Statement of pupil premium strategy – SEN schools 2018-2019 · Web viewCurrent attainment from 2017. Pupils eligible for PP (your school) Pupils not eligible for PP % achieving

Statement of pupil premium strategy – SEN schools 2018-2019

1. Summary information School Crowdys Hill school KS1-5 Type of SEN SCLD/ MLD

Academic Year 2018-2019 Total PP budget Primary- £11,880Secondary- £53,295Post CLA £11,500

Date of most recent PP Review July 2018

Total number of pupils 32+ 128 + 66= 226

Number of pupils eligible for PP

9 + 57 + (5 post CLA) Date for next internal review of this strategy Dec 2018

2. Current attainment from 2017Pupils eligible for PP (your school) Pupils not eligible for PP

% achieving good/ or above expected targets in English 92% 96%

% achieving good/ or above expected targets in maths 97% 95%

% achieving good/ or above expected targets in science 92% 95%

Average reading ages (KS3-KS4) 9.9y 9.9y

3. Barriers to future attainment (for pupils eligible for PP ) In-school barriers A. Primary: communication skills are very low (well below ARE) in PP pupils on entryB. Primary: on entry PP pupils have limited self-regulation skillsC. Year 9 (2017) on average, PP pupils attendance is lower than those non-PP (93% compared to 95%); and year 11 (2017) was 88% where

25% were PP.D. Year 9 (2017): PP pupils have lower than average (compared to year group) attainments in EnglishF. KS3: year 8 (2017) PP+FSM were lower in their mathematics attainment compared to year 8 peers due to lower literacy levels

External barriers E. KS1-KS5: FSM pupils may be disadvantaged, through lack of funding to access adequate: snacks, drinks, lunches; trips; after school

clubs.G. Post-LAC pupils may have attachment issues which result in emotional barriers, and engagement difficulties.

4. Outcomes Desired outcomes and how they will be measured Success criteria

A. PP pupils to have increased communication skills, measurable through staff assessments throughout the year, with targeted communication targets

Pupils will be closer to their age related expectations of communication, and have same or above rate of progress compared to non- pp pupils.Over 90% achieve good or above progress across their subjects.

B. Primary: PP pupils to have increased self-regulation (learning capability), measurable through Primary data progress reports

New pupils to be able to access their learning; and have minimal incidents of impulsivity.Over 90% achieve good or above progress across their subjects.

C. Current year 10, and year 12: PP pupils to have increased attendance comparable with non-PP, measured through school attendance analysis (noted that year 12 are not eligible for PP funding, however the funding will continue to benefit across the school)

PP and non-PP pupils to have above 90% attendance

D. Year 10 English: PP pupils will have met expected (good or above) targets for English and reading ages will be average or above (compared to year group), measured through data analysis three times yearly.

There will be no significant gap between PP and non-PP pupils attainments in English and reading ages.Over 90% will achieve expected or above progress in English, year 10.

E. KS1-KS5: PP pupils to have improved engagement in lessons and access to drinks as needed. No incidents of pupils being hungry. Evidenced through discussion with lunch staff and tutors. Pupils will not be left out of opportunities for residential trips due to finances. Measured through evidence of pupils attending clubs, trips, and residential trips.

No incidents of pupils being hungry, due to lack of appropriate food or drinks.PP will have accessed after school clubs and trips alongside their peers.

F. Year 9 Maths: (Sept 2018) to have expected (good or above) progress in maths, and show no significant gap compared to non-PP, measured through data analysis; and no significant gap between FSM and non-FSM

Year 9 pupils will achieve their targets in maths, and those targets will be good or above progress, as set by maths teachers. There will be no significant gap between PP and non-PP pupils.

G. For post-LAC pupils to have a rapid response to issues cropping up, such as fight/ flight/ freeze/ submit responses, and emotional negativity from previous trauma.

For all identified pupils to be able to access all lessons, progress as expected, and have social access in all respects, in line with their peers.

5. Planned expenditure Academic year 2018-2019

The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

i. Quality of teaching for allDesired outcome

Chosen action/approach

What is the evidence & rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

A- Primary: increased communication skills

Training of all staff in primary, in additional communication techniques

Staff will be trained in use of: now and next boards; Signalong; use of PECS in the classroom, and develop their implementation of how to develop verbal communication in cooperation with the SALT team. Based on evidence from the EEF, stating that children’s language development benefits from approaches that explicitly support talking, verbal expression, modelling language and reasoning.

Training in INSET day and twilight sessions

Ensure lead TAs are signed up for Signalong training

Primary lead to ensure new staff are trained.

New SALT to work closely with Primary staff, to implement techniques and strategies.

ERussellETaylor

Dec 18/ April 2019/ July 2019

D- year 10 English: increased progress in English attainment: and improved reading ages. 90% + achieve expected targets in English.

Employ literacy lead to organise, monitor, implement and analyse literacy support for KS3 and KS4 pupils; and focus on PP pupis in need of extra support.

EEF and DfE has reported research reviews on literacy interventions. 1:1 support has shown the best results for effective literacy support; and that support should be sustained and repeated for over ten weeks to be effective. The interventions we use have been tried and tested to produce robust results in improving pupils’ reading and comprehension skills.

English lead to report to SLT three times yearly. Literacy lead to report on RA and CA twice yearly.English lead and literacy lead to work together to ensure individuals are targeted for support.Literacy lead to train staff in INSET, on strategies to use in the classroom to promote literacy.SALT to work with staff to implement strategies to use in the classroom to promote literacy.

CGunnLButterworth


F- year 9 pupils make good or above progress in maths, with no significant difference between PP/ FSM/ Non-PP/FSM.

Training of all maths staff to focus on building maths fluency, through mental maths for year 9 pupils.Use of a variety of maths IT programmes, sourced via literacy/ numeracy catch up.Using more IT homework, and booklets for homework.

The maths teachers had identified through assessments, the need for year 9 pupils (last year’s year 8) to improve their mental maths, and inverse calculations abilities in order to progress to the next step. Where some pupils don’t have access to IT at home, homework booklets to be used to support them.Poor pupil resilience may be an additional barrier for FSM pupils, so we aim to build their resilience through developing pupil/peer feedback; and trial and error activities.

Maths coordinator to lead on subject meetings to focus on developing maths fluency and building resilience through trial and error/ peer feedback.

GBaker Dec 18/ April 2019/ July 2019

Total budgeted cost £500£14,100£100 laminating

ii. Targeted supportDesired outcome Chosen action/approach What is the evidence &

rationale for this choice?How will you ensure it is implemented well?

Staff lead


B- Primary: PP pupils to have increased self-regulation (learning capability)

Staff training in developing children’s awareness of their own actions, and self- control.Staff training in deescaltion techniques, MAYBO.

EEF research has shown that in early years, efforts to improve self-regulation often seek to improve levels of self-control and reduce impulsivity. Activities typically include supporting children in articulating their plans and learning strategies and reviewing what they have done.De-escalation techniques and 1:1 support for anxious pupils have been recommended by the EEF

Primary lead to ensure new staff are trained in this area, regular training sessions throughout the year.

ERussell Dec 18/ April 2019/ July 2019

D- year 10 pupils to achieve their expected (good or above) progress in English.

Staff training in improving literacy in lessons.Focused literacy support for targeted PP pupils.

Extra support for literacy in tutor time, little and often.

EEF and DfE has reported research reviews on literacy interventions. 1:1 support has shown the best results for effective literacy support; and that support should be sustained and repeated for over ten weeks to be effective. The interventions we use have been tried and tested to produce robust results in improving pupils’ reading and comprehension skills.

INSET training to focus on literacy/ reading.English/ Literacy lead to identify PP pupils in need of extra literacy support. Literacy lead to set up the tutor time support.English lead to set up reading.

LButterworthCGunn

SLT


Total budgeted cost £3100£2500 for reading

iii. Other approaches (including links to personal, social and emotional wellbeing)

Desired outcome Chosen action/approach What is the evidence & rationale for this choice?

How will you ensure it is implemented well?

Staff lead


C: Year 10 and 12: PP pupils to have increased attendance and engagement comparable with non-PP, measured through school attendance analysis and SIMS reports

Year 10: Support worker to monitor attendance of pupils and liaise with staff to help support.Use of PASS data to help identify potential disengagements at start of year.Year 10 and 12: SLT lead for attendance to closely monitor attendance and put support in place quickly as needed.

NfER briefing identifies addressing attendance as a key step in improving academic progress. PASS data has been used by many local secondary schools to good effect in identifying and targeting potential disengagement.

Continue to employ a pastoral support managerJO to analyse attendance data three times yearly and implement support as needed.Use of PASS data to inform SLT of potential pupils to target.Personalised support for targeted pupils.Monitor that improved attendance is shown through improved academic attainment for individuals.

TCLTJO


E: KS1-KS5: PP pupils to have improved engagement in lessons, and access to drinks as needed. No pupils being hungry due to lack of food supplied, suitable to child.Attendance at trips and after school clubs, alongside their peers.

Breakfast club- free and in place (not funded by PP)Water fountain- free and in place (not funded this year by PP)After school clubs- available to all, PP pupils can get transport in agreement with leaders.Residential trips and school day trips- on an individual basis, in agreement with headteacher.

EEF: The evidence indicates that, on average, pupils make two additional months' progress per year. There is some evidence that disadvantaged pupils benefit more, making closer to three months’ additional progress. There are also often wider benefits for low-income students, such as increased attendance at school, improved behaviour, and better relationships with peers.

Continue to employ a behaviour support manager. LT to analyse behaviour reports from SIMS, and from staff, termly and implement support as needed.Behaviour manager also in charge of some residential trips.After school club leader to oversee attendance.Pastoral support manager to liaise with PP families in need.

TCLTJO


G: For post-LAC pupils to have a rapid response to issues cropping up, such as fight/ flight/ freeze/ submit responses, and emotional negativity from previous trauma.

ELSA sessions for targeted pupils as needed throughout the year.Train staff in attachment issues and teaching of pupils with emotional dysregulation.Targeted interventions for specific issues arising, such as, hypersensitivity to environment in a lesson- OT advise, specialist equipment.

ELSA lead to enable PP+ pupils access as needed to sessions.SLT to ensure staff receive SEMH training; and attachment issues training.

Tutor/ class teachers to refer child to SENCo, where problems arise.

KHZNew

As needed throughout the year and assessed at end of year

Total budgeted cost £14,100£16,100£7,000

ARCHIVE FOR 2017-2018

6. Expenditure Academic year 2017- 2018 End of year review 2018

The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

iv. Quality of teaching for allDesired outcome

Chosen action/approach

Impact: Did you meet the success criteria? Lessons learned (and whether you will continue with this approach)

Cost

A- Primary: increased communication skills

Training of all staff in primary, in additional communication techniques

Staff are trained in use of: now and next boards; Signalong; use of PECS in the classroom, and develop their implementation of how to develop verbal communication in cooperation with the SALT team. Training completed and regular liaison from speech and language team.

New SALT will be taking over the organisation of Signalong dissemination and support.May be incorporated into tutor times across the school.

£2,652 x 2

D- KS3-KS4: increased progress in English attainment: and improved reading ages

Employ literacy lead to organise, monitor, implement and analyse literacy support for KS3 and KS4 pupils; and focus on PP pupils in need of extra support.

RA and CA now captured at start and end of year. English lead has worked with literacy lead to develop a more robust and reliable, universal assessment booklet for staff to accurately assess progress. Monitored throughout the year. No PP gaps in English.Phonics training completed for all.SALT strategies implemented as advised. KS3 English 86% PP and 93% non-PP expected or above progress.KS4 English 92% PP and 89% non-PP expected or above progress.

Continue with literacy interventions.Literacy lead and English teacher to continue to research further interventions, and target individuals.Impacts will continue to be monitored and analysed three times yearly.

£14,100

F- KS3: year 9 pupils make good or above progress in maths.

Training of all maths staff to focus on building maths vocabulary for year 9 pupils; to enable the pupils to access more problem solving and word problems in maths.

Maths vocabulary flashcards disseminated to most teachers to use.Focus on numeracy vocabulary throughout term 1-4.

Year 9 pupils: 92 % PP, 92% non-PP expected or above progress in maths.

Continue to promote use of maths vocabulary. £300

Total budgeted cost

v. Targeted supportDesired outcome Chosen action/approach Impact: Did you meet the

success criteria? Lessons learned (and whether you will continue with this approach)

Cost

B- Primary: PP pupils to have increased self-regulation (learning capability)

Staff training in developing children’s awareness of their own actions, and self- control.

Staff have had training on how to improve children's self regulation techniques. Staff have completed IBP's to support children with self regulation.

Limited success.Specific staff will be trained in MAYBO de-escalation techniques which will be more targeted and useful for pupils.

£855

D- KS4: year 11 pupils to achieve their expected (good or above) progress in English.

Staff training in improving literacy in lessons.Focused literacy support for targeted PP pupils.Extra support for literacy in tutor time, little and often.

Increased literacy support for all year 11 pupils. Led by literacy lead.A focus on vocabulary, use of keyword comprehension; and pre-teaching, in term 1-2Targeted literacy support for pp pupils.Tutor time support in place.There are no PP gaps in English, with 82% making good or above progress in year 11.

A good increase in progress in year 11 English through the BKSB interventions.These will continue next year for year 11.

£570

vi. Other approaches (including links to personal, social and emotional wellbeing) vii.

Desired outcome Chosen action/approach Impact: Did you meet the success criteria?

Lessons learned (and whether you will continue with this approach)

Cost

Primary: one PP child to show increased engagement in their lessons.

Target child for social services intervention; pastoral care support so parent can attend appointments for child; child has their eyes/ hearing tested.

Regular meetings taking place and child is now LAC. Pastoral manager is working closely with the case and LD CAMHS are involved with the child. Improved attendance of this child, and family liaison continues.

Continue £14,100

KS1-KS4: PP pupils to have increased attendance and engagement comparable with non-PP, measured through school attendance analysis and SIMS reports

Support worker to monitor attendance of pupils and liaise with staff to help support.Use of PASS data to help identify potential disengagements at start of year.

Parents called on for meetings to discuss how school can support where necessary. Visits to family home to pick up students Visits to family home to door knock. Letters sent to parents regarding attendanceAttendance data

Continue to employ a pastoral support managerJO to analyse attendance data three times yearly and implement support as needed.Use of PASS data to inform SLT of potential pupils to target.Personalised support for targeted pupils.Monitor that improved attendance is shown through improved academic attainment for individuals.

KS1-KS4: PP pupils to have reduced incidents due to anxiety, measured through behaviour analysis

Support worker to monitor and lead on behaviour interventions, and report to staff termly on behaviour incidents and foci.

No significant difference between groups. Continue to employ a behaviour support manager.LT to analyse behaviour reports from SIMS, and from staff, termly and implement support as needed.LT to liaise with parents/ carers for behaviour support.SLT to ensure improved behaviour is shown as improved academic attainments for individuals.

ARCHIVE FOR 2016-2017

7. Review of expenditure Previous Academic Year

2016-2017i. Quality of teaching for all

Desired outcome Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.


Cost

Pupils in primary to have a wider range of communication skills, and be nearer to there ARE for communication

Increase in staff training in Signalong/ PECS/ use of SALT strategies in the classroom

Children made excellent progress in verbal and/ or use of visual aids for communication. Detail in primary progress report. No gap between PP and non-PP pupils.

Training in the twilight sessions was more successful as it maintained staff knowledge and picked up on any issues quickly.

£360 course+ £60 x 4 course + £1512 for TA training

Improved English results for KS3 pupils, with no significant gap between PP and non-PP pupils.

Increased literacy support for year 7 and 8 pupils

Reading ages have improved from last year’s progress, English targets met for most. No significant gap between PP and non-PP pupils.

Successful literacy support but would benefit from TA support being more consistent, to support literacy lead.Literacy support needed for ear 9 as well for next year.

£13,600

ii. Targeted supportDesired outcome Chosen action/approach Estimated impact: Did you meet the

success criteria? Include impact on pupils not eligible for PP, if appropriate.


Cost

Pupils in primary to develop their self- regulation skills

Staff training in developing pupils’ learning capability and how to reduce their impulsivity.

Pupils have increased engagement in lessons, and most can now sustain their focus for longer periods of time; they have increased self-regulation when playing. There is no gap between PP and non-PP pupils.

This needs to be ongoing as the pupils tend to have not been engaged in learning before coming to us.

£1512 for TA training.

Improved English progress for targeted pupils, no significant gap between PP and non-PP

Targeted literacy support for: pupils identified as needing additional support from above; and EAL pupils.

Excellent, above average for year group, progress for those pupils receiving extra support.

EAL support to continue next year as showing success in other areas, including increasing pupil confidence and engagement in lessons.More time needed for a TA to target support.

Included in literacy lead expenditure above, plus £8,000 for EAL support TA

For targeted PP pupils to have positive life experiences, build self esteem, and build resilience and independence.

For PP pupils who may not go on holidays, to experience residential activity holidays with their peers.

Most of year 10 and year 11 pupils were subsidised to attend a week’s residential activity holiday. This included 13 year 10 PP pupils, and 14 year 11 PP pupils. Of these, the fees for 6 PP pupils were paid in full.

This was an extremely valuable experience for all pupils attending. This year was unusual in that the school paid more subsidy for all pupils. This will not be available for next school year, subsidy will be for PP pupils only.

£6,600

iii. Other approaches (including links to personal, social and emotional wellbeing)Desired outcome Chosen action/approach Estimated impact: Did you meet the

success criteria? Include impact on pupils not eligible for PP, if appropriate.


Cost

Reduced incidents of disengagement and increased attendance for PP pupils, particularly those in foster care.

Pastoral support manager employed to liaise with parents/ carers/ staff with regard to advise from external agencies, and further support for pupils in care.

Pastoral support manager has successful relationships with parents/ carers. She has been vital in the role of support for this group of pupils.Continue support.

£15,600

Reduced behavioural incidents

Behaviour support manager employed, to implement behaviour plans; liaise with parents/ carers/ staff to support pupils; analyses behaviour reports; disseminate information to staff about behaviour strategies.

Behaviour support manager has worked well, and successfully with targeted pupils, most of whom are PP, to minimise the time they are out of lessons.Continue support.

£13,600

Total spend Pupil Premium Literacy Catch up

£53,024£8,000

8. Additional detailLiteracy and numeracy catch up funding review is published separately.

Documents

Statement of pupil premium strategy – SEN schools 2018-2019 · Web viewCurrent attainment from 2017. Pupils eligible for PP (your school) Pupils not eligible for PP % achieving