Pupil Premium

Planned Spending for Pupil Premium 2017-2018

 

The Pupil Premium allocation for 2017-2018 is £23,870

Intended spending:
O.T. £11,413
Achievement for All £5,000
Cover for pupil progress meetings £2,300
Pupil health and wellbeing (including emotional and mental health) £2,000
Extended schools and residential support £1,000
Individual priorities and equipment up to £3,000

Funding for

Success Criteria

Targeted Pupils

1. Occupational therapist support (1 day each week) to support pupils with sensory processing disorder. New pupils to OT caseload. Buying sensory resources
  • Sensory programmes in place for pupils with sensory processing disorders.
  • Fewer incidents of challenging behaviour
  • Pupils’ participation in lessons increased
Pupils with sensory processing disorder/difficulties
2. Achievement for All programme
  • Increased parental engagement with school (particularly around achievement and IEP process)
  • Any gap between groups of pupils closed
All
3. Pupil Progress meeting cover
  • Action plan for all classes in place to focus on progress and achievement
  • Individual priorities identified
All
4. Pupil health and wellbeing
  • Increased staff knowledge and confidence in range of emotional and behaviour needs
  • Identified strategies to support pupils’ emotional regulation
  • Improved pupil self-regulation
Pupils with emotional health and behaviour difficulties (including attachment)
5. Residential support
  • Engagement of family in extended schools provision
  • Increased independence
  • Greater engagement in curricular areas e.g. P.E., PSHE and citizenship
Pupils at end of key stage
6. Individual priorities (e.g. communication, AAC, equipment)Identified pupils

Pupil Premium Impact Report June 2017

Pupil Premium allocation for 2016-2017 – £23,320
O.T. £14,065
SALT £4,278
iPads £3,506
Touch Chat app £1,100
TLR time 2 days £200
Residential support £230

Total spend £23,379

Funding for

Success Criteria

Targeted Pupils

Impact

1.Occupational therapist support (1 day each week) to support pupils with sensory processing disorder. New pupils to OT caseload. Buying sensory resources
  • Sensory programmes in place for pupils with sensory processing disorders
  • Fewer incidents of challenging behaviour
  • Pupils’ participation in lessons increased
Pupils with sensory processing disorder/difficulties
  • Sensory programmes are in place for a number of pupils allowing them to access classroom activities more easily.
  • There have been fewer incidents of challenging behaviour for many pupils with sensory programmes.
  • Sensory resource bank has enabled staff to identify and trial different sensory resources to support sensory processing.
  • OT has worked on emotional regulation in conjunction with SaLT giving pupils clear strategies to support them when feeling anxious.

See OT report for more detailed information on impact

2. Speech and Language Therapist support (1 day each half term) and INSET for all staff to support staff to develop use of AAC and other communication systems
  • Staff skills in using AAC increased
  • Communication action plans written
AAC users across the school
  • Wider range of staff are now able to support pupils with AAC communication.
  • Greater use of eye gaze and other AAC technology.
  • Staff have more detailed understanding of individual communication approaches leading to increased use.
  • Pupils have communication systems to support emotional regulation.
3. Class iPads with Touch Chat app to develop use of AAC across school
  • Support for staff devising individual programmes
  • Develop understanding of conditions and strategies to work with pupils
All Pupils
  • Pupils have opportunity to try AAC and leading to increased use and pupils being referred for individual AAC.
  • Staff training has led to increased confidence in recognising who to trial it with and in adding grids and personalising Touch Chat.
4. Individual programmes – TLR extra time
  • Support for staff devising individual programmes
  • Develop understanding of conditions and strategies to work with pupils
Pupils following individual programmes/with challenging behaviour
  • Behaviour lead has analysed behaviour data and supported class teachers to implement strategies to reduce incidence of and manage challenging behaviour.
4. Residential support
  • Engagement of family in extended schools provision
  • Increased independence
  • Greater engagement in curricular areas e.g. P.E., PSHE and citizenship
Pupils at the end of key stage
  • All pupils at the end of key stage entitled to pupil premium were offered the opportunity to go on a class residential trip funded by pupil premium.
  • At the time of writing residential trip hasn’t taken place but this funding has ensured that pupils can be involved in residential trips if the family is interested in taking this up.
  • The impact of residential activities on pupils is high in building their confidence.
  • Pupils have consolidated the work on independence and social skills worked on in class in a different environment and had the opportunity to experience and participate in activities that would not be possible within the classroom.