Pupil Premium
Rosehill School receives an additional allowance over and above its budget to help address the lower levels of achievement experienced by children who are disadvantaged in some way. This is called the Pupil Premium (PP) and is in addition to main school funding. This funding is allocated straight to the school and is clearly identifiable in our Budget. The premium awarded is in addition to any funding the pupil may receive for their special educational needs. PP is awarded for every pupil who:
- Is in receipt of a Free School Meal in the current year;
- Has been in receipt of a Free School Meal in the previous six years (Ever 6 FSM);
- Has been Looked After by the local authority continuously for the past six months;
- Is a child in a Services Family
Rosehill School has worked hard to ensure that all pupils achieve as much as they are able. To ensure this has maximum affect our Governing Body fully examine data and impact of this additional funding upon progress made over time by our PP learners. Through this scrutiny Governors are able to provide challenge in regards to the impact this further funding provides, determine clear routes of accountability for the additional funds received and support the rationale behind the allocation of PP funding.
The Head Teacher provides the Governors with an annual statement prepared for parents on how the PP funding will be/has been spent. Please see below the link to our 3-Year Long Term Pupil Premium Strategy Plan 2019 - 2022. This includes:
- Our philosophy
- End of year statements
- How we spend the PP successfully to maximise achievement
- Our priorities
- Barrier to future attainment and desired outcomes
- Current and previous funding
- Data sources used to research and identify barriers/actions
- Attainment data
- Our implementation process
- Accountability
- Intervention planning in full
The spending of the pupil premium grant is reviewed on an annual basis, with the next school review taking place in April 2022
Pupil Premium Strategy Statement 2021 - 2022
School Overview
Information | Data |
School name | Rosehill School |
Pupils in school | 116 |
Proportion of disadvantaged pupils | 54% |
Pupil premium allocation this academic year | £72,255 |
Academic year or years covered by statement | 2021 - 2022 |
Publish date | 8th October 2021 |
Review date | September 2022 |
Statement authorised by | Cheryl Steele, Headteacher |
Pupil premium lead | Adele Harvey, Deputy Headteacher |
Governor lead | Rebecca Hyder, Safeguarding Governor |
Current attainment based on March 2020 results | ||||
| Pupils eligible for FSM (54) | Pupil not eligible for FSM (61) | Pupils recorded as Children in Care (2) | Pupils not recorded as Children in Care (113) |
Pupils making at least expected progress in Reading | 92% | 85% | 50% | 89% |
Pupils making below expected progress in Reading | 8% | 15% | 50% | 11% |
Pupils making at least expected progress in Writing | 77% | 69% | 50% | 77% |
Pupils making below expected progress in Writing | 23% | 31% | 50% | 23% |
Pupils making at least expected progress in Number | 100% | 98% | 50% | 100% |
Pupils making below expected progress in Number | 0% | 2% | 50% | 0% |
Pupils making at least expected progress in Measure | 100% | 95% | 100% | 97% |
Pupils making below expected progress in Measure | 0% | 5% | 0% | 3% |
Pupils making at least expected progress in Geometry | 100% | 100% | 100% | 100% |
Pupils making below expected progress in Geometry | 0% | 0% | 0% | 0% |
Disadvantaged pupil barriers to success
Internal barriers (issues to be addressed in school) | Links to national research and identified barriers | |
A | Under developed language skills, and communication difficulties, can impede disadvantaged children’s access to the curriculum and independent learning strategies. | Rosehill/SALT research. Sutton trust – teaching standards. Education endowment – oral language development. |
B | Many pupils present with on-going sensory processing challenges; this includes difficulties with understanding and expressing their own sensory preferences, regulating their sensory needs and maintaining a healthy diet due to eating and drinking difficulties which can be a barrier to them accessing learning. | Rosehill/OT research. Education endowment -self regulation. |
C | Some pupils have significant needs in relation to their emotional and mental wellbeing and physical health, particularly following the pandemic, and continue to demonstrate low self-confidence and poor social interaction skills, despite the range of strategies being used. | PHE – health and wellbeing. Change 4 life. Young minds. Education endowment – outdoor adventures. AET – wellbeing. |
External barriers (issues which also require action outside school) | ||
D | Maintaining on-going levels of parental engagement with school, including not accessing additional support by some parents, despite range of strategies being attempted. | School home support services. Education endowment – parental engagement. |
E | The social deprivation experienced by some of our families can result in them having limited access to experiences beyond the immediate ones that are part of their daily life. | Rosehill research. The Arts Council. |
Strategy aims for disadvantaged pupils - academic achievement
Aim | Evidence of impact | Target date |
Improve speech, language and communication (SL&C) provision for targeted pupils to achieve their full communication potential.
| Children who receive targeted interventions for SL&C, make the expected progress and maintain the gains.
Quality assurance analysis (through learning walks, observations, EHCP outcomes, SL&C targets (AET/Earwig)) shows increased use of SL&C systems for both individuals and groups, embedded across curriculum areas. | July 2022
July 2022
|
Improve reading performance of PP pupils.
| Quality assurance analysis (through learning walks, observations, assessments and tutor feedback) shows an increase in the number of pupils making expecting/exceeding progress from baseline assessments in reading. | July 2022 |
Improve writing performance of PP pupils. | Quality assurance analysis (through learning walks, work samples and observations) shows an increase in the number of pupils are making expecting/exceeding progress from baseline assessments in writing. | July 2022
|
Staff knowledge will develop and increase through attending targeted CPD to support individuals or groups of pupils. | Evaluations and individual staff performance management reviews. | July 2022 |
Pupils will continue to demonstrate an increased engagement and interest with learning by accessing a culturally rich curriculum and a range of extra-curricular activities. | The breath of cultural and creative arts activities and scenario-based experiences ensures that learning is hands on and multisensory, which better aids retention in pupils’ long-term memory.
Pupils are prepared for later life through developing their understanding and interest in the world and through increased opportunities for independence. | July 2022 |
Strategy aims for disadvantaged pupils – wider outcomes (e.g. independence)
Aim | Evidence of impact | Target date |
Strengthened and improved levels of personal choice and engagement and pupils’ capacity to regulate their own emotional and sensory needs to support learning.
| Through implementing sensory journals, all pupils have personalised strategies and goals incorporated across daily timetables and wider curriculum opportunities.
C/YP deal better with sensory input from the wider environment and how they behave in reaction to that sensory input. Fewer behaviour incidents recorded for these pupils.
Learning walks, pupil voice and observations show higher levels of engagement in learning/ activities and gains in attention, cognitive and social skills.
Awareness, confidence and application of sensory strategies by teaching staff increases. | July 2022
|
C/YP who have identified as having food/drink difficulties demonstrate increased interest and enjoyment in eating and drinking. | C/YP become more comfortable with food/drink experiences; mealtimes become more relaxed and C/YP demonstrate an increased interest and tolerance to eating and drinking.
| July 2021 |
Positive mental health and well-being of pupils will develop and increase by being supported through access to tailored individual support and extended wellbeing led activities (i.e. counsellor).
Staff knowledge to support pupils and colleagues experiencing mental health will develop and increase by attending wellbeing champions training. | Activities to support mental health and wellbeing are embedded across the curriculum and daily timetables.
Quality assurance (feedback, observations and assessments) demonstrates that C/YP have improved their awareness of healthy lifestyle choices.
More staff will be trained as Wellbeing Champions across the school. | July 2022 |
Increase in parental engagement in order to improve social and educational outcomes for pupils. | Increased parental engagement and participation seen by those parents/carers who currently demonstrate limited engagement. i.e. Parents attend annual review meetings and parent workshops/evenings as well as accessing online systems such as the school calendar etc. Parents increase their access to school-based support and guidance including home learning and wider services such as health, social care, supportive agencies/networks and the local offer.
Overall attendance for disadvantaged pupils, is at/greater than 95%.
| July 2022 |
Summary of PPG spending in academic year
Focus and summary of interventions | Summary of spending |
A. Engagement, enjoyment and standards in speech, language and communication (SL&C) and reading and writing:
| Total = £12,500
|
B. Development of sensory integration and self-regulation skills:
| Total = £32,000
|
C. Improvement of emotional health, wellbeing, physical health and happiness:
| Total = £13,700
|
D. Improvement of parental engagement:
| Total = £6,000
|
E. Strengthened and increased participation and engagement in “Cultural Capital” experiences:
| Total = £8,055
|
Teaching priorities for current academic year
Aim | Evidence of impact | Target date |
Progress in reading | Targeted reading interventions and 1:1 additional support for reading and phonics. | July 2022 |
Progress in writing | Targeted writing interventions and 1:1 additional support for writing. | July 2022 |
Progress in SL&C | Communication groups. SALT/IPLJ targets. 10 strands of outcomes. | July 2022 |
Improved independence skills | Progress in the development of self-help skills, making choices, increasing social interactions, forming friendships and communicating needs, wants, feelings. | July 2022 |
Targeted academic support for current academic year
Measure | Activity |
Priority A | Key Stages will be able to target support and interventions for all disadvantaged pupils in SL&C, reading and writing. |
Priority B and C | Working alongside the curriculum and teaching staff the Occupational Therapy team will continue to develop sensory integration and self-regulation skills. Providing staff and class-based teaching. As a whole school approach with wellbeing champions develop emotional health, wellbeing and physical health learning opportunities for a wide group of disadvantaged pupils. Develop staff confidence, skills and knowledge when working with pupils experiencing mental health challenges. |
Barriers | Staff knowledge and understanding. |
Projected spending | £58,200 |
Wider strategies for current academic year
Measure | Activity |
Priority D | Early intervention is provided to enable families to access support, services, informal and structured training / learning opportunities, coffee mornings, and home visits. |
Priority E | A wide range of extra-curricular activities across the creative arts, music, dance and drama are delivered. |
Barriers | Lack of knowledge around mental health. Lack of suitable out of school services available for pupils on the autism spectrum with learning difficulties. |
Projected spending | £14,055 |
Monitoring and implementation
Area | Challenge | Mitigating action |
Teaching | Ensuring enough time is given over to allow for staff professional development. | Use of INSET days and additional cover being provided by senior leaders. |
Targeted support | Ensuring enough time for school English and Communication Leaders to support small groups. | English lead paired with part-time teacher returning from parental leave to free up 1 day a week to lead small groups. |
Wider strategies | Enough time to plan and deliver new programme of enrichment and extra-curricular activities. | Curriculum leaders now supported by specialist teaching assistants. |
Review: Last year’s aims and outcomes
Aim | Outcome |
Enhance pupil learning by developing more personalised SL&C opportunities. All staff to improve the range of Communication strategies to facilitate learning and progress.
| The SALT team completed communication focussed observations of class teachers. Recommendations and individualised plans provided by SALT following a period of intervention, leading to improved engagement in learning. Through ongoing SL&C training opportunities, staff feel confident in supporting communication with a broad and varied group of C/YP. This has led to staff facilitating and embedding appropriate communication strategies within the classroom. Through working closely with C/YP and parents/ carers to further develop their SL&C skills, there has been an increase in the consistent use of low-tech Alternative and Augmentative Communication (AAC) devices (e.g. Aided Language Boards, communication books, Picture Exchange) at home. |
OT to further develop the wider learning environment, resources and individual/group intervention sessions to maximise self-regulation and interaction for learner with complex sensory needs.
| DHT & OT facilitated self-regulation, intensive interaction and communication developments by further developing the school’s sensory environments. All journals have been reviewed and updated and new journals implemented for new starters. Staff now have with a clear baseline for implementing strategies, raising the confidence of staff following the home learning period. This has led to the development of self-regulation strategies for key pupils. |
Using PE/PSHE/10 Strands assessment data, the Sports Coach, PE and PSHE Leaders will establish plans for an enhanced offer for groups and individuals, to include lunch time and after school clubs, access to additional events/projects/sporting and physical opportunities with focused 1:1 interventions.
| Recuperation curriculum has been flexible and has enabled staff to focus on positive wellbeing experiences, which has supported C/YP to reintegrate into school and share their views and regain their confidence and self-esteem. It has enabled C/YP to develop their routine. Through staff training/CPD (virtual and face to face), staff have developed their awareness and skills set in relation to providing a range of health and emotional wellbeing approaches and opportunities i.e. rebound therapy, move a mile a day project, dance project, outdoor learning. This has enthused and inspired staff to have a positive impact and be creative with the range of experiences offered i.e. outdoor leaning week activities. There has been an increase in engagement of physical activities. |
Develop an increased understanding of parental involvement/engagement, seeking views through questionnaires and personalised communications.
| Staff have taken responsibility for regular welfare checks with families, this was particularly effective during lockdown. Families struggling and requiring additional support were identified and intervention implemented. This had led to timely support being provided and families feeling supported. Virtual parent workshops supported families to network, meet with professionals and enhance understanding around key issues e.g. SRE, Sleep therapy and curriculum. This has led to information being accessible for parents and signposted to essential services. Communication and support have been provided to a high standard e.g. home visits and resources provided to PP pupils. This has enabled parents and carers to access information, guidance and support as required, which has empowered them to gain additional support. |
Implement a range of additional enrichment experiences i.e. theatre workshops, MILE sessions, cultural events, library sessions.
| PP pupils benefited from an arts afterschool club where they created a piece of art based on our cultural topic History of Nottingham. A range of new RE resources has been purchased to support teaching and learning of different religions and celebrations; enabling the C/YP to have an immersive, real life experience. A significant range of health related and wellbeing opportunities have been provided which in addition, provided creative and cultural learning experiences, i.e. African dance project. This work has led to an increase in collaboration across classes and C/YP improving their confidence and wellbeing. Through a range of enrichment opportunities, focused on learning about FBV and cultural diversity within the wider world, i.e. Move a mile project, where pupils virtually travelled to Ethiopia and the Rights Respecting Award project, PP have experienced rich and creative opportunities which have enabled pupils to express their interests. |
Pupil Premium – End of Year review statement for 2020-2021 |
Our aim is to use the pupil premium funding to counter disadvantage and to ensure greater equity through:
Tier 1: Supporting Great Teaching: Through focusing on improving teaching in speech, language and communication and reading, we have ensured that strategies to close achievement gaps between groups and individuals are an integral part of every lesson, and evident across the curriculum. Within the vast majority of classrooms there is a clear focus on well planned and differentiated lessons that challenge and stretch pupils. A programme of training supports staff to continually expand and experiment with a full range of teaching strategies and techniques to ensure the achievement gap is closed through the use of timely and appropriate interventions.
Our tier 1 “pupil premium” support for 2021/22 will include: Extensive gap analysis will take place in SL&C, reading, writing and sensory integration to further inform teaching, 1:1 and small group support within classes/departments, the employment of specialist teachers and tutors. CPD for staff and collaborative practice, including reading, writing and SL&C strategies, modelled lessons and best practice sharing will further support progress.
Tier 2: Targeted Academic Support: Following the return of some pupils to full time education, high quality teaching in itself has not be enough and there has been a need for additional, time-limited provision outside of normal classroom activities. There is extensive evidence supporting the impact of high quality one to one and small group tuition as a catch-up strategy, therefore our interventions- reading, writing, SL&C, sensory, physical education and cultural capital, will supported C/YP’s engagement, learning and wellbeing.
Our tier 2 “pupil premium” support will include: 1:1 / small groups in English i.e. additional reading, speech and language programmes and projects such as communication groups with the SALT team, aim to have the greatest impact as they meet a specific need, such as oral language skills or aspects of reading. These will be maintained over a sustained period and have been carefully timetabled, to ensure consistent delivery. In addition, targeted support in PE, PSHE and RE will be provided.
Tier 3: Wider Strategies: In addition to the strategies above, a range of other strategies can contribute to C/YP success in school, such as improving attendance, supporting positive behaviour and social and emotional skills, improving mental health and wellbeing, improving health and physical fitness and building parental engagement. Parents play a key role in supporting children to learn at home and it is important for us to work together to support this.
Our tier 3 “pupil premium” support will include: A focus on improving attendance, providing curriculum enrichment opportunities, support for wellbeing and mental health, interventions to increase parental engagement and to ensure there is equity for pupils.
Our 3-Year Strategy will be scrutinised by our Governing Body in October 2021. We are confident that the reviewed plan will enable us over time to implement our carefully chosen evidence-informed strategies that result in a closing of existing attainment gaps.
The new 3-year plan will continue to be regularly reviewed in each year of its cycle.
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