Detail

Data

School name

Ridgewood Community High School

Number of pupils in school

162

Proportion (%) of pupil premium eligible pupils

48% (78 pupils)

Boys

114 (57 PP)

Girls

48  (21 PP)

EAL

44 (18 PP)

Academic years that our current pupil premium strategy plan covers

2021/2022 to

2024/2025

Date this statement was published

April 2022

Date on which it will be reviewed

March 2023

Statement authorised by

Ian Carden, Headteacher

Pupil premium lead

Julie Naylor

Governor / Trustee lead

David Preston

Detail

Amount

Pupil premium funding allocation this academic year (78-7= 71)

£955 Per pupil

£67,805 Total

LAC Pupil premium funding (7)

£2,345Per pupil

£16,415 Total

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£0

Total budget for this academic year

£84,220

Our aim is to use pupil premium funding to help us achieve and sustain positive outcomes for our disadvantaged and vulnerable pupils.

Evidence suggests that pupil premium spending is most effective when schools use a tiered approach, spending across 3 main areas, with a particular focus on teaching, targeted academic interventions and wider strategies.

Focused, high-quality teaching, in areas that disadvantaged pupils require it most, alongside targeted support based on robust diagnostic assessment of need, will ensure that our pupils have access to a broad and balanced curriculum. The targeted additional support for some pupils, will include one-to-one tuition and discrete group work.

Although our strategy is focused on the needs of disadvantaged and vulnerable pupils, it will benefit all pupils in our school where funding is spent on whole-school approaches, such as high-quality teaching. Implicit in the intended outcomes detailed below, is the intention that outcomes for non-disadvantaged pupils will be improved alongside progress for their disadvantaged peers. The quality of teaching will be assured through training and professional development for teachers, effective recruitment and retention procedures and support for teachers early in their careers.

Wider strategies will include a focus on non-academic challenges that are negatively affecting our pupils’ education and impact their access to learning. Challenges at Ridgewood include:

·         attendance and levels of persistent absence

·         behaviour incidences and exclusions data

·         wellbeing, mental health and safeguarding concerns

·         access to technology and educational materials.

Pupil Premium will enable strategies such as school breakfast clubs, counselling to support emotional health and wellbeing, and help with the cost of educational trips and visits, including work related learning.

We will provide disadvantaged and vulnerable pupils with support to develop independent life and social skills and continue to ensure that high-quality work experience, careers guidance and further support for life after school. This will help us to ensure that we offer them the relevant skills and experience they require to be prepared for adulthood.

All programmes will be set in consultation with school leaders, the designated safeguarding lead, the class and specialist teachers and the Pupil Support Team. Where appropriate, advice will be taken from relevant external partners, such as the Physiotherapist, Occupational Therapists, Speech and Language Therapist, Educational Psychologists, School Nursing team.

Challenge number

Detail of challenge 

Success criteria

Intended outcome

1

Our assessments show that disadvantaged pupils make similar progress in English to their peers, but there is a 2% gap in their progress for mathematics.

The new programmes of study provide increased levels of challenge for all pupils.

Disadvantaged pupils continue to maintain similar levels of progress in line with their peers, in English and close the gap in maths.

EEF_teaching-assistants

EEF-reading-comprehension-strategies

EEF_Maths_Evidence_Review

Improved attainment relative to starting points as identified through baseline assessment

2

Our assessments show that disadvantaged pupils have a 4-point gap, compared to their peers, in their comprehension skills when assessed using Lexplore Diagnostic tool.

Disadvantaged pupils increase their comprehension skills in line with progress achieved by their peers.

Improved attainment relative to starting points as identified through baseline assessment

3

Pupils with physical difficulties are not consistently gaining daily access to physiotherapists or physiotherapy programmes.

The physiotherapy programme has sufficient capacity to meet the needs of all pupils with a physical difficulty.

MOVE programmes are set for those pupils who need it most though collaboration with family, school and therapist. Programmes are implemented across school and at home. Pupil’s reach their MOVEment potential.

All pupils with a physical difficulty maintain or improve their physical / movement skills to their individual potentials, including agility, balance and coordination, through personalised daily exercise and movement programmes.

Improved / sustained physical skills relative to starting points as identified through baseline assessment

4

Our assessments, observations, and conversations with pupils and their families through the EHCP, show that our pupils have greater challenges around communicating and expressing their needs. This includes non-verbal pupils and those with limited language and social interaction difficulties.

All pupils are more able to communicate effectively to express their needs using alternative communication aids and strategies.

EEF-social-and-emotional-learning

Pupils can use a range of communication systems and strategies to aid their understanding and to develop expressive communication skills.

5

Our assessments, observations, and conversations with pupils and their families show that our pupils have greater challenges around wellbeing, mental health and safeguarding concerns.

Increased staff awareness around safeguarding and supporting pupils’ wellbeing, mental and physical health.

Staff CPD identified and actioned when necessary.

EEF-Effective-Professional-Development- Guidance-Report.pdf

EEF-parental-engagement

Pupils are healthy and happy and feel safe in school.

Positive impact on attendance and behaviour.

6

Our assessments, observations, and conversations with pupils and their families show that our pupils have greater challenges around their behaviour.

(61% of pupils that have a recorded behavioural incident, are disadvantaged pupils).

Effective strategies lower the number of behavioural incidences that have disadvantaged status as an underlying factor.

EEF - behaviour-interventions

EEF_Non- cognitive_skills_literature_review_1.pdf

Decreased number of behavioural incidences,

Effective interventions followed up by class teams, which in turn improve learning outcomes reflected in KPI data.

7

Our data highlights that attendance figures are a cause for action.

47% of disadvantaged pupils have an attendance record under 90%

(Currently a total of 47% of whole school population have persistent absentee status).

Improved attendance across the PP cohort with lower persistent absentee numbers.

Effective attendance strategies embedded across school. All pupils benefit from whole school attendance strategy.

Effective intervention strategies to engage pupils in their families which in turn improve outcomes.

Activity

Cost

Challenge number(s) addressed

Whole school Numeracy support

£16,500

1

Whole school Literacy support

£8,500

1 & 2

Support for specific learning difficulties, including. Speech and Language

£8,000

2 & 4

Activity

Cost 

Challenge number(s) addressed

Pupil Support Team:

Interventions include:

Self esteem

On call behaviour

Online safety

Positive relationship building

NEST

Drop in sessions

Positive playtimes

Emotions

Girls on Board

£33,666

4, 5, 6 & 7

Behaviour Support

6 & 7

Activity

Cost

Challenge number(s) addressed

Attendance

£3,000

7

Individual pupil equipment/ personal items

£12,554

3 & 4

Physical intervention programme

£2,000

3

Detail

Data

School name

Ridgewood Community High School

Number of pupils in school

162

Proportion (%) of pupil premium eligible pupils

48% (78 pupils)

Boys

114 (57 PP)

Girls

48  (21 PP)

EAL

44 (18 PP)

Academic years that our current pupil premium strategy plan covers

2021/2022 to

2024/2025

Date this statement was published

April 2022

Date on which it will be reviewed

March 2023

Statement authorised by

Ian Carden, Headteacher

Pupil premium lead

Julie Naylor

Governor / Trustee lead

David Preston

Detail

Amount

Pupil premium funding allocation this academic year (78-7= 71)

£955 Per pupil

£67,805 Total

LAC Pupil premium funding (7)

£2,345Per pupil

£16,415 Total

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£0

Total budget for this academic year

£84,220

Our aim is to use pupil premium funding to help us achieve and sustain positive outcomes for our disadvantaged and vulnerable pupils.

Evidence suggests that pupil premium spending is most effective when schools use a tiered approach, spending across 3 main areas, with a particular focus on teaching, targeted academic interventions and wider strategies.

Focused, high-quality teaching, in areas that disadvantaged pupils require it most, alongside targeted support based on robust diagnostic assessment of need, will ensure that our pupils have access to a broad and balanced curriculum. The targeted additional support for some pupils, will include one-to-one tuition and discrete group work.

Although our strategy is focused on the needs of disadvantaged and vulnerable pupils, it will benefit all pupils in our school where funding is spent on whole-school approaches, such as high-quality teaching. Implicit in the intended outcomes detailed below, is the intention that outcomes for non-disadvantaged pupils will be improved alongside progress for their disadvantaged peers. The quality of teaching will be assured through training and professional development for teachers, effective recruitment and retention procedures and support for teachers early in their careers.

Wider strategies will include a focus on non-academic challenges that are negatively affecting our pupils’ education and impact their access to learning. Challenges at Ridgewood include:

·         attendance and levels of persistent absence

·         behaviour incidences and exclusions data

·         wellbeing, mental health and safeguarding concerns

·         access to technology and educational materials.

Pupil Premium will enable strategies such as school breakfast clubs, counselling to support emotional health and wellbeing, and help with the cost of educational trips and visits, including work related learning.

We will provide disadvantaged and vulnerable pupils with support to develop independent life and social skills and continue to ensure that high-quality work experience, careers guidance and further support for life after school. This will help us to ensure that we offer them the relevant skills and experience they require to be prepared for adulthood.

All programmes will be set in consultation with school leaders, the designated safeguarding lead, the class and specialist teachers and the Pupil Support Team. Where appropriate, advice will be taken from relevant external partners, such as the Physiotherapist, Occupational Therapists, Speech and Language Therapist, Educational Psychologists, School Nursing team.

Challenge number

Detail of challenge 

Success criteria

Intended outcome

1

Our assessments show that disadvantaged pupils make similar progress in English to their peers, but there is a 2% gap in their progress for mathematics.

The new programmes of study provide increased levels of challenge for all pupils.

Disadvantaged pupils continue to maintain similar levels of progress in line with their peers, in English and close the gap in maths.

EEF_teaching-assistants

EEF-reading-comprehension-strategies

EEF_Maths_Evidence_Review

Improved attainment relative to starting points as identified through baseline assessment

2

Our assessments show that disadvantaged pupils have a 4-point gap, compared to their peers, in their comprehension skills when assessed using Lexplore Diagnostic tool.

Disadvantaged pupils increase their comprehension skills in line with progress achieved by their peers.

Improved attainment relative to starting points as identified through baseline assessment

3

Pupils with physical difficulties are not consistently gaining daily access to physiotherapists or physiotherapy programmes.

The physiotherapy programme has sufficient capacity to meet the needs of all pupils with a physical difficulty.

MOVE programmes are set for those pupils who need it most though collaboration with family, school and therapist. Programmes are implemented across school and at home. Pupil’s reach their MOVEment potential.

All pupils with a physical difficulty maintain or improve their physical / movement skills to their individual potentials, including agility, balance and coordination, through personalised daily exercise and movement programmes.

Improved / sustained physical skills relative to starting points as identified through baseline assessment

4

Our assessments, observations, and conversations with pupils and their families through the EHCP, show that our pupils have greater challenges around communicating and expressing their needs. This includes non-verbal pupils and those with limited language and social interaction difficulties.

All pupils are more able to communicate effectively to express their needs using alternative communication aids and strategies.

EEF-social-and-emotional-learning

Pupils can use a range of communication systems and strategies to aid their understanding and to develop expressive communication skills.

5

Our assessments, observations, and conversations with pupils and their families show that our pupils have greater challenges around wellbeing, mental health and safeguarding concerns.

Increased staff awareness around safeguarding and supporting pupils’ wellbeing, mental and physical health.

Staff CPD identified and actioned when necessary.

EEF-Effective-Professional-Development- Guidance-Report.pdf

EEF-parental-engagement

Pupils are healthy and happy and feel safe in school.

Positive impact on attendance and behaviour.

6

Our assessments, observations, and conversations with pupils and their families show that our pupils have greater challenges around their behaviour.

(61% of pupils that have a recorded behavioural incident, are disadvantaged pupils).

Effective strategies lower the number of behavioural incidences that have disadvantaged status as an underlying factor.

EEF - behaviour-interventions

EEF_Non- cognitive_skills_literature_review_1.pdf

Decreased number of behavioural incidences,

Effective interventions followed up by class teams, which in turn improve learning outcomes reflected in KPI data.

7

Our data highlights that attendance figures are a cause for action.

47% of disadvantaged pupils have an attendance record under 90%

(Currently a total of 47% of whole school population have persistent absentee status).

Improved attendance across the PP cohort with lower persistent absentee numbers.

Effective attendance strategies embedded across school. All pupils benefit from whole school attendance strategy.

Effective intervention strategies to engage pupils in their families which in turn improve outcomes.

Activity

Cost

Challenge number(s) addressed

Whole school Numeracy support

£16,500

1

Whole school Literacy support

£8,500

1 & 2

Support for specific learning difficulties, including. Speech and Language

£8,000

2 & 4

Activity

Cost 

Challenge number(s) addressed

Pupil Support Team:

Interventions include:

Self esteem

On call behaviour

Online safety

Positive relationship building

NEST

Drop in sessions

Positive playtimes

Emotions

Girls on Board

£33,666

4, 5, 6 & 7

Behaviour Support

6 & 7

Activity

Cost

Challenge number(s) addressed

Attendance

£3,000

7

Individual pupil equipment/ personal items

£12,554

3 & 4

Physical intervention programme

£2,000

3

Detail

Data

School name

Ridgewood Community High School

Number of pupils in school

162

Proportion (%) of pupil premium eligible pupils

48% (78 pupils)

Boys

114 (57 PP)

Girls

48  (21 PP)

EAL

44 (18 PP)

Academic years that our current pupil premium strategy plan covers

2021/2022 to

2024/2025

Date this statement was published

April 2022

Date on which it will be reviewed

March 2023

Statement authorised by

Ian Carden, Headteacher

Pupil premium lead

Julie Naylor

Governor / Trustee lead

David Preston

Detail

Amount

Pupil premium funding allocation this academic year (78-7= 71)

£955 Per pupil

£67,805 Total

LAC Pupil premium funding (7)

£2,345Per pupil

£16,415 Total

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£0

Total budget for this academic year

£84,220

Our aim is to use pupil premium funding to help us achieve and sustain positive outcomes for our disadvantaged and vulnerable pupils.

Evidence suggests that pupil premium spending is most effective when schools use a tiered approach, spending across 3 main areas, with a particular focus on teaching, targeted academic interventions and wider strategies.

Focused, high-quality teaching, in areas that disadvantaged pupils require it most, alongside targeted support based on robust diagnostic assessment of need, will ensure that our pupils have access to a broad and balanced curriculum. The targeted additional support for some pupils, will include one-to-one tuition and discrete group work.

Although our strategy is focused on the needs of disadvantaged and vulnerable pupils, it will benefit all pupils in our school where funding is spent on whole-school approaches, such as high-quality teaching. Implicit in the intended outcomes detailed below, is the intention that outcomes for non-disadvantaged pupils will be improved alongside progress for their disadvantaged peers. The quality of teaching will be assured through training and professional development for teachers, effective recruitment and retention procedures and support for teachers early in their careers.

Wider strategies will include a focus on non-academic challenges that are negatively affecting our pupils’ education and impact their access to learning. Challenges at Ridgewood include:

·         attendance and levels of persistent absence

·         behaviour incidences and exclusions data

·         wellbeing, mental health and safeguarding concerns

·         access to technology and educational materials.

Pupil Premium will enable strategies such as school breakfast clubs, counselling to support emotional health and wellbeing, and help with the cost of educational trips and visits, including work related learning.

We will provide disadvantaged and vulnerable pupils with support to develop independent life and social skills and continue to ensure that high-quality work experience, careers guidance and further support for life after school. This will help us to ensure that we offer them the relevant skills and experience they require to be prepared for adulthood.

All programmes will be set in consultation with school leaders, the designated safeguarding lead, the class and specialist teachers and the Pupil Support Team. Where appropriate, advice will be taken from relevant external partners, such as the Physiotherapist, Occupational Therapists, Speech and Language Therapist, Educational Psychologists, School Nursing team.

Challenge number

Detail of challenge 

Success criteria

Intended outcome

1

Our assessments show that disadvantaged pupils make similar progress in English to their peers, but there is a 2% gap in their progress for mathematics.

The new programmes of study provide increased levels of challenge for all pupils.

Disadvantaged pupils continue to maintain similar levels of progress in line with their peers, in English and close the gap in maths.

EEF_teaching-assistants

EEF-reading-comprehension-strategies

EEF_Maths_Evidence_Review

Improved attainment relative to starting points as identified through baseline assessment

2

Our assessments show that disadvantaged pupils have a 4-point gap, compared to their peers, in their comprehension skills when assessed using Lexplore Diagnostic tool.

Disadvantaged pupils increase their comprehension skills in line with progress achieved by their peers.

Improved attainment relative to starting points as identified through baseline assessment

3

Pupils with physical difficulties are not consistently gaining daily access to physiotherapists or physiotherapy programmes.

The physiotherapy programme has sufficient capacity to meet the needs of all pupils with a physical difficulty.

MOVE programmes are set for those pupils who need it most though collaboration with family, school and therapist. Programmes are implemented across school and at home. Pupil’s reach their MOVEment potential.

All pupils with a physical difficulty maintain or improve their physical / movement skills to their individual potentials, including agility, balance and coordination, through personalised daily exercise and movement programmes.

Improved / sustained physical skills relative to starting points as identified through baseline assessment

4

Our assessments, observations, and conversations with pupils and their families through the EHCP, show that our pupils have greater challenges around communicating and expressing their needs. This includes non-verbal pupils and those with limited language and social interaction difficulties.

All pupils are more able to communicate effectively to express their needs using alternative communication aids and strategies.

EEF-social-and-emotional-learning

Pupils can use a range of communication systems and strategies to aid their understanding and to develop expressive communication skills.

5

Our assessments, observations, and conversations with pupils and their families show that our pupils have greater challenges around wellbeing, mental health and safeguarding concerns.

Increased staff awareness around safeguarding and supporting pupils’ wellbeing, mental and physical health.

Staff CPD identified and actioned when necessary.

EEF-Effective-Professional-Development- Guidance-Report.pdf

EEF-parental-engagement

Pupils are healthy and happy and feel safe in school.

Positive impact on attendance and behaviour.

6

Our assessments, observations, and conversations with pupils and their families show that our pupils have greater challenges around their behaviour.

(61% of pupils that have a recorded behavioural incident, are disadvantaged pupils).

Effective strategies lower the number of behavioural incidences that have disadvantaged status as an underlying factor.

EEF - behaviour-interventions

EEF_Non- cognitive_skills_literature_review_1.pdf

Decreased number of behavioural incidences,

Effective interventions followed up by class teams, which in turn improve learning outcomes reflected in KPI data.

7

Our data highlights that attendance figures are a cause for action.

47% of disadvantaged pupils have an attendance record under 90%

(Currently a total of 47% of whole school population have persistent absentee status).

Improved attendance across the PP cohort with lower persistent absentee numbers.

Effective attendance strategies embedded across school. All pupils benefit from whole school attendance strategy.

Effective intervention strategies to engage pupils in their families which in turn improve outcomes.

Activity

Cost

Challenge number(s) addressed

Whole school Numeracy support

£16,500

1

Whole school Literacy support

£8,500

1 & 2

Support for specific learning difficulties, including. Speech and Language

£8,000

2 & 4

Activity

Cost 

Challenge number(s) addressed

Pupil Support Team:

Interventions include:

Self esteem

On call behaviour

Online safety

Positive relationship building

NEST

Drop in sessions

Positive playtimes

Emotions

Girls on Board

£33,666

4, 5, 6 & 7

Behaviour Support

6 & 7

Activity

Cost

Challenge number(s) addressed

Attendance

£3,000

7

Individual pupil equipment/ personal items

£12,554

3 & 4

Physical intervention programme

£2,000

3