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RavensdaleInfant and Nursery School

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Pupil Premium

Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.

 Pupil premium strategy statement: Ravensdale Infant and Nursery School

  1. Summary information

School

Ravensdale Infant and Nursery School

Academic Year

September 2017 – July 2018

Total PP budget for school

£27.730

Total number of pupils

FS2 – 79

Y1 – 90

Y2 – 90

 

Total - 256

Number of pupils eligible for PP

(FS2, Y1 and Y2)

FS2 – 7

Y1 – 11

Y2 – 13

Total – 31

12.1 %

Date for next internal review of this strategy

February 2018

Total number of pupils in nursery (FS1)

25

Number of pupils eligible for PP in nursery (FS1)

2

Total PP budget for nursery

£300 x 2

£600

 

  1. Current attainment

 

 

FS1 all pupils

FS1 pupil premium

1 pupil

Non pupil premium school

Current attainment – FS1

% achieving expected READING

28.6%

100%

26.5%

% achieving expected WRITING

73.5%

100%

71.4%

% achieving expected NUMBER

38.8%

100%

36.7%

% achieving expected SSM

46.9%

100%

44.9%

% achieving expected CLL [[L&A/U/S]

55.1%, 57.1%, 40.8%

100%,100%,100%

53%, 55.1%, 38.8%

% achieving expected PHYSICAL [M&H/H&S-S]

53%, 77.6%

100%,100%

51%, 75.5%

% achieving expected PSED [SC&SA/MF&B/MR]

69.4%, 61.2%, 69.4%

100%,100%,100%

67.3%, 59.2%, 67.3%

 

Pupils eligible for PP

(school)

Difference between school PP and national non PP

Pupils not eligible for PP

(National average)

Current attainment – FS2

 

 

 

% achieving expected + READING

75%

 

 

% achieving expected + WRITING

75%

 

 

% achieving expected + MATHS

75%

 

 

% achieving GLD at end of FS2

75%

(Derby city +3)

(Derby city 72%)

Current attainment – KS1

% achieving expected Y1 phonics standard

57%

(Derby city -25)

(Derby city 82%)

% achieving expected by the end of Y2 phonics standard

100%

(Derby city +13.7)

(Derby city 86.3%)

% working at the expected standard or working at greater depth within the expected standard – Reading

50%

- 28.8%

78.8%

% working at the expected standard or working at greater depth within the expected standard – Writing

50%

-21.7%

71.7%

% working at the expected standard or working at greater depth within the expected standard – Maths

66.7%

-11.7

78.4%

Whole school

% of sessions missed due to overall absence

4.69% authorised

0.67% unauthorised

 

 

% of persistent absentees

55%

 

 

           

 

 

 

 

 

 

 

 

  1. Barriers to future attainment (for pupils eligible for PP)

In-school barriers

  1.  

Social skills and delayed Speech, Language and Communication skills impacting on learning, progress and social inclusion

  1.  

Behaviour and self-regulation

C.

Listening, attention and concentration

D.

Self-esteem

E.

Aspiration to learn

External barriers (issues which also require action outside school, such as low attendance rates)

F.

Challenging social and emotional home circumstances

G.

Reduced opportunities for completing homework and reading affect academic progress.

H.

Lack of parental engagement with the school, attend meetings etc so that parents are not as well equipped to support their child’s education

I.

Parental skills in managing children’s behaviour, including SEND.

J.

Attendance is lower for some pupils eligible for PP

  1. Desired outcomes

 

Desired outcomes and how they will be measured

Success criteria

  1.  

Teachers and TAs have a shared understanding of what constitutes good and outstanding teaching, learning and assessment. Teaching sessions are interactive and children learn collaboratively. Teachers and TAs are able to provide children with effective feedback about their learning in all curriculum areas. Monitor the quality of teaching via planning scrutiny, lesson observations, learning walks, book scrutiny and assessment information.

Consistently good or outstanding quality first teaching will lead to better outcomes for PP children. Effective feedback will produce improvement in learning and progress in all curriculum areas. Effective use of data and assessment to plan next steps for PP children to make accelerated progress.

  1.  

Improved speech, language and communication skills will enable PP children to make progress in all curriculum areas and also promote their social inclusion.

 

Speech and Language interventions will narrow the gap between children with speech or language delay and their peers.

Talk for writing training for all staff

Access to PSG funded interventions

  1.  

Improved attendance for all children, including PP children.

 

 

 

Attendance target for PP children for this academic year is set at - 96%

 

  1.  

PP children reading more regularly at home, as evidenced by parents/carers signing in reading diaries.

 

 

Introduce a new reading incentive to encourage parents/carers to listen to their child read at home. Rewards in school for children reading regularly at home.

Children to have increased opportunities to share books at home and to promote enjoyment of books with a library system introduced in FS2.

  1.  

Increased parental engagement with school to work collaboratively to promote children’s behaviour, learning and welfare.

100% attendance for Parental consultations and curriculum information sessions. Parents to attend events and activities in school.

       

 

 

  1. Planned expenditure

Academic year

2017 – 2018

The three headings below enable schools to demonstrate how they are using the pupil premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

  1. Quality of teaching for all

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

Cost

A. Teachers and TA’s understand what constitutes good and outstanding teaching, learning and assessment.

Staff identify strengths and areas for development. Quality CPD meets identified needs of staff.

Improving Quality First Teaching will benefit all pupils. Approaches from the ‘EEF Teaching and Learning Toolkit’ will be implemented.

Regular monitoring and lesson observations will show that teaching is Good or Outstanding. Impact of PP children will be monitored during Pupil Progress meetings.

LB (HT)

SS (SENCO)

RC (EYFS)

SA (KS1 lead)

 

HUB subscription -£400

 

B. Support for children to access learning opportunities and accelerate progress.

TA support for wellbeing, social, behavioural and academic reasons to support the children to participate and access the teaching and learning opportunities appropriate to their needs.

Extra support is often needed in the classroom to be able to provide the wide variety of support that the children require.

Learning walks, TA timetables, monitoring of progress for PP children during Pupil Progress meetings.

LB (HT)

SS (SENCO)

RC (EYFS)

SA (KS1 lead)

JS (Learning mentor)

TA support £4,000

 

Feedback and marking

 

 

 

All staff will be consistent in the effective use of feedback and marking

Research shows that good quality feedback can improve pupil progress.

Teachers and school staff will mark Pupil Premium books first to give good quality feedback and marking.

LB (HT)

SS (SENCO)

RC (EYFS)

SA (KS1 lead)

 

 

Quality reading resources

 

Audit of current resources and use of research to ensure the most effective strategies are used for the teaching of reading. Staff to engage in KS1 book club to gain access to quality texts.

English lead to audit the quality of the books used to teach reading, books to be purchased.

Good quality texts will engage the children and enhance their language skills whilst encouraging independent reading.

Research will be used to evidence strategies for promoting reading. Specialists and school staff will be working together to improve the quality of resources and to ensure that funding is spent appropriately.

LB (HT)

SS (SENCO)

RC (EYFS)

SA (KS1 lead)

 

£70 x 2 = £140

 

 

 

 

 

 

 

£1000

To promote parental engagement through reading at home.

Introduce a Ravensdale Reading Rocket incentive to encourage parents & carers to read at home regularly with their children.

 

Introduce a class library into all FS2 classrooms to promote enjoyment of books and reading with families.

To raise reading standards throughout school.

To increase the level of reading at home.

To develop a greater understanding with parents about the importance of reading at home.

Parents will be invited to reading information sessions and for phonics sessions.

Parents will be encouraged to attend drop in sessions to develop a greater understanding of how children are taught to read.

Reading rockets will be displayed in each classroom. Parents will be informed about the incentive.

LB (HT)

SS (SENCO)

RC (EYFS)

SA (KS1 lead)

 

All staff

 

Card and printer toner to print certificates for reading rocket. Staff meeting time to introduce the initiative to staff.

£50

 

Purchase of books £100

Phonics interventions

Phonics interventions to be delivered in KS1 by an experienced member of staff.

Audit of resources and purchasing of effective resources where necessary.

Phonics scores are increasing each year with smaller phonic groups, additional sessions focused on the phase that the child should be at and additional small group, high quality sessions as an intervention.

Regular monitoring of groups, learning walks, planning scrutiny, pupil progress meetings, phonics tracking assessments.

LB (HT)

RC (EYFS)

SA (KS1 lead)

 

£400

Total budgeted cost

£ 6090

  1. Targeted support

Desired outcome

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

Cost

 

A. Improved progress for pupils

1:1 or small group interventions planned for PP pupils who are falling behind their peers.

Some pupils require targeted support in addition to main class teaching to enable them to catch up.

Regular monitoring of children’s progress and review during pupil progress meetings.

Learning walks to monitor progress.

LB (HT)

SS (SENCO)

RC (EYFS)

SA (KS1 lead)

 

Cover costs £200 per day.

Total = £8,000

B. Progress towards speech and language therapy targets

1:1 interventions for children with a speech therapy plan.

Increase children’s speech and language skills to enable them to access the curriculum and be able to contribute confidently.

EEF effective use of Teaching Assistants states that the best use of TA’s is to deliver specific interventions.

Monitoring of progress towards speech and language targets and reviews from the Speech and Language therapist.

SS (SENCO)

 

Speech therapists

 

C, All children will make progress in line with their peers.

 

Targeted interventions and support depending on the needs of the individual pupils.

Data informs us that there is a gap between PP and non-PP pupils therefore interventions alongside quality first teaching will support the progress and learning of these pupils.

Monitored through pupil progress meetings and quality assurance (work scrutiny, lesson observations, data and learning walks).

LB (HT)

SS (SENCO)

RC (EYFS)

SA (KS1 lead)

 

Cover costs £200 per day.

(£8,000)

Total budgeted cost

 

£13,000

  1. Other approaches

 

Desired outcome

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

Cost

A. Improved attendance for all children including PP children.

Regular attendance awards will be given in assembly.

Attendance will be monitored and analysed (overall and groups) and parents challenged as appropriate.

Learning mentor to meet with parents and develop an action plan to support punctuality and attendance when necessary.

Monitor pupils attendance weekly and follow up quickly on absences, office staff to contact on first day of absence and report to Learning mentor.

Provide attendance data each half term to parents and class teachers to speak to pupil premium pupils with low attendance to offer support.

Half termly rewards will be given to children and parents for 100% attendance and punctuality.

 

Children need to be in school and on time every day. Class teachers need to be accountable for attendance and punctuality and discuss concerns with the Learning mentor and Parents/ Carers when there are concerns.

Half termly attendance data will be reported to SLT, governors at delivery team meetings and the FGB.

Learning mentor will work with the EWO to help improve attendance and letters sent to parents when children’s attendance is low.

JS (learning mentor)

 

SLT

 

 

Learning mentor time –

£8,000

B. To ensure that children are more settled and in school for the start of the school day

A breakfast club is fully funded by the school for PP children if needed.

Children are given a healthy breakfast to start the day. Opportunities for children and parents to discuss any concerns with a member of staff. Calmer start to the day and staff to support children’s self-regulation.

EEF states that parental engagement leads to positive outcomes.

 

 

 

 

 

 

 

Attendance at breakfast club is monitored.

 

Letters to parents to invite the children to attend

 

Pupil and Parent Questionnaires

JS (Learning Mentor)

£4.25 per day

£21.20 per week.

£807.50 per year.

Funding to participate in one afterschool club per year

School will fund one after school club place per year (access for one term) per child eligible for PP funding.

Children have opportunities to try new experiences, learn new skills and socialise with their friends.

Registers are kept of children attending the afterschool clubs.

Inclusion manager

£49 per term

£1568

All children to have the equipment needed for school to take part in and be equipped for the school day – book bags, school uniform, P.E. kits,

Support in providing the correct school uniform will be given to families if needed.

School will buy spare PE kits for each classroom for use by all children.

Wider curriculum opportunities ensure that we are developing the whole child and providing them with opportunities to be physically active.

Staff to inform SLT /Learning mentor of children who need support with Pe kits, uniform etc

SLT

School Business Manager

Learning Mentor

£8 per cardigan/

Jumper. (£256)

£50 for PE kit

All children to take part in school trips

All children will experience and be able to attend school trips to access wider curriculum opportunities with their peers.

Wider curriculum opportunities ensure that we are developing the whole child and providing them with opportunities they may not have at home. Financial circumstances should not be a barrier to the children joining their peers for school trip. Educational visits are a valuable and important part of the curriculum.

All children to take part in visits and extra-curricular activities.

Head teacher

School Business Manager

£500

Total budgeted cost

 

 

 

 

 

 

£9,613

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
  1. Review of expenditure

Previous Academic Year

 

 

 

 

September 2016 – July 2017

 

Total number of children on roll – 262 (+51 FS1)

Number of pupils eligible for pupil premium

12 (+1 EYPP)

Strategy

Rationale

Estimated impact:

Lessons learned

 

Teachers and TA’s understand what constitutes good and outstanding teaching, learning and assessment.

 

Staff identify strengths and areas for development. Quality CPD meets identified needs of staff.

Improving Quality First Teaching will benefit all pupils. Approaches from the ‘EEF Teaching and Learning Toolkit’ will be implemented.

Regular monitoring and lesson observations will show that teaching is Good or Outstanding.

Impact of PP children will be monitored during Pupil Progress meetings.

SLT and stakeholders including the SSIO carryout regular lesson observations and learning walks with an emphasis on teaching, learning and assessment.

Opportunities for staff training have been available and feedback forms completed to show how it will support teaching and learning.

Improved progress for pupils

 

1:1 or small group interventions planned for PP pupils who are falling behind their peers.

Some pupils require targeted support in addition to main class teaching to enable them to catch up.

Regular monitoring of children’s progress and review during pupil progress meetings will show that pupils are making ARE progress and when necessary ‘closing the gap’.

The percentage of all pupils reaching the phonic standard has increased each year with 87% of Year1 pupils passing compared with 76% in 2016.

By the end of Year 2 100% of disadvantaged pupils achieved the phonic standard compared with 86.3% in Derby City.

Progress towards speech and language therapy targets

 

1:1 interventions for children with a speech therapy plan.

Increase children’s speech and language skills to enable them to access the curriculum and be able to contribute confidently.

EEF effective use of Teaching Assistants states that the best use of TA’s is to deliver specific interventions.

Monitoring of progress towards speech and language targets and reviews from the Speech and Language therapist.

The Speech and language therapist provides targets and work to be carried out in school to then be reviewed when the targets have been achieved. Progress has been made when the targets have been reviewed.

Improved attendance for all children including PP children.

 

Regular attendance awards will be given in assembly.

Attendance will be monitored and analysed (overall and groups) and parents challenged as appropriate.

Children need to be in school and on time every day. Class teachers need to be accountable for attendance and punctuality and discuss concerns with the Learning mentor and Parents/ Carers when there are concerns.

End of term attendance data will be reported to SLT, governors at delivery team meetings and the FGB.

Learning mentor will work with the EWO to help improve attendance and letters sent to parents when children’s attendance is low.

PP - Authorised Attendance = 92.90%

PP - Unauthorised Attendance = 1.10%

 

Attendance was reported to Governors and monitored by LM with letters sent to parents to inform of attendance throughout the year.

To ensure that children are more settled and in school for the start of the school day

 

A breakfast club is fully funded by the school for PP children.

Children are given a healthy breakfast to start the day. Opportunities for children and parents to discuss any concerns with a member of staff. Calmer start to the day and staff to support children’s self-regulation.

EEF states that parental engagement leads to positive outcomes.

 

Attendance at breakfast club is monitored.

 

Letters to parents to invite the children to attend

 

Pupil and Parent Questionnaires

Breakfast club was funded for some pupils however the PP children did not choose to attend on a regular basis.

A positive start to the day for other vulnerable pupils and engagement with parents impacts on the whole class including PP pupils.

                                           

 

 

 

Welcome

Welcome

Welcome to Ravensdale Infant and Nursery School!

Welcome to our new school website!

Awards

Awards

Attendance

Attendance

Attendance since
September 2017 - March 2018:

  • Nursery
  • Reception 95.73%
  • Year 1 95.53%
  • Year 2 95.86%
  • Whole School 95.70%
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