Pupil Premium Students Report Financial Year 2015 - 2016

RIDGEWAY COMMUNITY SCHOOL Pupil Premium Students Report Financial Year 2015 - 2016

Pupil Premium £20,045.00 OLAs £N/A Total: £20,045.00 Figures below are for eligible pupils; Looked After Children 0 Service Children 1 Free School Meals 17

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 2015 – 2016, £42,000 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.

Provision Rationale Cost Impact

Horticulture Therapy Therapeutic outcomes £14,700 Accessed now by all focus on building self- pupils. Referral form esteem, confidence and identifies base line and independence skills, a issues to be addressed. focus for the school, End of year analysis on reflected in priority impact is currently being given to PSHE. undertaken and early indications back up anecdotal impact which is positive. Tandridge Developing team skills, £2,850 Impact reflects high music skills, including expectations, with reading music, widening students learning to read leisure opportunities. 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. Integrex Boards Two new Smart Board £10,000 Enable more children to technology, built in access this technology projectors and computer, that has proved very mobile and height and effective in engaging tilt adjustable. pupils in learning and providing a means for them to develop early mark making and writing skills in a fun way. AAC Specialist Speech Running Communication £24,960 FLAGNET evidences and Language Therapist Groups and identifying impact on pupil progress, AAC equipment / Ofsted specifically provision for pupils commented on session observed as Outstanding Practice. IRIS System System for observing £10,265 Evidence based research lessons and recording shows this has an impact them to enable greater on the quality of analysis of learning and teaching. The recording improve practice we have been doing for nearly 4 years has also backed this up. Total Costs: £62,775 Colour Code Below Expected Progress Expected progress Above Expected Progress Reflects National Comparison of Data June 2016 Italics 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. Pupil / Student Year Class Group Pupil Premium Provision Grou p 9/10 S3 AAC Support, Behaviour Plan, activities to promote independence and self-esteem. Improved confidence and interaction in class 9/10 S2 AAC Support, Behaviour Drill, Horticulture Therapy, Play Therapy All have been identified as having a positive impact on progress 8/9 S1 Structured Play, Hoprticulture Therapy, Tandridge Brass Band and Additional 1:1 support. The improvement in behaviour and focus on learning and development of independent learning have been superb 8/9 A2 Use of TEACCH, Switch Toys, AAC Support, Sensory Circuits, Speech has improved significantly. 7/8 C2 Intensive Interaction, Additional 1:1 support and AAC support. 7/8 S3 Use of TEACCH, Interactive Technologies, Thinking Skills, AAC Support with introduction of PODD, this has improved meaningful communication with use of communication during Independence activities to identify a staff need. 7/8 C2 Eye Gaze and additional AAC support and 1:1 staffing. With progress made she is now accessing integration with more able groups 5/6 A1 Specialist ASD provision class with TEACCH structure and provision, additional 1:1 staffing, Behaviour Plan, Sensory Circuit. 4/5 A1 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. 4/5 C1 Use of Dark Space for intensive interaction work, PECS, Additional 1:1 support and Structure Play 4/5 Green Additional 1:1, Communication Group work, SEAL work to build self-esteem 3/4 Green Additional 1:1, Communication Group work, Horticulture Therapy 3/4 A1 Additional 1:1 support, Sensory Circuits, Behaviour Drill, TEACCH 2/3 Green Sensory Circuits, Horse Riding, Social Communication Group. Welfare Officer Special Education involvement to improve attendance. 2/3 C2 Support from the Specialist AAC Speech and Language Therapist, Sensory Diet, Eye Gaze and access to Switch Toys. R/1 Blue Bucket Therapy, AAC Support with PODD book introduced, Identiplay R/1 Blue TEACCH, PECS, Identiplay, Communication Group work NB 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 mid year Assessment data via CASPA Pupil Premium Students March 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 currently are aware of. Because of this, the school will endeavour to explore other measures of progress alongside the main method stated above. In February 2016, The Ridgeway’s assessment data was transferred from SOLAR into CASPA for mid year analysis. These results give an indication of current levels of progress and a guide to how progress could look at the end of the academic year. It is important to note that this system only shows how progress would look if no more data was entered between now and the end of the academic year. The Pupil Premium Free School Meals group has stabilised in size at 16 students, the same as last year. Of these 16, 2 are currently in Reception Class and do not show up on the main data analysis, this leaves a group of 14 students. There is one Service child, who is performing in line with their peers. I will look at the group of students who receive Pupil Premium and compare their progress to the students who do not receive it. Comparing current progress of Pupil Premium Students and those who do not receive Pupil Premium To begin with, I will just look at the current levels of progress of students in core subjects Pupil Premium Not Pupil Premium Above Expected Progress 1 out of 14 = 7% 4 out of 54 = 7% Expected Progress 11 out of 14 = 79% 42 out of 54 = 78% Below Expected Progress 2 out of 14 = 14% 8 out of 54 = 15%

The number of students in each group is remarkably similar. The two Pupil Premium students in danger of making Below Expected Progress are both able Key Stage 2 students and will easily move into the Expected Progress Group if they maintain their current level of progress. Overall Conclusions Progress is very similar between students who receive Pupil Premium and those that do not. Pupil Premium students are certainly not falling behind. Neil French Data Analyst March 2016