Pupil Premium 19/20

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.

162( School site) 105 ( College site )

Total number of pupils eligible for PP

55 ( School site)   18 (college site)

Total number of CLA pupils

4 |( School site)    6  (college site)

Total Number of Care Leavers

3 ( School site )   4 (college site)

Total amount of PPG received

£91770

 

Targets achieved by PP pupils in comparison to non PP pupils 2018-19

Reading

PP:Above:20%

On target 69%

Below:11%

Non PP: Above 20%

On target 70%

Below 10%

Writing

PP: Above 24%

On target 69%

Below 7%

Non PP: Above 20%

On target 73%

Below 7%

Maths

PP:Above:18%

On target 66%

Below:16%

Non PP: Above 11%

On target 73%

Below 16%

 

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

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

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

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

Water exercise programmes 1;1

Physical exercise programmes 1;1

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

School Start and Talk about programmes delivered in small groups

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

Attention Autism programme

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 promote good mental health and wellbeing through 1;1 counselling and therapy

Pastoral interventions.

The interventions team set termly targets for the pupils. These targets are tracked through the term and a summative assessment made at the end of each term. The team meet with the class teachers to discuss progress and the impact that the extra support has in the classroom. Our aim is that the specific learning within the Intervention is then generalised and embedded in the day to day learning within the classroom.

We do not write targets for those pupils receiving Pastoral support as the therapeutic and counselling emphasis here does not lend itself to measurable targets However when we are discussing overall[progress in our pupil progress meetings, the impact of the pastoral sessions are discussed and analysed.

 

PPG planned priorities for 2019/20

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  phonics approaches 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

Water exercise 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

Water exercise 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

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 / Intervention TAs

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

Physical exercise support

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

Pastoral counselling and Therapy to promote good mental health and  wellbeing

Led by our Pastoral team

Individual bespoke packages to promote the wellbeing of our most vulnerable pupils.

Led by our Pastoral team

Music therapy

Creative note Therapy

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

Led by Music Therapist

Lego Therapy

Led by Intervention TA

To promote co-operation and communication skills

Intervention 1;1 and paired sessions

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.