“Pupils, including those eligible for the pupil premium, make outstanding progress both in personal development and in reading, writing and mathematics. Teachers ensure that pupils work in calm, purposeful environments that encourage all to learn exceptionally well. “ OFSTED 2014 “74% of pupils are eligible for the pupil premium. This proportion is almost four times the national average. This additional government funding is for pupils in the care of the local authority or who are known to be eligible for free school meals.” OFSTED 2014 “Disadvantaged pupils supported by additional funding make equivalent progress to those with similar complex needs in the school. Additional funding is used appropriately to ensure that the one-to-one and small-group teaching these pupils receive supports their learning exceptionally well. For example, disadvantaged pupils with complex learning needs and who are non-verbal make outstanding progress in their communication skills.” OFSTED 2014

The academic and social progress of all pupils is a result of quality teaching, high levels of support and provision matched to need. The school strives to ‘close the attainment gap’ for all pupils regardless of whether they are in receipt of pupil premium funding; however, the funding enables the school to enhance its provision and provide focused support for more disadvantaged pupils.

The Pupil premium was introduced in April 2011 and allocated to provide additional support for looked after children and those from low income families. The School’s Governors and Staff are free to target and spend the Pupil Premium as they feel appropriate. However, they are accountable for how the additional funding is used to help narrow the attainment gap that exists between pupils who receive pupil premium compared with their peers. In order to maximise pupils’ learning we:

Provide small class sizes and high staff ratios. Train staff in order that they can meet the needs of all pupils. Provide a curriculum that is engaging and inspiring for all pupils. Focus on effective teaching and learning through individual and personalised learning programmes, incorporating both academic

progress and social development. Track the progress of individual pupils on an ongoing basis to identify any underachievement. Are aware of the current levels of performance of all pupils in each class, including disadvantaged pupils and allocate resources

according to need. Monitoring of Impact Pupil Premium funding is not just about narrowing the gap, it’s also about enabling eligible pupils who are already achieving highly, to do

even better. Regular evaluation of the quality and impact of strategies being used is carried out through lesson observations, work sampling,

tracking of pupil progress data and evaluations of work done by external therapists.

Pupils are tracked on an individual basis in the following areas:

• Intervention received • Impact of intervention (this can be anecdotal or through hard data) • Attendance • Behaviour • Progress towards achieving IEP targets

We use a variety of tools as means of assessing, recording and reporting the levels of attainment and each small step of progress made by our pupils. This in turn enables our teachers to create clearly focussed learning targets for each individual pupil. For some pupils this will be about maintaining skills, and for others it will be about improving the pace of their learning.

Class teams meet to discuss the progress of individual pupils. The class teacher and Senior Leaders then summarise the identified areas of

focus, barriers to learning, chosen strategies and success criteria needed to improve outcomes. Barriers to learning for our pupils may be

wide ranging e.g. specific complex health conditions, attendance, sensory seeking behaviours or physical disabilities

£44,785 was allocated for the financial year 2016/17. Pupil Premium was used to address individual needs through provision of:

A variety of therapeutic approaches to enhance learning and achievement. Pupils participated in Special Yoga, as well as Individual

and Group sessions of Music Therapy and Dance Therapy. In addition we introduced Art Therapy and a Music and Drama Group.

Individually targeted sensory and communication resources

Specialist training both in-situ and off site

Staff cover costs for Rebound Therapy Sessions

Outcomes for pupils included: Interactions with peers Turntaking Recreation and Leisure Communication through musical instruments Opportunities to perform, increasing self-esteem and

confidence Creative experimentation, development of motor skills

and tactile exploration through use of simple instruments;

Increased vocalisations and communication and opportunity to express emotions,

Development of rhythm Participation in activities to encourage physical,

cognitive and motor development

A learning environment in which they could socialize

and have fun

Self-expression

Outcomes for individual pupils included: Improved communication skills – including essential

aspects of non-verbal communication such as turn taking, eye contact, anticipation, listening and concentration, and awareness of self and others,

Decreased tension and anxiety, calmer

Opportunities to express emotions and develop

creative skills

Being calmer and better able to access learning

opportunities in class after a session

Outcomes for pupils included: Physical benefits of building strength, flexibility, muscle tone and

alignment

Improved motor planning leading to more confidence to make

independent movements

Specialised breathing exercises and relaxation which improve concentration, respiratory function and reduce hyperactivity, fear, stress and tension, impacted greatly on the general well-being, calmness and self-awareness of pupils

Outcomes for pupils included: Development of interpersonal skills, confidence, self-esteem

Opportunities for positive interactions

To work in partnership with others

Improved gross and fine motor skills

Increased opportunities to communicate expressively

Increased attention Extended independence and organisational skills

Outcomes for pupils included: Developing sensorimotor skills such as sensory

stimulation and hand-eye coordination

Self-expression, exploration and independence

Developing coping mechanisms through opportunities to

express frustration

Improved social skills and communication

“ X has used the art

therapy to talk about

personal events and

the emotional impact

that they have had…he

is also more confident

in expressing his wants,

likes and dislikes”

July 2017

Resources to support “sensory diets” helped provide the sensory input individual pupils needed to: Stay focused and organized Tolerate sensations and situations they find challenging

Regulate their alertness and increase attention span

Limit sensory seeking and sensory avoiding behaviors

Enable them to handle transitions with less stress Reduce anxieties Resources for Communication and ICT: Increased opportunities for independent learning Enabled participation in group activities Improved focus and attention on tasks Increased motivation and enjoyment Enabled communication of wants, needs and preferences Increased control over choices

£5,042

£5,250

£3,000

£5,600

£20,925

£3,000

Pupil Premium Expenditure 2016 to 2017

Art Therapy

Dance Therapy

Music and Drama

Special Yoga

Music Therapy

Individual Resources