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: 113
- Number of pupils eligible for Pupil Premium: 56
- Total value of Pupil Premium funding: £72 600
- Date for Review of the Strategy: July 2018
Attainment 2016 - 2017
Pupil Attainment in 2016 – 2017 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.
Attainment 2017 – 2018 (reviewed July 2018)
Analysis of attainment data March – end May 2018 indicates a greater proportion of pupils eligible for Pupil Premium achieved very good or good progress in maths compared to those not eligible for Pupil Premium, a comparable proportion of Pupil Premium pupils and non Pupil Premium pupils achieved very good or good progress in English and computing. However a lower proportion of pupils eligible for Pupil Premium achieved very good or good progress in science and PSHE compared to those not eligible for Pupil Premium..
Analysis of attainment data December 2017 – end February 2018 (second assessment period) indicated that pupils who are eligible for Pupil Premium are making comparable progress to those not eligible for Pupil Premium in all core subjects (English, maths, science and also in PSHE/ PSED and computing).
Analysis of attainment data September – end November 2017 (first assessment period) indicated that pupils who are eligible for Pupil Premium are making comparable progress to those not eligible for Pupil Premium in all core subjects (English, maths, science and also in PSHE/ PSED). In computing more pupils not eligible for Pupil Premium achieved greater 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/ 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 was spent on the following:
- A Parent Support Advisor
- - The Parent Support Advisor supports 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.
- - The number of pupils receiving support from a Parent Support Advisor for their learning at home and their progress has been analysed on a termly basis.
Review July 2018:
- - The Parent support advisors have supported 71 families in total since September 2017; 41 of these involve a child eligible for Pupil Premium.
- - 39 of the families have been supported with some aspect of their child’s learning outside school, 23 of whom are eligible for Pupil Premium.
- - 65 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. 37 of these families involve a child who is eligible for Pupil Premium.
- An Occupational Therapist (3 days per week; half of this funded through Pupil Premium)
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 has provided training for all staff (INSET and class-based training in September/ October and in 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 has provided direct 1:1 support for pupils who require additional professional input to learn to manage their sensory needs/ difficulties; she has also trained class-based members of staff to support and work with specific pupils in the sensory gym.
- - There has been ongoing monitoring that sensory strategies are utilised within all classes.
- - The OT has written sensory strategies to be used with specific pupils in class (by class based teams).
Review July 2018:
- - All classes are utilising sensory based strategies with pupils.
- - 58 pupils have specific sensory strategies to use with particular pupils; 28 of these pupils receive Pupil Premium.
- - The OT has worked directly with 11 pupils in the past term in the sensory gym, 5 of whom are eligible for Pupil Premium; in addition the OT has trained class based staff to work with a further 7 pupils, 4 of whom receives 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, half of this funded through Pupil Premium)
In order for more pupils to be provided with support, an Occupational Therapy Assistant has been employed for since January 2018 to carry out individual and small group work to help to support pupils’ self-regulation and motor planning skills under the direction of the OT.
- - The Occupational Therapist has monitored the progress of pupils who are working with the Occupational Therapy Assistant.
Review July 2018:
- - The OT assistant has supported 20 pupils in the past term and continues to do so; 8 of these pupils are eligible for Pupil Premium. The OT assistant has supported these pupils in the sensory gym; this has helped them to learn to modulate their sensory needs and arousal levels linked to their sensory needs.
- Sensory equipment for classes (based on advice of OT)
- - The school’s Occupational Therapist has recommended equipment to be used in classes at the start of the year and again during the review of strategies used in class in spring 2018. This equipment has helped pupils learn to manage their arousal levels e.g. by using a weighted jacket when needed, having a movement break on a trampette when needed.
- - Pupils’ use of specialist equipment has been monitored on an ongoing basis.
Review, July 2018:
- - A further 4 trampettes have been purchased for use in classes; this important piece of equipment has enabled 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.
- Additional Teaching Assistants in four classes 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.
- - There has been ongoing review of the pupils’ engagement and support required.
Review, July 2018:
- - The provision of an additional teaching assistant in two additional classes during the autumn, spring and summer terms has ensured that all pupils in the class were provided with adequate support to enable them able to better access the curriculum. During the spring and summer terms in each of these classes a pupil has been taught in an additional learning space outside the classroom; both of these pupils are eligible for Pupil Premium.