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.

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.