Latest News & Events

Wednesday 22nd May - Rabbits' Class Assembly, 9.10am All Saints Church. All welcome.

 Thursday 23rd May - FORSA Fashion Show  CANCELLED







Pupil Premium Strategy

This financial year (2017/18) the government provided the school with £18,900 to support the attainment of children currently (or previously) receiving free school meals or in the care of the local authority. The number of children in this group is small and so it is difficult to identify common barriers to their learning. Being a member of this group does not automatically mean they have lower levels of emotional resilience, or difficulties with reading and writing, but some do. The money is being spent on a number of programmes to support improvements in their academic outcomes and their emotional resilience. This is done through  paired tuition with a teacher; or teaching assistant lead support groups in or out of the classroom. These programmes were selected after reference to the  EEF (Education Endowment Foundation) teaching and learning tool kit and have been continued because we can see the increased levels of self regulation, resilience and academic attainment they support. Children are placed on different programmes according to their academic and emotional needs. The impact of the programmes is measured through teacher assessment (and formal pencil and paper tests for junior aged children). These teacher assessments are collected every three months. Governors will be reviewing the impact of this year's expenditure in April 2018, ready to set next year's budget. Money provided in the previous financial year (2016/17) was spent on similar interventions and those children were more emotionally stable, had good school attendance and had additional teaching on areas of the curriculum they found a particular challenge. We believe they made more progress than they would otherwise have done because of their involvement in these programmes.

Pupil Premium Strategy 2019-2020

Vision for Sports and Physical Education

At Risley School we use sports, physical education and physical activity to promote:

  • Agility, balance and coordination
  • An understanding of the lifelong benefits of physical activity on health and well being
  • Growing self-confidence, self-control and resilience
  • Children's cooperation with adults and other children to achieve common goals
  • Appreciating the participation and efforts of others
  • Enjoyment and pride in participation in physical activity and sports, both in and out of school
  • Enjoyment and pride in excellence in physical activity and sports, both in and out of school
  • Respect for rules and those who enforce them
  • A culture where children can become consensual and inspiring leaders and role models

PE and Sports Funding

Sports funding for financial year 2017/2018 was £17,300 and a detailed plan of expenditure can be found below (draft 5). In summary, it was used to sustainably improve the quality of PE for children through more professional development for teachers and the provision of small group support for children so they could participate in competitions more successfully. 


A review of that expenditure (2017/18) is included in our new financial year 2018/19 plan below (draft 1).

PE Action Plan 2018 and 2019 draft 1

Our previous spending (2017/18) has had a positive impact on the children and staff. Staff report that they feel more confident in providing increased amounts of physical activity during PE lessons and in the wider curriculum. Children in the small group setting have developed greater confidence and resilience.

There have been more sports provided; an increase from 3 sports clubs a year (2011-2012) to 5 sports clubs in academic year 2016-2017. Take up for sports clubs has remained  level with 44 children participating after school in 2012-2013 to 43 children being involved academic year 2016-17. Participation in all clubs (including the arts) has steadily risen so that in academic year 2016-17 94% of KS1 participated and in KS2 it was 88%.

The number of children engaged in some form of competition (outside everyone being involved in the competitive sports day) has increased from 10 (2013 football team) to 46 (2015/16 5 house teams for volley ball, hockey, basketball, netball and rounders; as well as the two football teams).

These improvements are sustainable because staff can apply their improved knowledge in following years and children gain confidence in competitive situations which we see them apply in other curriculum areas.

The PE governor has become more involved and professionally challenging. She meets regularly with the PE leader, has observed inter house competitions and attends briefings provided by the local sports partnership. They have recently consulted with parents and staff about how this years funding should be spent. The impact of this additional challenge has been to reassure the governing body that planned developments have occurred and the outcomes for children improved. The impact on the school leadership has been to improve how we judge the impact of our PE spending and look at making our expenditure more sustainable. 

Governors have reviewed the pupil premium and PE expenditure to help set the budget for the following year.