Pupil Premium Funding Strategy

The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for Free School Meals and those who are not by ensuring that funding to tackle disadvantage reaches the pupils who need it most.

In most cases the Pupil Premium is allocated to schools and is clearly identifiable. It is for schools to decide how the Pupil Premium, allocated to schools per Free School Meals pupil, is spent since they are best placed to assess what additional provision should be made for the individual pupils in their care.

Schools are free to spend the Pupil Premium as they see fit. However, they will be held accountable for how they have used the additional funding to support pupils from low income families. New measures will be included in the performance tables that will capture the achievement of those pupils covered by the Pupil Premium. Since September 2012, the Government has also required schools to publish online information about how they have used the Pupil Premium. This ensures that parents and others are made fully aware of the impact of the funding on the attainment and progress of pupils covered by the Pupil Premium.

Our Pupil Premium

In our Mission Statement we state that at Ripple Primary School we are proud to provide a safe, stimulating and inclusive learning environment where every member of our community is valued and respected. Our use of the Pupil Premium helps us to ensure that our broad, balanced, creative curriculum and enrichment activities provide opportunities for all to achieve and succeed.

The Pupil Premium Grant

Ripple Primary School received a total of £385,440 in 2016-2017 from the Government as 34.3% of our pupils currently receive Free School Meals. This is well above the National Average. This compares to £429,100 in 2015-2016.

Below is a summary of how the Pupil Premium has been allocated during the current academic year to ensure that this funding has helped targeted pupils achieve their best. This grant is spent in different ways across the school. The main focus is on raising attainment and increasing pupil’s progress in their learning. The school also provides an extensive range of targeted and universal family support services. In addition to this the school offers a range of extracurricular enrichment activities aimed at providing both inspirational and aspirational opportunities for our children.

This has been achieved through a range of strategies and support including:

  • the Every Child a Reader initiative which includes Reading Recovery in Yr1 and also Better Reading Partners across KS1 and KS2.
  • additional teaching and non-teaching staff appointments to provide targeted interventions in literacy and numeracy, e.g. Toe-by-Toe, Numicon, Reading Stars.
  • universal family support initiatives, e.g. FAST (Families And Schools Together) programme, Incredible Years course.
  • targeted family support through our Family Support Workers and Youth Workers
  • extracurricular enrichment activities, including sports and music, where the school has achieved national success and recognition, e.g. cricket and football teams playing in competitive finals at Lords and at Anfield (not bad for a school with no grass or pitches), the samba drummers performing at the Royal Albert Hall three times, representing the UK at the International Children’s Festival in Fethiye, Turkey and performing by invitation in the 2015 and 2016 Notting Hill Carnival parades.

The Impact of the Pupil Premium

Our most recent Ofsted inspection (May 2016) noted that:

 “Pupil premium funding has been used effectively to narrow gaps between the progress attainment of disadvantaged pupils and others. Where gaps exist, they are closing rapidly. This reflects the school’s commitment to equality of opportunity.”

and

“Governors ensure that the school meets all its statutory requirements. They monitor the impact of spending on key groups of pupils within the school and make sure that pupil premium funding is used effectively to close gaps in achievement.”

Between 2013 and 2015 the gap between our Pupil Premium children and the National Non Pupil Premium children has narrowed in all areas and has exceeded National Pupil Premium in most areas. The graphs on the following document illustrate this very clearly:

The school’s Pupil Premium Champion (Roger Mitchell) and Link Governor (Jade Brindley) monitor the impact of the school’s Pupil Premium spending on a termly basis. At these meetings, the school’s termly assessment data is used to monitor the in year progress for Pupil Premium children as compared to the full cohort.

The next full review of Pupil Premium will be undertaken by the school in November 2017.

Becoming a Parent Governor: Ripple Primary School

Becoming a Parent Governor: Ripple Primary School

Dear Parent / Carer,

Further to my letter of the 13th September, we have received 5 completed Governor Nomination forms for parents wishing to become a Parent Governor.

Linked below are their supporting statements for you to read and then select the person you wish to vote for.

Parents are asked to just vote for one person by printing out the document and then entering an X against the name of your selected candidate.

The closing date for voting is Friday 7th October 2016. Any voting forms after this date will not be counted.

Thank you,

T. Kinder

Chair of governors

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Parent Governor Statements

Letter from the Chair of Governors

 

Mission Statement

At Ripple Primary School we are proud to provide a safe, stimulating and inclusive learning environment where every member of our community is valued and respected. We listen to each other and every voice is heard.

Our broad, balanced, creative curriculum and enrichment activities provide opportunities for all to achieve and succeed.

We celebrate our achievements, differences and cultural diversity. Together we take pride in making a positive contribution to our school and the wider community.

Mission Statement

At Ripple Primary School we are proud to provide a safe, stimulating and inclusive learning environment where every member of our community is valued and respected. We listen to each other and every voice is heard.

Our broad, balanced, creative curriculum and enrichment activities provide opportunities for all to achieve and succeed.

We celebrate our achievements, differences and cultural diversity. Together we take pride in making a positive contribution to our school and the wider community.

EYFS Curriculum Statement 2012/13

Our curriculum in the Early Years Foundation Stage meets the requirements of the Statutory Framework for the Early Years Foundation Stage (2012).

“It promotes teaching and learning to ensure children’s “school readiness” and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school life”

(Statutory Framework for the Early Years Foundation Stage, 2012)

There are seven areas of learning and development that shape our curriculum, with all areas being important and inter-connected.

Prime Areas

  • Communication and language
  • Physical development
  • Personal and social development

Specific Areas

  • Literacy
  • Mathematics
  • Understanding the world
  • Expressive arts and design

.

Our curriculum involves activities and experiences for children, as follows.

 

Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.

 

Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.

 

Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.

Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.

Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.

Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.

Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.

Based on the three prime and four specific areas of learning, our curriculum builds upon children’s current levels of development, their interests and previous experiences, leading them towards the Early Learning Goals by the end of the reception year.

A more detailed curriculum plan is devised each term, as we respond to children’s needs and interests. This may differ from year to year as the needs and interests of our children change.

Please refer to our Curriculum Information sheets for detail for each term.