Pupil Premium

Pupil Premium Funding report 2017-18

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 2017-18 we received £38,877.00 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 was the 2017-18 allocation spent?

  • We bought in additional speech and language time to support AAC and Lego therapy and staff training.
  • We facilitated access to hydrotherapy with additional TA time
  • We bought in additional occupational therapy time for sensory integration and fine motor skills as well as staff training.
  • We purchased sensory equipment and Lego for the Lego therapy sessions
  • We provided running at an athletics stadium as part of secondary sport and leisure option.
  • We subsidised educational residential trips to facilitate access to trips for individual disadvantaged pupils in KS 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 ‘My Targets” and therapy reports. Individual pupil assessments and evidence of “My Progress” can also be used to measure impact. Evidence also includes:

How additional Speech and Language therapist intervention has promoted communication skills through individual communication plans developed with parents and teachers. We have been able to train staff working with pupils who need additional augmentative communication systems to enhance pupils learning experiences in and beyond 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. Staff have worked alongside the speech therapist to enhance their skills and continue the work throughout the week. The speech therapist has modelled Lego therapy sessions. This has enhanced staff skills and improved the positive impact on pupils language development that Lego therapy provides

How additional Occupational Therapist intervention has promoted improved access to learning through individualised sensory diets and improved access to daily sensory circuits. We have been able to train staff in sensory processing enabling them to develop a greater understanding of the sensory needs of our pupils. With their sensory needs met, pupils are better able to focus their attention and to engage with the supporting adult and their environment. The Occupational Therapist has been able to work alongside pupils in the classroom to model best practice to staff and we have seen progress with pupil’s ability to focus to learn. We have also seen progress with hand function skills and handwriting. The Occupational Therapist has devised many individual and group programmes to support both handwriting and functional skills for daily living(e.g. dressing).

 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 disadvantaged pupils in KS4&5 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 enrichment activities have given pupils renewed self esteem and given them achievements to be proud of. At the running track pupils developed their level of fitness and were all able to go around the whole track by the end of a term. Pupils showed real improvement in skill and have shown interest in developing this further as a leisure activity.

Total amount allocated for the financial year 2018-9

30 pupils are eligible for pupil premium of which 14 in the primary department and 16 are in the secondary department. This includes two pupils who are LAC (looked after child) and one pupil at pupil premium plus.

Looking forward: What are the plans to spend the pupil premium for the financial year 2018-19

  • Additional tuition for Occupational Therapy to improve sensory processing skills and fine motor skills.
  • Additional tuition for Speech Therapy to develop communication skills together with communication training for TAs working with AAC (augmentative and alternative communication users)
  • Training for staff to deliver occupational therapy 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
  • Enrichment opportunities from visiting theatre groups
  • Subsidies to facilitate access to residential educational visits