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.

Sports Funding Statement

What is the Sports Premium?

The government is providing funding of £150 million per annum for the academic years 2013/2014, 2014/2015 and 2015/2016 to provide new and substantial primary school sport funding. The funding is being jointly provided by the Departments for Education, Health and Culture, Media and Sport, and will see money going directly to primary school Headteachers to spend on improving the quality of sport and PE for all their children. Each school will receive £8,000 plus an extra £5 per pupil each year for the next two years – at Ripple Primary School that will mean around £11,500 in each of the three years. This money can only be spent on sport and PE provision in schools.

Purpose of the funding

All schools have to spend the sport funding on improving their provision of PE and sport, but there is freedom to choose how we do it. At Ripple Primary School we recognise the contribution of PE to the health and well-being of the children. In addition, we believe that an innovative and varied PE curriculum and extra-curricular opportunities have a positive influence on the concentration, attitude and academic achievement of all children.

Uses of the funding include:

  • Employing one qualified sports coach to work alongside primary teachers when teaching PE to increase their professional knowledge, skills and confidence when teaching sport.
  • Greater exposure to a wide range of sporting activities whilst raising participation
  • Ensuring that every child in the school undertakes a minimum of two sessions of PE per week.
  • Ensuring that every child has an equal opportunity to take part in PE and Sport in a manner to suit their ability.
  • Buying quality assured professional development modules or material for PE/Sport.
  • Increasing the provision of places and clubs for pupils outside school hours.
  • Ensuring that all children are paid for by the school to have swimming lessons and to have intense sessions for all non-swimmers in the summer term.
  • Increasing the professional development opportunities in PE/sport for all our teachers which might include providing cover to release primary teachers for professional development in PE/sport.
  • Increasing access and participation in sport competitions and in the school games, particularly within Barking and Dagenham’s Cluster group of local schools.
  • Opportunities for inter school sporting competitions on House and Sports Days numbers.
  • Providing new or additional Sport clubs.

At Ripple Primary School the governors agree that the money must be used so that all children benefit regardless of their sporting ability. We use our Sports Funding allocation to continue to place a very high priority on our PE provision.

The school employ a PE specialist coach who runs extra sessions, after school and holiday clubs and assists with special sporting events such as Health and Fitness Week and Sports Days.

Our Sport coach also works with small groups of children to support physical development and also to boost confidence and friendships.

Our staff work together to give the children a secure set of sporting skills. At the same time, we strive to inspire the children by inviting professional sportsmen and women to school. They share their passion for sport and inspire the pupils.

Ripple Primary strives for success and have been developing our sports teams who have done very well in inter-school and inter-borough sports competitions. Just have a look at our trophy cabinet. Extracurricular enrichment activities, subsidised by Sports Funding, have contributed to the school achieved local, regional and 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).

We have supported sport, not just for pupils but also for parents in providing agility and fitness equipment in some play grounds to use in the morning. This not only improves fitness levels but ensures that parents are given the opportunity to participate and set an example for our pupils.

Ripple Primary School supports the strong school sport partnership infrastructure in Barking and Dagenham and we recognise this as key to the high participation levels in the school games competitions and festivals and CPD provision, as well as leadership and volunteering opportunities

The school is always looking for opportunities to develop sport and fitness and we have spent significantly more than the Government grant to ensure our children benefit from the best provision.

Impact of School Sports Funding

The Sports Funding Allocation has been used to develop healthy lifestyle choices and the physical wellbeing of all pupils. On-going teacher assessments, session observations and monitoring procedures are in place to gauge pupil progress and the impact that Sports Funding is having across our whole school. On the basis of this, in 2014-2015, the teaching of PE across the school was evaluated to be good. This included the excellent additional targeted group work that the Sports Coach undertook through the year with SEMH children and pupils at risk of being obese in adulthood. This judgement was also externally validated by Ofsted in May 2016. Through the further development of our middle leadership in PE, the appointment of a new Sports Coach, the procuring of a PE new scheme of work for the school and further CPD for all staff we aim to take the quality of teaching and learning in PE to outstanding during 2016-2017.

The most recent Ofsted report Ofsted Inspection (May 2016) notes that:

“Sports funding has also been used well to provide good-quality teaching in a range of sports. Pupils enjoy physical education and appreciate the wide range of sports on offer, such as athletics, volleyball and dance.”

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

The next full review of the Sports Funding 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.