Pupil Premium Funding report 2016-17
|The Pupil Premium is additional funding given to schools so that we can support particular groups of pupils who could be at risk of underachieving. The funding is allocated to schools with pupils who are eligible for free school meals (FSM), who are looked after, who have been adopted from care, or who have parents currently in the Armed Forces. Schools receive funding for pupils aged 5-16 who have been eligible for FSM at any point in the last six years. In the financial year 2016-17 we received £46,428. Schools can use their pupil premium funding for whatever they choose providing it involves those receiving free school meals. Recent changes to how it can be spent mean pupil premium can now benefit larger groups, even all pupils. We recognise that some pupils while they may not be in receipt of pupil premium this year, have in the past and therefore we aim to give them additional support.|
How the financial year’s 2016-17 allocation was spent?
|· We bought in additional speech and language support
· We trained Teaching Assistants in Communication and Elklan AAC
· We facilitated access to hydrotherapy with additional TA time
· We provided Play Therapy
· We provided additional tuition in functional money work and reading skills
· We trained staff in Lego therapy, sensory processing and hydrotherapy
· We provided specialist sing and sign lessons
· We purchased sensory equipment and Lego for the therapy sessions
· We provided indoor climbing lessons and running at an athletics stadium.
· We subsidised educational residential trips to facilitate access to trips for individual disadvantaged pupils in KS3/4
|Impact of funding
How has it made a difference?
|Evidence of the impact of Pupil Premium can be found in the review of pupils IEPs and therapy reports. Individual pupils B2 assessments can also be used to measure impact. Evidence also includes.
· How additional Speech and Language therapist intervention promotes communication skills through individual communication plans developed with parents and teachers. We have been able to train all staff working with pupils who need additional augmentative communication systems. Trained staff are more able to enhance the pupils learning experiences in the classroom. The purchase of individual communication aids and sensory equipment has improved access to learning for specific pupils and enabled them to more fully participate in adult directed activities.
· How financial subsidies enable disadvantaged pupils to participate in residential visits, which enrich their extra-curricular opportunities and learning experiences. We have been able to enable all secondary disadvantaged pupils to experience a residential, giving them experiences they would not otherwise have access to (outdoor and adventurous activities) We assess achievements and development with quantitative and qualitative data to demonstrate the overall progress of pupils captured within the free school meal group. Interventions enable less advantaged pupils to achieve as well those perceived as being more advantaged. This funding helps us raise and maintain the attainment of disadvantaged pupils and ensure there is no gap between different groups of learners.
· How hydrotherapy promotes physical wellbeing and communication and interaction skills. We can evidence pupils develop their gross motor skills in the water in a way they are unable to do elsewhere. We have seen enhanced vocal responses when they are able to be physically active. We have seen two pupils learn to swim as a result of additional lessons.
· How enrichment activities have given pupils renewed self esteem and given them achievements to be proud of. Visits to climbing wall gave pupils new skills and we saw improvements in both behaviour and team work. They were enabled to test their physical and emotional boundaries and strive for “just one more step. “At the running track pupils developed their level of fitness and were all able to go around the whole track by the end of the term. A few pupils showed real improvement in skill and have shown interest in developing this further as a leisure activity.
· How pupils reading scores have improved with intensive regular individual tuition. Eleven pupils received weekly input from a qualified teacher who undertook a baseline assessment at the start of the Spring Term 2017 using the BURT reading test and again at the end of the term, evidencing that all pupils increased their BURT reading test scores after one term of intervention.
· How sing and sign lessons for the younger pupils developed attention and listening skills. The pupils were able to anticipate the songs and by the end of the term all the pupils were sitting for the whole lesson and were all showing enjoyment and many were active participants, having benefitted from the structure and repetition of the sessions
|Total amount allocated for the financial year 2017-18||£30,355
25 pupils are eligible for pupil premium of which 15 are in the secondary department and 10 in the primary department. This includes two pupils who are LAC (looked after child) and one pupil at pupil premium plus.
What are the plans to spend the pupil premium for the financial year
|· Additional tuition for speech therapy to develop communication skills together with communication training for TAs working with AAC (augmentative and alternative communication) users. Purchasing equipment
· Lego therapy – resources & training to improve communication skills
· Additional tuition for occupational therapy to improve sensory processing skills and fine motor skills.
· Training for staff to deliver occupational programmes- including hand function as well as sensory processing. Purchasing specialist equipment.
· Enrichment activities in the local community at key stage 3/ 4 to develop sport and leisure skills
· Additional staffing to support hydrotherapy sessions
· Enrichment from visiting theatre groups
· Additional tuition for life skills functional literacy and numeracy skills linked to individual pupil targets
· Staff training in food hygiene and equipment to enable all pupils to enjoy school meals.
· Subsidies to facilitate access to residential educational visits