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Priory Woods School & Arts College

Priory Woods School & Arts College A Special Place to Learn

Pupil Premium Policy 2019/20

PRINCIPLES

All members of staff and governors accept responsibility for ‘socially disadvantaged’ pupils and are committed to meeting their pastoral, social and academic need within a caring special school environment. This is an essential, integral part of the supportive ethos of the whole school community.  As with every child in our care, a child who is considered to be ‘socially disadvantaged’ is valued, respected and entitled to develop his / her full potential irrespective of need.

BACKGROUND

The pupil premium is a government initiative that targets extra funding at pupils from deprived backgrounds, which research shows underachieve compared to their non-deprived peers.   The premium is provided in order to support these pupils in reaching their potential.   It is in addition to any funding that the pupil may receive for their special educational needs.

The government have used pupils entitled to free school meals over the last six-year period as an indicator for deprivation, and have deployed a fixed amount of funding to schools per pupil, based on the number of pupils registered for free school meals.   Additional funding is also allocated to schools for any child that is ‘looked after’ or whose parent / carers are employed by HM Services.   The Pupil Premium will increase every year of the course of this current government.

It is for the schools to decide how the Pupil Premium is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.

PROVISION

In order to meet the above requirements, the governing body of Priory Woods School will ensure that the provision is made which secures the teaching and learning opportunities that meet the needs of all pupils.  

Governors also recognise that not all pupils who receive free school meals will be socially disadvantaged.   Similarly, not all pupils who are socially disadvantaged are registered or qualify for free school meals. The governors reserve the right to allocate the Pupil Premium funding to support any pupil, or groups of pupils the school has legitimately identified as being socially disadvantaged or vulnerable.

In 2018-2019 the pupil premium was £111,190

This funding was used to further improve outcomes in the following ways:

  • To facilitate a class based facility to be accessed by targeted students to provide a specifically adapted curriculum including focused language and communication and behaviour for learning through bespoke programmes for identified pupils.
  • To provide bespoke timetabled interventions by HLTA’s to accelerate progress across school and ensure that they needs of the gifted and talented pupils are met.
  • Funding of a specialist AAC and Eye Gaze Assistant for promoted the independent communication of specific targeted students and deliver training to staff.
  • To support the cost of Breakfast Club and the fruit trolley to ensure that pupils are ready to learn.
  • To support parents / families and address and action attendance issues through the FLO and Family Thrive sessions.
  • To continue to address the emotional and personal wellbeing of pupils through the use of the Thrive approach.
  • To fund a Full time Family liaison officer to support parents / families address and action attendance issues and liaise with Multi Agency workers.
  • To provide opportunities for pupils to attend residentials.
  • To provide opportunities for pupils to attend summer school.
  • To provide access to music lessons and instruments within the home school environment
  • To provide bespoke timetabled Tree Tops sensory programs and experiences.
  • To provide taxis to remove potential barriers for attending after-school events.

Impact of the funding on pupil outcomes:

Impact Statement 2018 – 2019

Action/Objective

Impact Measure

Cost

Impact

Funding of a Specialist Teaching Assistant in Lower school and resources.

 

To facilitate a class based facility to be accessed by targeted students to provide a specifically adapted curriculum including focused language and communication and behaviour for learning through bespoke programmes for identified pupils.

  • Pupil’s behaviour for learning and development

 

  • Improvement and progress in relation to pupil’s language and communication skills.

 

  • Improvement of student ability to focus, concentrate and engage

£25 000

6 Key stage 1 (summer 2019) students receive pupil premium and follow the informal curriculum and made 36 total steps of progress, making an average of 6 steps of progress.

 

4 students from this cohort attended small group sessions on a daily basis for specific targeted work with the specialist teaching assistant.

2 made an average of 6 steps progress, 1 made an average of 7 steps and the other made an average of 3 (this was impacted by attendance issues that the FLO was actively involved with and addressed)

 

Key Stage 2 (summer 2019) 36 students made 222 steps progress resulting in an average of 6.16 steps.

7 students from this cohort attended small group sessions on a daily basis for specific targeted work with the specialist teaching assistant.

1 made an average of 7 steps of progress, 2 made an average of 6 steps of progress, 2 made and average of 5 steps of progress and 2 made an average of 4 steps of progress.

 

 

 

 

Bespoke timetabled Interventions

By HLTA’s.

 

20% of HLTA costs in both Upper and Lower school and resources.

 

To accelerate progress across school and ensure that the needs of gifted and talented pupils are also met.

 

 

  • 100% pupils make progress against their individual targets.

 

 

 

 

 

£12,085

 

All pupils in the intervention groups who are in receipt of PP have made progress with their specific target areas.

Some students have exceeded expectations.

 

Interventions such as Lexia and 1;1 reading opportunities and Numeracy has impacted pupils fluency, decoding, comprehension and inference skills . In addition to number recognition and value, addition and subtraction skills.

 

 

Funding of a specialist AAC and Eye Gaze Teaching Assistant for promoting the independent communication of specific targeted students.

 

 

 

 

 

Termly training delivered to staff on how to use eye gaze and

AAC and resources

 

  • 100% target pupils make progress against their individual communication learning intentions

 

 

 

 

 

 

  • Staff maximise opportunities for students communication through their knowledge and understanding of how to use the technology.

 

  • Student increase in independence and self-esteem and ability to communicate with peers.

 

14 hours over 39 weeks plus resources-

£7500

 

Inset training has been provided to familiarise staff with the use of AAC and eye gaze.

 

Students are more independently functioning within the learning environment.

 

Some students are more able to communicate with their peers as their ability, self-esteem and confidence has grown through the use of eye gaze and AAC aids.

 

Some Complex students have demonstrated improvements in their ability to initiate cause and effect.

 

To support the costs of Breakfast Club and the fruit trolley to ensure that pupils are ready to learn. (65% of costs charged)

 

 

 

  • Attitude, behaviour and concentration of pupils in lessons. –attendance at Breakfast Club.

 

£2275

 

18 children regularly attend breakfast club. Behaviour at the breakfast table has improved and most children are now willing to try different foods and are demonstrating the appropriate social skills and manners required at the table.

 

Independence is promoted through the by children choosing their own breakfast and helping themselves.

 

Children are more ready to learn once they are have had breakfast /fruit at break.

 

 

The funding of a full-time family liaison officer to support parents/families, address and action attendance issues, liaise with Multi Agency workers.

 

Deliver and support families with behaviour and programmes where appropriate (64% cost)

 

 

 

  • Further engagement with/ support provided for parents.

 

 

 

  • Continued improvement in attendance and punctuality across school, ensuring that pupil premium pupils remain in line with non-pupil premium pupils

 

 

 

 

£25,000

 

 

7 parents accessed an

Appointment with citizen’s advice conducting benefit health checks for families.

 

49 cases are PP and families have received support of more than 2 hours across the academic year.

Support has also been in the form of being signposted to other agencies, support with housing, benefits, parenting issues.

 

3 families have been referred to social care in order to access respite for their children.

 

To address the emotional and personal well-being of pupils.

 

Through the use of the Thrive approach students are assessed; profiled and identified issues and needs are addressed.

 

 

 

One day a week from 3 teachers and 1 morning a week from a Teaching Assistant are allocated for specific work with identified children.

(80 % charged)

 

 

 

 

 

 

 

 

 

 

 

 

 

Thrive team staff delivering parenting courses to aid parents with their understanding of their child’s behaviours and enabling the acquisition of strategies to deal with these.

1 x 6 week 2 hour courses.

 

  • The addressing of the personal, social and emotional needs of pupils allowing their barriers to learning and development to be identified and support given.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • Parents equipped with the neurological knowledge and understanding of their child’s development and gaps within this. With this knowledge parents will gain skills, knowledge, understanding and strategies on how to relate to their children and manage their behaviours.

 

  • In addition to this, to acquire the skills to aid their child to self regulate, recognise and understand their emotions.

 

 

 

 

 

£22,500

 

 

 

 

 

 

 

£1,500

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

£1,500

 

 

 

Staff work with children based on whole school assessments. Children and young people have been grouped according to their needs and these are refined accordingly to any changes required.

 

43 pupils in total receive weekly focused sessions

13 pupils receive  small group focussed sessions

8 pupils receive individual and weekly sessions

4 pupils are having bereavement sessions

 

 

 

 

 

End of year data shows improvement in all areas of the programme with many examples of impressive progress for individuals.

 

12 parents attending these sessions this year.  This was the 4th group in total.  The outcome of this are that parents are now awaiting to come into school on a monthly support network.

 

Residentials/ Financial Support

 

To provide support with both funding, and clothing to enable all young people to access the valuable experience that residential opportunities offer.

 

To provide additional places to LAC / Pupil Premium pupils on Erasmus project to increase life experiences confidence and self-esteem.

 

 

 

 

 

 

 

 

 

 

 

 

  • The enabling of pupils to have positive experiences away from the family home. The development of pupil confidence, independence and self esteem in new environments.

 

 

 

 

 

 

 

 

 

£5,000

 

 

 

Financial support has enabled 18 PP children to attend residentials to Peat Rigg, Carlton and Bendrigg Lodge.

 

Pupils had the opportunity to develop independence, experience activities outside their usual diet, experience and achieve.

 

2 students also attended overseas trips with Erasmus this was over and above the financial support received through Erasmus and was funded from PP funding.

This has removed potential barriers from providing such opportunities. It has contributed to and enabled the student’s confidence and self-esteem to grow. In addition, offering pupils opportunities for experiential learning that they would not have access to had they not had the support to enable their attendance.

 

To provide access to the summer school by providing financially supported places to enable students to socially interact and engage in activities that would promote physical and emotional skills.

 

  • Pupil confident and self-esteem
  • Promote communication skills
  • Promote emotional well being

£500

This has benefited students significantly, due to students being able to access the summer school and continue learning/interaction/independence /socialisation. It has been observed that when they return to school after the summer holidays they are more ready to learn and are more readily engaged compared to when they hadn’t attended.

 

 

Summer school was attended by 23 PP pupils. Pupils had the opportunity to attend outings, play games, swim and engage in art activities.

Pupils were socially and physically active and were able to communicate with their peers attending the summer school and when entering the community taking part in activities and events.

 

To provide access to more individual music lessons and instruments within the home/school environment to enable students to explore their creativity.

  • Pupil confidence and self-esteem
  • promote communication skills

promote emotional well-being

£2500

 

5 pupils were able to take musical instruments home to explore and continue to promote their creativity.

 

All the children that accessed the musical instruments have demonstrated increased self-esteem and confidence within their own musical ability and it is even being noticed that it has a calming effect on some student’s behaviour.

 

5 pupil premium students (3 boys and 2 girls) have accessed singing lessons and their overall confidence and self-esteem has improved alongside the quality of their singing.

 

2 pupil premium boys have been involved in open orchestra, which has resulted in extra visits to performances, concerts and tuitions. There has been significant improvement with regard to both the behaviour of these students and confidence levels.

 

4 students (3 boys and 1 girl) have accessed ukulele lessons and have also taken these instruments home. This has resulted in improved levels of overall well-being/self-worth.

 

Piano lessons have been accessed by 7 PP students, for boys and 3 girls. 2 of the girls have complex needs and have engaged fully with the sessions.

 

All of the students have increased in confidence, self-esteem promotion of communication skills and also promoting their emotional well-being.

 

 

 

To provide additional access to occupational therapy and sensory support in school.

 

  • Pupil confidence and self esteem
  • promote emotional well-being
  • promote and develop musical talent

 

 

£5,580

 

All identified students have been  assessed and have an individual programme that has identified and addressed specific need. This is ongoing for the identified students.

 

Pupils are demonstrating less sensory seeking behaviour due to the input from Tree Tops, in addition to obvious evidence of their ability to engage in teacher led activities, albeit for a minimal amount of time but this is progress for these students.

 

To provide taxis / transport to remove potential barriers for attending after-school events.

 

  • To further promote and achieve pupil active participation
  • Promote emotional well-being
  • Promote confidence and self esteem

 

£250

 

This has enabled an increase in attendance for some PP students as transport has often been a barrier to prevent them attending after school clubs

 

 

Total spend up

 

 

£111,190

 

PUPIL PREMIUM 2019/2020

 

  1. SUMMARY INFORMATION

 

SCHOOL

 

PRIORY WOODS SCHOOL AND ARTS COLLEGE

 

 

TOTAL PP BUDGET

 

£

 

FINANCIAL YEAR

2019/2020

 

 

 

TOTAL NUMBER OF PUPILS

 

 

September 2019

 

Total number of pupils Reception – Year 14

188

Total number of pupils Reception  - Year 11

154

Pupil Premium Pupils

 

45 Lower School Pupils

 @ £1320=£59,400

1 Lower School Pupils PP plus

£2300 = £2,300

1 Forces Child @ £1620 = £1620

44 Upper School Pupils

 @ £935 = £41,140

Total Pupil Premium = £107,140

 

 

LOOKED AFTER

PUPILS

 

Total number of Looked After Pupils

 

Reception – Year 11

 

 

 

Looked After Pupils

 

Estimated Figures based on LA retention of funding

 

3@ £1350 = £4,050

 

 

 

TOTAL PUPIL PREMIUM AND LAC

FUNDING

 

 

 

£108,510

 

 

 

  1. BARRIERS TO LEARNING OF PUPIL PREMIUM PUPILS

 

60% of Pupils at Priory Woods are eligible for Pupil Premium. (Based on eligible pupils aged 4-11)

Of these in terms of primary SEN need 18 % of pupils have profound and multiple learning difficulties, 77% have severe learning difficulties, 4% have a primary need of ASD and 1% have social, emotional and behavioural problems.

15 of our Pupil Premium pupils have a physical disability and require specialist equipment, 17% of pupils have complex and sensory integration needs and the majority of pupils all have some form of speech language and communication needs.

The barriers to learning for this group of pupils have been identified as follows:

  • With a number of our pupils their learning difficulties make it very difficult for them to sit and partake in classroom sessions.  Communication and language is also a challenge for many of our children so additional support / alternative approaches are often required.
  • Pupils learning and physical disabilities also often make it difficult for them to access learning and therefore additional and individual bespoke support is provided within school.
  • The physical limitations of our pupils can often limit their learning opportunities, additional support is required to allow individualised plans to be put in place to address and overcome these barriers.
  • Emotional issues can also be a barrier to learning with a number of students and the school has adopted the Thrive approach to provide additional support to these pupils.
  • The level of engagement and support available to parents is often a barrier to learning for pupils.  Support is offered in various ways through Thrive parenting classes, therapy workshops, signing sessions, parental learning opportunities, parental visits as required and access to the Family Liaison Office, Paula Smith.
  • Attendance and punctuality of FSM pupils needs regular monitoring to ensure that it stays in line with non FSM pupil attendance.
  • Access to and attendance at out of school activities, Play Schemes, after school clubs and residential trips are beneficial for all of our children.  For parents of FSM pupils the cost and transport can be a potential barrier.
  • Financial constraints also often limit the learning opportunities and resources available to our pupils at home.
  • Pupils arriving in school not ready to learn is also a barrier.

PUPIL PREMIUM IMPACT STATEMENT 2019-20

Action/Objective

Impact Measure

Cost

Impact

Funding of a Specialist Teaching Assistant in Lower school and additional resources.

 

To facilitate a class based facility to be accessed by targeted students to provide a specifically adapted curriculum including focused language and communication and behaviour for learning through bespoke programmes for identified pupils.

 

 

To Provide Attention autism training to staff and for this to be implemented across school to meet the changing demands of our cohort of pupils/

  • Pupil’s behaviour for learning and development

 

  • Improvement and progress in relation to pupil’s language and communication skills.

 

  • Improvement of student ability to focus, concentrate and engage

 

£30,000

 

 

Bespoke timetabled Interventions

By HLTA’s.

 

20% of HLTA costs in both Upper and Lower school and resources.

 

To accelerate progress across school and ensure that the needs of gifted and talented pupils are also met.

 

 

  • 100% pupils make progress against their individual targets.

 

 

 

 

 

 

£12,000

 

 

Bespoke timetable interventions for a Specialist Teaching Assistant to promote the independent communication of specific targeted students.

 

 

 

 

Sessions for parents and staff in school in the use of Makaton

 

 

 

 

 

 

 

 

 

 

 

 

 

To fund Elklan Communication training for school based staff to assist pupils further with their communication needs.(60% of costs charged)

 

  • 100% target pupils make progress against their individual communication learning intentions

 

 

 

  • Staff maximise opportunities for students communication through their knowledge and understanding of how to use the technology.

 

 

 

 

  • Student increase in independence and self-esteem and ability to communicate with peers.

 

 

£6,160

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

£600

 

 

 

To support the costs of Breakfast Club and the fruit trolley to ensure that pupils are ready to learn. (60% of costs charged)

 

 

 

  • Attitude, behaviour and concentration of pupils in lessons. –attendance at Breakfast Club.

 

 

£1500

 

 

 

 

The funding of a full-time family liaison officer to support parents/families, sign post to support agencies, address and action attendance issues, liaise with Multi Agency workers.

 

Deliver and support families with behaviour and programmes where appropriate (60% cost)

 

 

 

 

  • Further engagement with/ support provided for parents.

 

 

 

 

  • Continued improvement in attendance and punctuality across school, ensuring that pupil premium pupils remain in line with non-pupil

 

 

 

 

 

 

£20,000

 

 

To address the emotional and personal well-being of pupils.

 

Through the use of the Thrive approach students are assessed; profiled and identified issues and needs are addressed.


A TLR post now exists in school to assist pupils with any mental health or emotional issues.  The The purpose of this role is to cascade and share good practice across all school phases.

 

 

 

 

 

Thrive team staff delivering parenting courses to aid parents with their understanding of their child’s behaviours and enabling the acquisition of strategies to deal with these.

1 x 6 week 2 hour courses.

 

  • The addressing of the personal, social and emotional needs of pupils allowing their barriers to learning and development to be identified and support given.
  • To cascade good practice across school

 

 

  • Parents equipped with the neurological knowledge and understanding of their child’s development and gaps within this. With this knowledge parents will gain skills, knowledge, understanding and strategies on how to relate to their children and manage their behaviours. In addition to this, to acquire the skills to aid their child to self regulate, recognise and understand their emotions.

 

 

 

£22,500

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

£1500

 

 

 

Residentials/ Financial Support

 

To provide support with both funding, and clothing to enable all young people to access the valuable experience that residential opportunities offer.

 

 

To support pupils with resources to assist with their independence and life skills

 

 

 

 

To support the costs of the summer school

 

To provide access to the summer school by providing financially supported places to enable students to socially interact and engage in activities that would promote physical and emotional skills.

 

 

  • The enabling of pupils to have positive experiences away from the family home. The development of pupil confidence, independence and self-esteem in new environments.

 

 

 

  • Pupil confidence and self-esteem

 

  • Promote communication skills

 

  • Promote emotional well being

 

 

 

 

 

 

£5,000

 

 

 

 

 

 

£1500

 

 

 

 

 

 

 

£1500

 

 

 

To provide access to more individual music lessons and instruments within the home/school environment to enable students to explore their creativity.

  • Pupil confidence and self-esteem
  • promote communication skills
  • promote emotional well-being
  • promote and develop musical talent

 

£2,500

 

To provide additional access to occupational therapy and sensory support in school.

  • Pupil confidence and self esteem
  • promote emotional well-being
  • promote positive behaviour due to sensory needs being addressed and met

 

 

£3,750

 

 

TOTAL SPEND

 

 

£108.150