Pupil Premium
Background and Strategy
Pupil Premium funding is additional funding to enable schools to provide greater support for children eligible for free school meals (FSM).
Here at Broadmeadow, the barriers to learning for our pupils are developmental rather than as a result of social background. As the majority of our pupils in receipt of Pupil Premium funding have additional communication and social interaction learning needs, these areas form the basis of targeted interventions.
Pupil Premium funding has been utilised also to employ a Home/School Liaison Officer, whose role is to engage families in improving social and educational outcomes for their child. This is a designated role for providing early intervention for families in relation to accessing appropriate support and services to ensure a consistent, child centred approach to learning. Families are given opportunities to engage in informal and structured learning opportunities through a programme of coffee mornings.
Our Home Learning Co-ordinator offers activities for all families to continue pupils learning at home. For parents of children in receipt of Pupil Premium funding, additional support is provided.
The remainder of the grant is spent on priorities identified by teaching teams for individual pupils. Evidence is gathered through data and termly pupil progress meetings.
Reporting to governors is undertaken termly, with governors challenging spend and outcomes.
Pupil Premium
This statement details our school’s use of pupil premium (and recovery premium for the 2023 to 2024 academic year) funding to help improve the attainment of our disadvantaged pupils.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.
School overview
| Detail | Data |
| School name | Broadmeadow Special School |
| Number of pupils in school | 75 |
| Proportion (%) of pupil premium eligible pupils | 55% |
| Academic year/years that our current pupil premium strategy plan covers | 2021/22 to 2024/25 |
| Date this statement was published | December 2023 |
| Date on which it will be reviewed | September 2024 |
| Statement authorised by | Lisa Walker |
| Pupil premium lead | Dawn Beamer |
| Governor / Trustee lead | Claire Baronenas |
Funding overview
| Detail | Amount |
| Pupil premium funding allocation this academic year | £58,200 |
| Recovery premium funding allocation this academic year | £21,750 |
| Pupil premium funding carried forward from previous years (enter £0 if not applicable) | £00 |
| Total budget for this academic year
If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year |
£79,950 |
Part A: Pupil premium strategy plan
Statement of intent
| Broadmeadow is a special school for pupils with severe and complex learning difficulties. All of our pupils have Education Health Care Plans and due to the complexity of their needs, it is not possible to identify the degree to which their achievement is affected by social background. Barriers to learning are primarily developmental with a focus placed upon enabling pupils to acquire communication and independence skills and socially appropriate behaviours within school, home and the wider community. Our strategy is underpinned by evidence informed research, with a focus on 3 main principles of improving outcomes: high quality teaching focussed on areas that our pupils and families require as a priority; removing barriers to learning through targeted support; providing early intervention for pupils and their families. Although our strategy is focused on the needs of disadvantaged pupils, it will benefit all pupils in our school where funding is spent on whole-school approaches, such as high-quality teaching and proven interventions. Implicit in the intended outcomes detailed below, is the intention that outcomes for non-disadvantaged pupils will be improved alongside progress for their disadvantaged peers. Our strategy is integral to wider school plans for education recovery, notably through engagement of parents and provision for enhanced family support. Our strategy will be driven by the needs and strengths of each young person, based on formal and informal assessments, not assumptions or labels. This will help us to ensure that we offer them the relevant skills and experience they require to achieve greater independence and to prepare them for the next stage of their learning journey. |
Challenges
This details the key challenges to achievement that we have improved alongside progress for their disadvantaged peers.
| Challenge number | Detail of challenge |
| 1 | Social, emotional and educational learning needs of pupils are severe and complex, as evidenced through assessments and observations and as detailed in Education Health Care Plans. |
| 2 | Assessments and observations show that, due to their significant diverse learning needs, our pupils’ abilities to communicate and express their needs – non-verbal, limited language and understanding, social interaction difficulties – are significantly greater than their peers. |
| 3 | Assessments and observations show that, due to their significant diverse learning needs, our pupils generally have greater challenges around attention, concentration and motivation to learn. |
| 4 | Through regular discussions, we have identified that our families require additional support for their children re issues with anxiety, attachment, sleep, eating, communication and behaviour. |
| 5 | Our assessments, observations and discussions with pupils and families demonstrate that the education, wellbeing and wider aspects of development of many of our disadvantaged pupils have been impacted by the pandemic to a greater extent than for other pupils. Limited opportunities provided outside of school, and limited engagement from some disadvantaged families in supporting pupils at home and in wider life-experiences contributes to a lack of engagement in school learning. Whilst the benefits of technology are widely acknowledged for educational purposes, an over use of technology increasingly being used for leisure purposes is impacting on our use within school. |
Intended outcomes
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
| Intended outcome | Success criteria |
| Improved attainment and progress for disadvantaged pupils in all areas of learning and development, relative to their starting points as identified through baseline and ongoing assessments. | Demonstrated by our end of year assessments, observations and detailed pupil progress records at the end of our strategy in 2024/25.
Staff provide high quality teaching evidenced through lesson observations, learning walks, and pupil progress data, measured over time from their individual starting points and as identified through assessments and achievement of EHCP termly outcomes. |
| Targeted support and interventions enable pupils to use a range of communication systems to aid their understanding and to develop expressive communication skills and be successful in their learning. | Through achievement of EHC plan termly outcomes. Pupils are safe, happy and secure; are resilient to change; able to communicate; make choices; and are mentally healthy. |
| To ensure that all pupils needs are well met in terms of their well-being and increase the proportion of parents supporting all aspects of learning and life skills at home. | Sustained high levels of well-being demonstrated by:
· staff expertise in identifying needs · having necessary resources in place Evidenced through discussions with pupils and families, behaviour logs, observations and sensory integration programmes. |
| Disadvantaged pupils have reduced anxieties, greater confidence, independence and self-help skills to help them engage more with the wider community and prepare for adulthood. | Through observations and discussions with pupils and their families.
Parent comments during termly outcome planning meetings, EHCP reviews, family survey and end of year report feedback. |
Activity in this academic year
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: (a) £1,000 (b) £12,723 (c) £12,905
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| a) Implement a weekly twilight professional learning group, supporting new staff to develop knowledge of specialist strategies for teaching. | Pupils benefit from correct and consistent specialist approaches. Analysis of pupil progress made from individual starting points, evidenced through learning logs, school reports, assessment data, monitoring of EHCP termly outcomes and through observations of teaching and learning.
|
1,2&3 |
| b) School will develop a specialist workforce to ensure our provision continues to maintain excellent standards for all children. | Develop and support staff to gain further professional qualifications and to enable them to meet criteria for post graduate courses with QTS.
Where necessary facilitate mainstream teaching opportunities and evidence teaching standards. Effective Professional Development | EEF (educationendowmentfoundation.org.uk)
|
1,2&3 |
| c) Increase the number of High-Level Teaching Assistants across school. | HLTAs have responsibility for a broad range of whole school curriculum / resource specialism. | 1,2,3&4 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: (a) £24,970 (b) 30,639 (c) £1,500
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| a) To provide additional support through targeted interventions for reading, fun with food, PECs, and sensory integration, taught either 1:1 or in small groups | Broadmeadow assessment level data; Reading records; progression through stages of PECS; observations of engagement in learning; improved eating skills and improved attention, co-operation and motivation to learn.
https://pecs-unitedkingdom.com/research/ One to one tuition | EEF (educationendowmentfoundation.org.uk)
|
2,3,4&5 |
| b) To increase the number of classes across school in order to reduce class sizes. | Pupils are more focussed as distractions are reduced. Pupils have more opportunities for working together as part of a small group and fewer transitions are necessary. | 2&3 |
| c) Over the course of the academic year we are holding 6 curriculum open days | Staff will showcase specialist strategies used to include communication, independence and social integration to support parents and family members to implement these into the home. Working with Parents to Support Children’s Learning | EEF (educationendowmentfoundation.org.uk)
|
4&5 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: (a) £13,666 (b) £1,000
| Activity 3 | Evidence that supports this approach | Challenge number(s) addressed |
| a) Covid recovery with a focus on further support for families – access appropriate support, services, structured learning programmes, workshops supported by the Mental Health Support Team (Reflexions service), home learning activities, coffee mornings, home visits, and engage with other professionals. | Demonstrated through attendance and engagement in sessions; through discussions with other professionals and service providers, all culminating in reduced referrals to statutory services.
Supporting children with special educational needs and disabilities | NSPCC
|
4&5 |
| b)Health and well being of pupils is improved due to consistency and continuity between home and school. | Pupils and families receive school nursing input covering a variety of subjects to include eating disorders and puberty.
Home learning opportunities focussing specifically on parent aims, school are providing support with these. Pupils are able to transfer learning and skills and to extend knowledge within their home and the community. Parental engagement | EEF (educationendowmentfoundation.org.uk)
|
1,2,3,4&5 |
Total budgeted cost: £98,403
Part B: Review of outcomes in the previous academic year
Pupil premium strategy outcomes
This details the impact that our pupil premium activity had on pupils in the 2022 to 2023 academic year.
| Intended Outcome | Success Criteria | Actual 2022/23 |
| Improved attainment and progress for disadvantaged pupils in all areas of learning and development, relative to their starting points as identified through baseline and ongoing assessments. | Demonstrated by our end of year assessments, observations and detailed pupil progress records at the end of our strategy in 2024/25. Staff provide high quality teaching evidenced through lesson observations, learning walks, and pupil progress data, measured over time from their individual starting points and as identified through assessments and achievement of EHCP termly outcomes. | End of year assessments indicate that children in receipt of pupil premium continue to make good progress. During monitoring of all pupils learning outcomes for 2022-2023 the figures are comparable to those of their peers on a termly basis.
Pupils termly learning logs identify areas of learning and development whereby our disadvantaged pupils have benefitted from increased opportunities and/or specific interventions. Examples include: Child R transitioning from place to place much more readily since introducing her to weekly off-site visits – walking in the local community with staff and one of her peers; Child J receiving extra support to communicate his immediate wants and needs. Using a combination of speech and symbols he is now able to request his need to visit the bathroom. Child J’s confidence is continually increasing as he is supported to travel around school completing small tasks and ‘helping’ familiar adults.
Creating another class has enabled us to reduce class sizes. This alongside an increase in staffing levels ensures opportunities for 1:1 and small group work are intensified.
Having rewritten some of our assessment material this year to ensure these are reflective of our curriculum has meant that some of our data is slightly skewed. As a group our disadvantaged pupils appear to have made slightly less progress in PSED independence and relationships and practical maths. It is worth noting that not all children are working at subject specific levels and therefore continue to participate in activities within the areas of engagement.
Twice weekly CPD sessions have been held this year. One for new staff and those who consider they would benefit from refreshing their skills. The other looking at specific topics in greater depth for experienced practitioners. This ensures staff have an increased specialist knowledge, evident during observations, learning walks and pupil progress reports. CPD sessions covered have included: multi-sensory learning; how oral motor is essential in respect of speaking and eating; functional learning; PDA; writing social stories; Interplay. |
| To ensure that all pupils needs are well met in terms of their well-being | Sustained high levels of well-being demonstrated by:
· staff expertise in identifying needs · Having necessary resources in place Evidenced through discussions with pupils and families, behaviour logs, observations and sensory integration programmes. |
Staff CPD in implementing the ‘Colours of me’ has ensured this program is now embedded across school at a developmentally appropriate level for individual pupils. Some children continue to require adults to support and direct them in respect of taking steps towards managing their emotions, whilst others are becoming increasingly independent in this area.
We continue to be supported by the Mental Health support team – Reflexions. This has benefitted individuals and their families.
Our Sensory Integration co-ordinator is no longer class based, and therefore regularly undertakes enrichment activities with pupils. An additional member of staff has also completed training in therapeutic play.
The outdoor environment has been improved with the introduction of gym equipment. This is providing pupils with increased levels of challenge, motivation and improving fitness.
The introduction of a school tuck shop has been well received by pupils, who are supported to prepare snacks and to serve their peers. Interestingly, during an exercise around pupil voice many have identified the tuck shop as ‘the best thing about school!’
An after-school club with the focus of physical activity has been introduced and is well attended. Barriers to stop the attendance of disadvantaged pupils are removed.
Members of SLT undertake daily playground duties over the lunchtime period ensuring consistency of approach amongst mid-day supervisors and engagement of pupils in activities.
|
| Targeted support and interventions enable pupils to use a range of communication systems to aid their understanding and to develop expressive communication skills and be successful in their learning. | Through achievement of EHC plan termly outcomes. Pupils are safe, happy and secure; are resilient to change; able to communicate; make choices; and are mentally healthy. | The school works closely with designated Specialist Speech and Language Therapists who devise programmes that school staff implement.
A wide range of augmentative communication tools and techniques are used throughout school. These include Makaton, Intensive Interaction, PECs, ALDs to include core vocabulary throughout the school environment, choice boards, now & next boards, symbol schedules and electronic devices.
|
Pupil premium strategy statement
This statement details our school’s use of pupil premium (and recovery premium for the 2022 to 2023 academic year) funding to help improve the attainment of our disadvantaged pupils.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.
School overview
| Detail | Data |
| School name | Broadmeadow Special School |
| Number of pupils in school | 75 |
| Proportion (%) of pupil premium eligible pupils | 55% |
| Academic year/years that our current pupil premium strategy plan covers | 2021/22 to 2024/25 |
| Date this statement was published | December 2022 |
| Date on which it will be reviewed | September 2023 |
| Statement authorised by | Lisa Walker |
| Pupil premium lead | Dawn Beamer |
| Governor / Trustee lead | Claire Baronenas |
Funding overview
| Detail | Amount |
| Pupil premium funding allocation this academic year | £56,425 |
| Recovery premium funding allocation this academic year | £11,600 |
| Pupil premium funding carried forward from previous years (enter £0 if not applicable) | £00 |
| Total budget for this academic year
If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year |
£68,025 |
Part A: Pupil premium strategy plan
Statement of intent
| Broadmeadow is a special school for pupils with severe and complex learning difficulties. All of our pupils have Education Health Care Plans and due to the complexity of their needs, it is not possible to identify the degree to which their achievement is affected by social background. Barriers to learning are primarily developmental with a focus placed upon enabling pupils to acquire communication and independence skills and socially appropriate behaviours within school, home and the wider community. Our strategy is underpinned by evidence informed research, with a focus on 3 main principles of improving outcomes: high quality teaching focussed on areas that our pupils and families require as a priority; removing barriers to learning through targeted support; providing early intervention for pupils and their families. Although our strategy is focused on the needs of disadvantaged pupils, it will benefit all pupils in our school where funding is spent on whole-school approaches, such as high-quality teaching and proven interventions. Implicit in the intended outcomes detailed below, is the intention that outcomes for non-disadvantaged pupils will be improved alongside progress for their disadvantaged peers. Our strategy is integral to wider school plans for education recovery, notably through engagement of parents and provision for enhanced family support. Our strategy will be driven by the needs and strengths of each young person, based on formal and informal assessments, not assumptions or labels. This will help us to ensure that we offer them the relevant skills and experience they require to achieve greater independence and to prepare them for the next stage of their learning journey. |
Challenges
This details the key challenges to achievement that we have improved alongside progress for their disadvantaged peers.
| Challenge number | Detail of challenge |
| 1 | Social, emotional and educational learning needs of pupils are severe and complex, as evidenced through assessments and observations and as detailed in Education Health Care Plans. |
| 2 | Assessments and observations show that, due to their significant diverse learning needs, our pupils’ abilities to communicate and express their needs – non-verbal, limited language and understanding, social interaction difficulties – are significantly greater than their peers. |
| 3 | Assessments and observations show that, due to their significant diverse learning needs, our pupils generally have greater challenges around attention, concentration and motivation to learn. |
| 4 | Through regular discussions, we have identified that our families require additional support for their children re issues with anxiety, attachment, sleep, eating, communication and behaviour. |
| 5 | Our assessments, observations and discussions with pupils and families demonstrate that the education, wellbeing and wider aspects of development of many of our disadvantaged pupils have been impacted by the pandemic to a greater extent than for other pupils. These findings are backed up by several national studies. |
Intended outcomes
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
| Intended outcome | Success criteria |
| Improved attainment and progress for disadvantaged pupils in all areas of learning and development, relative to their starting points as identified through baseline and ongoing assessments. | Demonstrated by our end of year assessments, observations and detailed pupil progress records at the end of our strategy in 2024/25.
Staff provide high quality teaching evidenced through lesson observations, learning walks, and pupil progress data, measured over time from their individual starting points and as identified through assessments and achievement of EHCP termly outcomes. |
| To ensure that all pupils needs are well met in terms of their well-being. | Sustained high levels of well-being demonstrated by:
· staff expertise in identifying needs · having necessary resources in place Evidenced through discussions with pupils and families, behaviour logs, observations and sensory integration programmes. |
| Disadvantaged pupils have reduced anxieties, greater confidence, independence and self-help skills to help them engage more with the wider community and prepare for adulthood. | Through observations and discussions with pupils and their families.
Parent comments during termly outcome planning meetings, EHCP reviews, family survey and end of year report feedback. |
| Targeted support and interventions enable pupils to use a range of communication systems to aid their understanding and to develop expressive communication skills and be successful in their learning. | Through achievement of EHC plan termly outcomes. Pupils are safe, happy and secure; are resilient to change; able to communicate; make choices; and are mentally healthy. |
Activity in this academic year
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: (a) £13,650 (b) £9,253
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| a) Implement two professional learning groups each Thursday for 30 minutes.
Group 1: to upskill new staff Group 2: to provide a greater depth of knowledge for experienced members of staff. |
Analysis of pupil progress made from individual starting points, evidenced through learning logs, school reports, assessment data, monitoring of EHCP termly outcomes and through observations of teaching and learning.
|
1&2 |
| b) School will develop a specialist workforce to ensure our provision continues to maintain excellent standards for all children. | Develop and support staff to gain further professional qualifications and to enable them to meet criteria for post graduate courses with QTS.
Where necessary facilitate mainstream teaching opportunities and evidence teaching standards. |
1,2&3 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £26,035
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| To provide additional support through targeted interventions for reading, fun with food, PECs, and sensory integration, taught either 1:1 or in small groups | Broadmeadow assessment level data; Reading records; progression through stages of PECS; observations of engagement in learning; improved eating skills and improved attention, co-operation and motivation to learn.
https://pecs-unitedkingdom.com/research/ One to one tuition | EEF (educationendowmentfoundation.org.uk)
|
2,3&5 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: (a) £16,460 (b)£4,000
| Activity 3 | Evidence that supports this approach | Challenge number(s) addressed |
| a) Covid recovery with a focus on further support for families – access appropriate support, services, structured learning programmes, workshops supported by the Mental Health Support Team (Reflections service), home learning activities, coffee mornings, home visits, and engage with other professionals. | Demonstrated through attendance and engagement in sessions; through discussions with other professionals and service providers, all culminating in reduced referrals to statutory services.
Supporting children with special educational needs and disabilities | NSPCC
|
4&5 |
| b)Health and well being of pupils is improved due to consistency and continuity between home and school. | Home learning opportunities focussing specifically on parent aims, school are providing support with these.
Pupils are able to transfer learning and skills and to extend knowledge within their home and the community. |
1,2,3,4&5 |
Total budgeted cost: £69,398
Part B: Review of outcomes in the previous academic year
Pupil premium strategy outcomes
This details the impact that our pupil premium activity had on pupils in the 2021 to 2022 academic year.
Intended outcomeSuccess criteriaActual 2021/22
| Improved attainment and progress for disadvantaged pupils in all areas of learning and development, relative to their starting points as identified through baseline and ongoing assessments. | Demonstrated by our end of year assessments, observations and detailed pupil progress records at the end of our strategy in 2024/25. Staff provide high quality teaching evidenced through lesson observations, learning walks, and pupil progress data, measured over time from their individual starting points and as identified through assessments and achievement of EHCP termly outcomes. | End of year assessments indicate that children in receipt of pupil premium are making good progress. As a group they appear to have made slightly less progress in PSED, science and writing. It is worth noting that not all children are working at subject specific levels and therefore continue to function within the Engagement scale.
During monitoring of all pupils learning outcomes for 2021-2022 the figures were comparable to those of their peers on a termly basis. Professional learning groups (CPD) undertaken as twilight weekly sessions, will continue into this academic year. These have been mandatory for new staff, though others have found sessions beneficial in respect of refreshing skills. These are set to continue alongside an advanced group looking at greater depth of knowledge for experienced practitioners. |
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| To achieve and sustain improved well-being for all pupils in our school, particularly our disadvantaged pupils | Sustained high levels of well-being demonstrated by:
· reduced incidents of inappropriate behaviours; · reduced periods of anxiety; · increased attention, co-operation and motivation to learn; evidenced through discussions with pupils and families, behaviour logs, observations and sensory integration programmes. |
At the start of this academic year 15 pupils had a positive behaviour support plan (PBSP). By the summer term this had reduced to 9 pupils.
5 of our disadvantaged pupils are receiving continuous 1:1 support, one of whom has significant medical issues. 37 pupils at the start of the year had sensory integration programmes. During the course of the year 12 were discharged from OT, though 7 of these continue to be supported by individual programmes which are implemented by class staff who are very skilled in this area. ‘All the colours of me’ was initially trialled in one class. Children were supported through discreet teaching and staff modelling to recognize and name their emotions and which Colour Zone they are in with the emphasis on there are no bad emotions (emotional wellbeing). Through co-regulation staff are able to direct children towards tool’s designed to help them manage their emotions. Proving successful and parents requesting more information as children have begun to use emotional vocabulary at home. Training for staff has been undertaken, this programme is now being implemented in all classes at a developmentally appropriate level. Through recognising, naming emotions and providing a coping strategy we are working towards enabling children to recognise and manage their emotions. This is a skill that develops over time and with support, can empower children in later life. Further development to extend to parent support through ‘Coffee mornings.’ Attention autism has been introduced throughout school. Observations suggest that many individuals are demonstrating increased levels of attention during learning tasks and activities. |
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| Disadvantaged pupils have reduced anxieties, greater confidence, independence and self-help skills to help them engage more with the wider community and prepare for adulthood. | Through observations and discussions with pupils and their families. | Having revised our home-learning offer we are keen to focus on aspects of home life that are of key importance to our children and their families. Home learning opportunities now focus specifically on parent aims with school providing support to do this. Discussions have taken place as part of parent consultation meetings, comments made include: ‘we are using music and timers to support establishing routines;’ ‘my son helps with undressing and is now feeding himself;’ ‘we do all we can to ensure he is happy and living life to the fullest;’ ‘she follows a schedule at home for sleeping (bedtime routine);’ ‘ we can eat out and sit at a table for longer periods;’ ‘our daughter sleeps all night in her own bed.’
Numbers of pupils with self-restricted diets do appear to have increased. We promote fun with food sessions in school and offer a weekly ‘drop in’ session, which will continue. Some classes offer this experience daily. We are being supported by the Mental Health support team – Reflections, who have undertaken work with pupils, parents and have led staff meetings. This work has been well received and is set to continue. |
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| Targeted support and interventions enable pupils to use a range of communication systems to aid their understanding and to develop expressive communication skills and be successful in their learning. | Through achievement of EHC plan termly outcomes. Pupils are safe, happy and secure; are resilient to change; able to communicate; make choices; and are mentally healthy. | Termly learning outcomes achieved:
Data shows the figures are comparable between these cohorts of pupils with disadvantaged pupils achieving slightly higher in some instances. This could be attributed to the additional interventions on offer to these children. The school works closely with designated Specialist Speech and Language Therapists who devise programmes that school staff implement. We have a new communication co-ordinator who has recently completed PECs training. He is in the process of producing reference guides for colleagues in support of pupils moving through the various stages of this programme. Using reflection books the mental health support team have worked with a number of pupils using materials to identify and recall activities and learning throughout the day. |
Pupil premium and covid recovery strategy statement
This statement details our school’s use of pupil premium (and covid recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.
School overview
| Detail | Data |
| School name | Broadmeadow Special School |
| Number of pupils in school | 75 |
| Proportion (%) of pupil premium eligible pupils | 49% (37 pupils) |
| Academic year/years that our current pupil premium strategy plan covers | 2021/22 to
2024/25 |
| Date this statement was published | December 2021 |
| Date on which it will be reviewed | September 30th 2022 |
| Statement authorised by | Headteacher Karen Warrington |
| Pupil premium lead | Assistant Headteacher Dawn Beamer |
| Governor lead | Claire Baronenas |
Funding overview
| Detail | Amount |
| Pupil premium funding allocation this academic year | £49,420 |
| Recovery premium funding allocation this academic year | £10,440 |
| Pupil premium funding carried forward from previous years (enter £0 if not applicable) | £00 |
| Total budget for this academic year
If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year |
£59,860 |
Part A: Pupil premium and covid recovery strategy plan
Statement of intent
| Broadmeadow is a special school for pupils with severe and complex learning difficulties. All of our pupils have Education Health Care Plans and due to the complexity of their needs, it is not possible to identify the degree to which their achievement is affected by social background. Barriers to learning are primarily developmental with a focus placed upon enabling pupils to acquire communication and independence skills and socially appropriate behaviours within school, home and the wider community.
Our strategy is underpinned by evidence informed research, with a focus on 3 main principles of improving outcomes: high quality teaching focussed on areas that our pupils and families require as a priority; removing barriers to learning through targeted support; providing early intervention for pupils and their families. Although our strategy is focused on the needs of disadvantaged pupils, it will benefit all pupils in our school where funding is spent on whole-school approaches, such as high-quality teaching and proven interventions. Implicit in the intended outcomes detailed below, is the intention that outcomes for non-disadvantaged pupils will be improved alongside progress for their disadvantaged peers. Our strategy is integral to wider school plans for education recovery, notably through engagement of parents and provision for enhanced family support. Our strategy will be driven by the needs and strengths of each young person, based on formal and informal assessments, not assumptions or labels. This will help us to ensure that we offer them the relevant skills and experience they require to achieve greater independence and to prepare them for the next stage of their learning journey. |
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
| Challenge number | Detail of challenge |
| 1 | Social, emotional and educational learning needs of pupils are severe and complex, as evidenced through assessments and observations and as detailed in Education Health Care Plans. |
| 2 | Assessments and observations show that, due to their significant diverse learning needs, our pupils abilities to communicate and express their needs – non-verbal, limited language and understanding, social interaction difficulties – are significantly greater than their peers. |
| 3 | Assessments and observations show that, due to their significant diverse learning needs, our pupils generally have greater challenges around attention, concentration and motivation to learn. |
| 4 | Through regular discussions, we have identified that our families require additional support for their children re issues with anxiety, attachment, sleep, eating, communication and behaviour. |
| 5 | Our assessments, observations and discussions with pupils and families demonstrate that the education, wellbeing and wider aspects of development of many of our disadvantaged pupils have been impacted by the pandemic to a greater extent than for other pupils. These findings are backed up by several national studies. |
Intended outcomes
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
| Intended outcome | Success criteria |
| Improved attainment and progress for disadvantaged pupils in all areas of learning and development, relative to their starting points as identified through baseline and ongoing assessments. | Demonstrated by our end of year assessments, observations and detailed pupil progress records at the end of our strategy in 2024/25.
Staff provide high quality teaching evidenced through lesson observations, learning walks, and pupil progress data, measured over time from their individual starting points and as identified through assessments and achievement of EHCP termly outcomes. |
| To achieve and sustain improved well-being for all pupils in our school, particularly our disadvantaged pupils. | Sustained high levels of well-being demonstrated by:
· reduced incidents of inappropriate behaviours; · reduced periods of anxiety; · increased attention, co-operation and motivation to learn; evidenced through discussions with pupils and families, behaviour logs, observations and sensory integration programmes. |
| Disadvantaged pupils have reduced anxieties, greater confidence, independence and self-help skills to help them engage more with the wider community and prepare for adulthood. | Through observations and discussions with pupils and their families. |
| Targeted support and interventions enable pupils to use a range of communication systems to aid their understanding and to develop expressive communication skills and be successful in their learning. | Through achievement of EHC plan termly outcomes. Pupils are safe, happy and secure; are resilient to change; able to communicate; make choices; and are mentally healthy. |
Activity in this academic year
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: a) = £6,825; b) = £2,100
| Activity 1 | Evidence that supports this approach | Challenge number(s) addressed |
| a) Professional Learning each Thursday for 30 minutes to upskill new staff and provide refreshers for existing staff | Analysis of pupil progress made from individual starting points, evidenced through learning logs, school reports, assessment data, monitoring of EHCP termly outcomes and through observations of teaching and learning.
|
1 & 2 |
| b) Early Career Teacher engages with ECF, supported by ECM and Induction Tutor – | ECT completes induction training and meets Teachers Standards, evidenced through progress meetings and formal assessment. 1 day per half term funded for school specific training and development to support pupils in their learning. | 1 & 2 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: reading / fun with food = £17,912; PECs @ £175 per day x1 day per week x 39 weeks = £6,825; sensory integration 1 day per week = £6,825
| Activity 2 | Evidence that supports this approach | Challenge number(s) addressed |
| To provide additional support through targeted interventions for reading, fun with food, PECs, and sensory integration, taught either 1:1 or in small groups | Reading records; progression through stages of PECS; observations of engagement in learning; improved eating skills and improved attention, co-operation and motivation to learn.
https://pecs-unitedkingdom.com/research/ One to one tuition | EEF (educationendowmentfoundation.org.uk)
|
2, 3, & 5 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: a) 1 day per week @ £175 per day x 39 weeks = £6,825; b) 2 days per week @ £175 per day = £13,650
| Activity 3 | Evidence that supports this approach | Challenge number(s) addressed |
| a) Covid recovery with a focus on further support for families – access appropriate support, services, structured learning programmes, workshops, home learning activities, coffee mornings, home visits, and engage with other professionals. | Demonstrated through attendance and engagement in sessions; through discussions with other professionals and service providers, all culminating in reduced referrals to statutory services.
Supporting children with special educational needs and disabilities | NSPCC |
4 & 5 |
| b) Health & wellbeing of pupils is improved due to consistency and continuity between home and school. | Pupils are able to transfer learning and skills, and to extend knowledge within their home and the community. | 1, 2, 3,4 & 5 |
Total budgeted cost: £60,962
| 1. Summary information | ||||||||||||||||
| School | BROADMEADOW SPECIAL SCHOOL | Type of SEN (eg.PMLD/SLD/MLD etc.) | SLD / ASD | |||||||||||||
| Academic Year | 2019/20 | Total PP budget | £30,360 | Date of most recent PP Review | September 2019 | |||||||||||
| Total number of pupils | 56 | Number of pupils eligible for PP | 23 | Date for next internal review of this strategy | September 2020 | |||||||||||
| 2. Current attainment | ||||||||||||||||
| We have previously used average number of split levels of progress in P Scales in order to provide a baseline of present attainment. However, working out average levels and attainment for cohorts, including children in receipt of Pupil Premium Grant, using a measure set externally isn’t especially helpful as we need to think about each individual and what is good progress for them. Therefore for 2019/20, as a measure of progress, we will use achievement of pupils individual EHCP outcomes. We will monitor this termly with an overall summary at the end of the academic year 2020. We will know exactly how much progress each child has made in relation to their starting points. | ||||||||||||||||
| 3. Progress for 2019/20 based on pupils’ individual starting points, using achievement of EHCP outcomes | ||||||||||||||||
| Pupils eligible for PP | Pupils not eligible for PP | |||||||||||||||
| To be completed end of Autumn Term 2019 | To be completed end of Autumn Term 2019 | |||||||||||||||
| To be completed end of Spring Term 2020 | To be completed end of Spring Term 2020 | |||||||||||||||
| To be completed end of Summer Term 2020 | To be completed end of Summer Term 2020 | |||||||||||||||
| 4. Barriers to future attainment (for pupils eligible for PP ) | ||||||||||||||||
| In-school barriers | ||||||||||||||||
| A. | Social and educational learning needs of pupils are severe and complex. | |||||||||||||||
| B. | Pupils abilities to communicate and express their needs – non-verbal, limited language and understanding, social interaction difficulties. | |||||||||||||||
| C. | Pupils abilities to attend, concentrate and difficulties with motivation to learn. | |||||||||||||||
| External barriers | ||||||||||||||||
| D. | Confidence and emotional needs at home e.g. anxiety, attachment issues, emotional needs | |||||||||||||||
| E. | Challenging behaviour at home; parenting needs; eating and sleeping issues | |||||||||||||||
| F. | Families with identified social care needs, without recourse to public funds, housing issues, immigration status | |||||||||||||||
| 5. Intended outcomes (specific outcomes and how they will be measured) Success criteria | ||||||||||||||||
| A. | Pupils in receipt of Pupil Premium achieve and make good progress relative to baseline assessments. | Through achievement of EHCP termly outcomes. | ||||||||||||||
| B. | To provide early intervention for families to enable access to appropriate support, services, structured learning programmes, workshops, home learning activities, coffee mornings, home visits, and enabling links with other professionals. | Increase in level of parental engagement and uptake of home learning activities; and through positive evaluations from families. | ||||||||||||||
| C. | Communication – pupils are able to use a range of communication systems (Makaton / PECs / Eye Gaze) to aid their understanding and to develop expressive communication skills. | Through achievement of EHCP termly outcomes. | ||||||||||||||
| D. | Well- being – pupils are safe, happy and secure; are resilient to change; able to make choices. | Through achievement of EHCP termly outcomes. | ||||||||||||||
| 6. Planned expenditure | ||||||||||||||||
| Academic year | 2019-20 | |||||||||||||||
| How we use pupil premium funding to improve classroom pedagogy, provide targeted support and support whole school strategies. | ||||||||||||||||
| i. Quality of teaching for all | ||||||||||||||||
| Intended outcome
|
Action
|
What is the evidence & rationale for this choice? | How will you ensure it is implemented well? | Staff lead | When will you review implementation? | |||||||||||
| Maximise learning opportunities for pupils in receipt of Pupil Premium so that they make good progress relative to their starting points. | High staffing ratio and interest-based personalised curriculum, including PSED and communication programmes.
Specific interventions as identified by teaching teams, linked to termly outcomes.
|
Well trained and highly qualified staff provide appropriate learning strategies with 1:1 and small group input linked to termly outcomes and taught through exciting and motivating activities, taking account of individual interests, needs and learning styles.
3 days per week. |
Analysis of progress made from individual starting points and evidenced through learning logs, monitoring of termly outcomes, and observations.
Termly reports to LGB
|
Ellen Frampton
SLT |
Termly | |||||||||||
| Total budgeted cost | £10,389 | |||||||||||||||
| ii. Targeted support | ||||||||||||||||
| Intended outcome
|
Action
|
What is the evidence & rationale for this choice? | How will you ensure it is implemented well? | Staff lead | When will you review implementation? | |||||||||||
| Pupils are able to transfer learning, skills and extend knowledge at home and in the wider community.
|
To provide interesting and motivating activities for families to enable pupils to continue their learning at home – supported by home visits, coffee mornings, parent workshops. | Activities are directly linked to EHCP termly outcomes providing continuity and consistency of approach between home and school.
10 hours per week |
Monitoring of home learning uptake on a termly basis; monitoring of parental evaluations, comments and feedback at parent consultation events.
Termly reports to LGB. |
Home Learning Co-ordinator | Termly | |||||||||||
| Total budgeted cost | £6,512 | |||||||||||||||
| iii. Other approaches (including links to personal, social and emotional wellbeing) | ||||||||||||||||
| Intended outcome | Action | What is the evidence & rationale for this choice? | How will you ensure it is implemented well? | Staff lead | When will you review implementation? | |||||||||||
| Increase in parental engagement in order to improve social and educational outcomes for pupils. | Early intervention is provided to enable families to access support, services, informal and structured training / learning opportunities, coffee mornings, and home visits. | To provide a consistent, child-centred approach to learning and development within a safe and nurturing environment at home as well as at school.
2 days per week |
Termly monitoring by SLT through discussion; termly welfare meetings with SLT and CoG; termly report to LGB. | Home / School
Liaison Officer |
Termly | |||||||||||
| Total budgeted cost | £14,581 | |||||||||||||||
| OVERALL BUDGETED COST | £31,482 | |||||||||||||||
| 1. Summary information | ||||||||
| School | Broadmeadow Special School | Type of SEN (eg.PMLD/SLD/MLD etc.) | SLD / ASD | |||||
| Academic Year | 2018/19 | Total PP budget | £27,720 | Date of most recent PP Review | September 2018 | |||
| Total number of pupils | 52 | Number of pupils eligible for PP | 21 | Date for next internal review of this strategy | September 2019 | |||
| 2. Current attainment | ||||||||
| Pupils eligible for PP | Pupils not eligible for PP | |||||||
| Average number of split levels of progress in reading | 6 | 6 | ||||||
| Average number of split levels of progress in writing | 4 | 3 | ||||||
| Average number of split levels of progress in maths | 6 | 5 | ||||||
| 3. Barriers to future attainment (for pupils eligible for PP ) | ||||||||
| In-school barriers | ||||||||
| A. | Pupils abilities to self-regulate and manage behaviours often related sensory processing issues, form relationships, attachment, low self-esteem and self-confidence | |||||||
| B. | Pupils abilities to communicate and express their needs – non-verbal, limited language and understanding, social communication difficulties | |||||||
| C. | Pupils abilities to attend, concentrate and difficulties with motivation to learn | |||||||
| External barriers | ||||||||
| D. | Confidence and emotional needs at home e.g. anxiety, attachment issues, emotional needs | |||||||
| E. | Challenging behaviour at home; parenting needs; eating issues | |||||||
| F. | Families without recourse to public funds, housing issues, immigration status | |||||||
| 3. Intended outcomes (specific outcomes and how they will be measured) Success criteria | |||||||
| A. | Pupils in receipt of Pupil Premium make at least expected progress relative to baseline assessments, using average scores | Pupils make at least 3 split levels of progress on average over the academic year 2018-19. | |||||
| B. | Pupil behaviour data shows reduction in number of incidents, resulting in at least expected progress relative to baseline assessments, using average scores. | Pupils make at least 3 split levels of progress on average over the academic year 2018-19. | |||||
| C. | Communication – pupils are able to use a range of communication systems (Makaton / PECs / Eye Gaze) to aid their understanding and to develop expressive communication skills. | Pupils make at least 3 split levels of progress on average over the academic year 2018-19. | |||||
| D. | Well- being – pupils are safe, happy and secure; are resilient to change; able to make choices. | Pupils make at least 3 split levels of progress on average over the academic year 2018-19. | |||||
| 4. Planned expenditure | |||||||
| Academic year | 2018-19 | ||||||
| How we use pupil premium funding to improve classroom pedagogy, provide targeted support and support whole school strategies. | |||||||
| i. Quality of teaching for all | |||||||
| Intended outcome
|
Action
|
What is the evidence & rationale for this choice? | How will you ensure it is implemented well? | Staff lead | When will you review implementation? | ||
| Maximise learning opportunities for pupils in receipt of Pupil Premium make at least expected progress relative to baseline assessments, using average scores. | High staffing ratio and interest-based personalised curriculum, including PSED, | Well trained and highly qualified staff provide appropriate learning strategies with 1:1 and small group input linked to individual interests, needs and learning styles. | Analysis of progress made from individual starting points and in line with peers.
Progress is average number of split levels = 3 over the year |
SLT | Mid-year review | ||
| Reduce challenging behaviours and anxieties to enable pupils to attend to learning | Sensory Integration
Play Therapy & Lego Therapy |
Strategies are planned in consultation with HLTA and OT. Programmes are written and carried out on at least a daily basis by class teams.
Play and lego therapy is provided as and when pupils need this approach by staff trained in these approaches. |
Ongoing monitoring and review of programmes in consultation with OT.
Termly meetings with Behaviour Co-ordinator to assess progress. Ongoing recording of incidents. |
AC
JW
|
Termly review meetings | ||
| Total budgeted cost | £7,678.90 | ||||||
| ii. Targeted support | |||||||
| Intended outcome | Action | What is the evidence & rationale for this choice? | How will you ensure it is implemented well? | Staff lead | When will you review implementation? | ||
| Functional communication skills are developed enabling choice making, increased understanding, vocabulary and expressive communication. | Low and high tech communication methodologies are implemented according to individual needs.
2 PECs Implementers in school retain their status through ongoing training.
|
Evidence from research and previous success rates with communication systems such as PECs. | Ongoing teacher assessment, regular professional discussions and pupil progress meetings. | AE
DW |
Termly | ||
| Total budgeted cost | £12,175.17 | ||||||
| iii. Other approaches (including links to personal, social and emotional wellbeing) | |||||||
| Intended outcome | Action | What is the evidence & rationale for this choice? | How will you ensure it is implemented well? | Staff lead | When will you review implementation? | ||
| Reduce challenging behaviours and anxieties to enable pupils to attend to learning | Sensory Integration
Play Therapy & Lego Therapy |
Strategies are planned in consultation with HLTA and OT. Programmes are written and carried out on at least a daily basis by class teams.
Play and lego therapy is provided as and when pupils need this approach by staff trained in these approaches. |
Ongoing monitoring and review of programmes in consultation with OT.
Termly meetings with Behaviour Co-ordinator to assess progress. Ongoing recording of incidents. |
AC
JW |
Termly review meetings | ||
| Total budgeted cost | £8,538.81 | ||||||
| 1. Review of expenditure | ||||
| Previous Academic Year | 2017-18 | |||
| TOTAL FUNDING RECEIVED | £19,800 (15 pupils) | |||
| TOTAL EXPENDITURE | £20,524.84 | |||
| i. Quality of teaching for all | ||||
| Intended outcome | Action | Estimated impact: Did you meet the success criteria? (Include impact on pupils not eligible for PP, if appropriate). | Lessons learned
(and whether you will continue with this approach) |
Cost |
| Pupil will improve their speech, language, listening & communication skills | Additional 1:1 support for teaching of S&L targets and PECs sessions | Pupils will achieve at least 3 split levels of progress in:
Speaking: 53% Listening: 80% Reading: 73% |
The majority of pupils in receipt of PPG have a diagnosis of ASD and therefore this is their greatest area of need. Using P Scale breakdown for Speaking does not reflect the progress made by those pupils receiving additional PECs sessions. For future years, progress will be measured using the number of stages of PECs pupils attain. | £504.66
£3,832.92 £504.66 |
| Pupils are happy and confident learners. They form secure attachments.
|
Staff training in attachment theory and play therapy.
1:1 sessions for relationship building and play therapy. Sensory snacks and sensory integration sessions are provided when needed to reduce anxieties. |
Pupils will achieve at least 3 split levels of progress in PSED – 80%
There is a reduction in the number of behaviour related incidents over the year |
Staff are highly trained in providing emotional support for pupils, in meeting pupils sensory needs and also a small number of staff have received training in play therapy. This has had a significant impact upon pupils forming secure attachments.
|
£1,597.05
£2,299.75
|
| ii. Targeted support | ||||
| Intended outcome | Action | Estimated impact: Did you meet the success criteria? (Include impact on pupils not eligible for PP, if appropriate). | Lessons learned
(and whether you will continue with this approach) |
Cost |
| Targeted support for pupils experiencing difficulties with reading. | Staff training ion teaching of reading, including phonics.
Creation of reading groups across the school |
Pupils will achieve at least 3 split levels of progress in reading – 73% | 3 pupils in receipt of PPG did not make expected progress due to individual circumstances (persistence absence; social emotional mental health difficulties; transition into new class). | £1,597.05 |
| Improve attention and concentration | 1:1 support and use of structured teaching programme to reduce anxieties at identified trigger times.
|
Pupils will achieve at least 3 split levels of progress in PSED – 80%
Incidents of inappropriate behaviours reduce over time. |
Use of TEACCH stations has been a very effective strategy in providing structure and helping pupils to remain on task. Although staff intensive initially due to 1:1 support, the long term benefits are such that most pupils will be able to work independently for up to 20 minutes per session. | £1,916.46
£1,597.05 |
| iii. Other approaches (including links to personal, social and emotional wellbeing) | ||||
| Intended outcome | Action | Estimated impact: Did you meet the success criteria? (Include impact on pupils not eligible for PP, if appropriate). | Lessons learned
(and whether you will continue with this approach) |
Cost |
| Pupils are able to play together, share and take turns | Staff training in lego therapy.
Set up supported play sessions, including lego therapy – 1:1 sessions, in pairs or small groups |
Pupils make at least 3 split levels of progress in PSED – 80% | Introduction of Lego therapy as an intervention for those pupils identified as likely to benefit from this approach has been extremely successful. Lesson observations of sessions have been very positive with outstanding results observed for some pupils.. | £1,261.65
£1,261.65 £1,261.65 £1,261.65
|
| Pupils access a range of physical activities to support emotional and physical health | Additional sessions for swimming and football | Pupils will achieve at least 3 split levels of progress in P.E. – 50%
Pupils achieve swimming awards based on school scheme |
Using the swimming awards as a measure of success is more effective and a more accurate measure of progress. There were just 2 pupils receiving these interventions therefore data is invalid. These interventions will not be provided in future years. | £1,628.64 |
| 2. Additional detail | ||||
| Interventions are based on individual need. Staff complete a questionnaire to identify strengths and areas for development in order to inform this strategy.
Some pupils are in need of more than one intervention.
Here at Broadmeadow, we evaluate the impact of interventions on pupil progress using P Scale data for the academic year. A mid-year review during the Spring Term enables us to monitor progress and amend, add or replace interventions if pupils are not on track to achieve their targets. Termly reviews of pupil progress are also used to provide ongoing evaluations.
Expected progress for pupils has been established as 3 split levels of a P Scale over an academic year.
We use average levels to provide an overview of pupils general progress as well as for individual areas of learning. This is particularly useful when comparing overall progress of cohorts. |
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