory support.

Other resources

The General Assistant’s hours were increased to provide greater flexibility over the lunchtime period, and to also allow more time for the creation of resources (e.g. symbols etc) for targeted children. 

Parent Support Advisors

The role of Parent Support Advisor has been supporting parents across the school.

Since the creation of the post in Summer 2015 over 26 (from 51) eligible families have received PSA support. This has included:

·     Home visits

·     Telephone support

·     Provision of workshops and support groups

·     Coffee mornings and social activities

-     Support for transition to secondary school

-     Support relating to completing new Education Health and Care Plans

20 of these families also received support during school holidays.

Other information

The Pupil Premium Funding has also been used to provide additional Speech and Language Therapy for targeted children.


The School also now receives additional funding for PE in school.  Please click here for more information.