Examples of provisions and resources used at Russell Lower School to support pupil premium children
The Letterbox Club
Across the UK, children are enrolled for the Letterbox Club by local authorities, schools and nurseries. Each child receives their own colourful parcel of books, maths games, stationery and other high quality materials once every month for six months, from May to October.
For many children, it's the first time they have had a letter or a parcel through the post and for some it's the first time they have had books of their own.
Click the link below to find out more and also the feedback from May to October 2019.
Third Space Learning’s online 1-to-1 maths intervention programmes supplement quality first teaching, help target pupils become more confident, resilient mathematicians and improve KS2 maths attainment.
Selected pupil's receive weekly online 1-to-1 lessons from our specialist maths tutors in an interactive classroom. Lessons are recommended for each pupil based on intelligent online assessment and each week pupils talk, draw and explain their way through our high quality lesson slides.
The targeted 1-to-1 conversation helps pupils develop their reasoning and problems solving skills as they are challenged to explain the steps they are taking. Their enjoyment, confidence and love of maths is transformed through regular, high quality maths talk with their own tutor.
The tutors ensure pupils work in their zone of proximal development, meaning they can build their confidence whilst also providing an appropriate level of challenge, leading to accelerated progress.
Click the link below to find out more.
Switch-on Reading is an intensive 10-week literacy intervention. It is delivered daily on a one to one basis by staff who have been trained in the approach. Each lesson lasts 20 minutes. The purpose of Switch-on is to achieve functional literacy for as many pupils as possible, and so to close the reading achievement gap.
Switch on has been evaluated by the Education Endowment Foundation and key points noted were: “Pupils with low attainment prior to the intervention showed particularly positive results, making five additional months progress on average.”