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Urgent News :

Pupil Premium 18/19

Pupil Premium is additional funding allocated to schools for pupils who are in receipt of free school meals (FSM) or who have been eligible for free school meals over the past 6 years (Ever 6 FSM). In addition an allocation is also made to pupils in local authority care for more than 6 months (CLA) or Service children.

The Pupil Premium Grant (PPG) is money used to ensure that pupils who are at risk of underachievement are able to reach their full potential and access the same opportunities, provision and enrichment as those pupils not eligible for PPG.

Our long term objective is to build a systematic and progressive structure of provision which will ‘eliminate’ the gap’ so that the attainment of pupils in receipt of the PPG is in line with their peers.

Total number of pupils on roll.

210

Total number of pupils eligible for PP

109

Total number of CLA pupils

6

Total Number of Care Leavers

6

Total amount of PPG received

£97690

Barriers to future attainment for pupils eligible for PP;

  1. Some of our PP pupils have complex medical and educational needs. A significant number of  Medical appointments and absences from school impacts on the progress they can make
  2. Behaviour. Some pupils have complex behavioural needs that allow small step and sometimes inconsistent progress. Some pupils need therapeutic input in order for them to increase their physical ability to access learning
  3. Physical disabilities. Some pupils need therapeutic input in order for them to increase their physical ability to access learning
  4. Sensory processing difficulties. Some of our pupils need specific sensory input in order to regulate their sensory processing and be able to access learning.

 

Desired outcomes

How they will be met.

Improve the progress and attainment in Reading and number where our gap analysis has shown that learning needs to be accelerated

Reading and maths interventions in small groups and 1;1 using Reading eggs/ Reading express Mathletics and 1;1 teaching support to close the identified gaps in learning

To improve the ability to access learning through enhancing fine and gross motor skills, enhancing motor planning and improving thinking and processing skills

 

To improve Sensory processing using child specific equipment to improve accessibility to learning

Jump Ahead programmes both in small groups and 1;1.

 

Sensory input delivered using equipment which is child specific and individualised to the child’s sensory needs.

To improve co-ordination and core stability and control so that access to sitting and learning is more successful.

 

To promote health and fitness and readiness to work through awakening activities

Hydrotherapy programmes 1;1

Physio therapy programmes 1;1

 

Pool exercise.

To improve Speech and language skills in social situations allowing greater access to communication and learning in the classroom.

 

To improve attention and listening skills and the ability to attend for increasing periods of time

School Start and Talk about programmes delivered in small groups

 

Attention Autism programme

To enhance and promote computing skills for a small group of  pupils who are developing their coding skills

Purchase of laptops and coding programmes

Taught in small groups. Purchase of a 3D printer and software  (TBC)

Resources and equipment to support individual pupils with identified needs

Resources such as IT buttons, switches, apps, visual, sensory and communication resources which are child specific.

To experience a healthy range of emotions, through all the challenges of social interaction, to build resilience that will enable continued and creative engagement with their peers and their potential.

Forest school programme

To increase reading and writing skills to enable better access to qualifications and progress into Further Education

KS4 Literacy / EAL interventions

WRAT across key stages to monitor spelling and reading (Single word and comprehension) to monitor progress and identify students for intervention.

 

PPG planned priorities for 2018/19

 Delivered by:

Implementation

How is this delivered

Reading

Intervention TAs

To enhance progress in reading to show expected or better than expected progress in reading on an individual basis and following a gap analysis to target specific difficulties.

HLTA and TA led programmes using FFT and Reading eggs.

Small group and 1;1 teaching.

Number

Intervention TAs

To enhance progress in reading to show expected or better than expected progress in reading on an individual basis and following a gap analysis to target specific difficulties.

TA led programmes using Mathletics

Small group and 1: 1 teaching

Jump Ahead

1:1 and small group

To enhance fine and gross motor skills, processing and thinking skills and motor planning skills.

 Children will follow a programme in small groups and

TA led individual and group programmes.

Planned by Jump ahead specialist

Hydro Therapy

Trained Hydro assistant

To improve co-ordination and core stability. Specific exercise in water weightlessness are planned by the Physio  and delivered by TAs

TA led individual programmes in partnership with the Physio team

 

Hydro Therapy support equipment

 

 

 

To support Learners to be able to access maximum mobility in the pool

 

Sensory Integration /diets and equipment

Overseen BY HLTA for Sensory needs

To improve self-regulation and awareness in readiness to learn

Programmes discussed and planned with OT and HLTA for sensory integration. Equipment purchased and training given to Class teams to implement

Computing group

Overseen by Lead teacher for computing

To promote computing skills for a small group of high functioning ASC boys.

Equipment

Programmes and apps purchased. Teaching led by ICT teacher.

Resources and equipment

Future interventions

Reading Eggs, Mathletics, Spelladrome

licences Headphones

Laptops and ipads

Licences and supporting equipment kept up to date

 

Educational Visits

To fund Educational visits for those who otherwise not be able to access these learning opportunities

To promote equal access for all

 

Pool exercise

Led by Intervention TA

To promote healthy exercise without high impact on joints To energise and prepare for learning

Teacher and TA led in small groups

Speech and Language Social skills group

( School Start programme)

 

Intervention TAs

To learn early Social skills to enhance social communication in the learning environment

TA led in small groups

Speech and language Social communication

Groups (Talk about programme)

Intervention TAs

To learn social communication skills in a range of settings to promote functional language, independence and social awareness skills

TA , Pastoral led in small groups

Attention Autism

Narrative Therapy

SULP                   

 

SaLT Assistant

To promote Attention and Listening skills

To promote the use of who, what, how and why questions

To develop Social language skills

SaLT assistant led in small groups

Physio

Led by Physio assistant

Programmes devised by NHS physio and delivered by physio assistant

Physio assistant led 1;1

Forest school

 Led by  Forest School Leader

Delivered in our grounds with a Forest schools leader to build confidence, self-esteem and manage social situations in order to be able to learn successfully alongside peers.

Forest leader and class staff supporting

Rebound therapy

Delivered BY Rebound Therapy trained TA

Programmes planned and delivered by our trained Therapist and targeting core strength, mobility and Speech communication skills

TA and support staff delivering 1;1

Breakfast club

 

For a PP child to access a successful start to the day with a healthy breakfast and suitable child care

TA led before school

Music therapy

Creative note Therapy

To promote attention and listening skills, self-awareness and creativity.

Led by Music Therapist

Literacy Intervention Intervention Assistants

Focused work with identified students.

Students identified through WRAT tests or teacher requests.

Assessed by Level 7 qualified SpLD teacher. Spelling and reading targets and given to qualified TA to deliver. 6 week review of targets plus weekly feedback.
Led by Intervention Assistants under the direction of English Lead
EAL Intervention Intervention Assistants

Focused work with identified students.

Students identified through WRAT tests or teacher requests
Led by Intervention Assistants under the direction of English Lead
Play Therpay Susie Grey – private play therapist To help deal with emotions / life events and improve access to learning Led by Play Therapist
Music Therapy Linda Malone Belltree Music therapy To promote attention and listening skills, self-awareness and creativity Led by Music Therapist
Mindfulness Annie McAuley Lovemindfulness Simple practices to promote calmness and listening skills and therefore to enhance learning skills and behaviour Led by Mindfulness Therapist

How we will measure the effects of the grant:

Each child has an individual target for each intervention in which they are involved. Targets are tracked and assessed termly and new targets are written in accordance with progress. Pupil premium learners are also tracked against non pupil premium pupils in terms of attainment in literacy and maths.

The pupil premium strategy is reviewed annually in July.