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Priory Woods School & Arts College

Priory Woods School & Arts College A Special Place to Learn

Pupil Premium Strategy Statement

School Overview



 School name

Priory Woods school & Arts College

Pupils in school


Proportion of disadvantaged pupils

83 number  = 42.78%

Pupil premium allocation this academic year


Academic year or years covered by statement

April 2020 to March 2021

Publish date

November 6th 2020

Review date

September 2021

Statement authorised by

Janis French

Pupil premium lead

Jenny Reed & Hazel Souter

Governor lead

Jenny Dalby

Disadvantaged pupil barriers to success

Outcomes and progress can be significantly related to student emotional literacy and functioning, behaviour presentation, sensory needs, ability to communicate and/or physical development and medical needs.

Particularly this academic year the impact of Covid with some bubbles having to close, school two week closure, students/families having contracted covid or having to self isolate.

Erratic attendance due to changing or challenging home circumstances, health issues and the volume of medical appointments.

Strategy aims for disadvantaged pupils - academic achievement


Evidence of impact

Target date

Funding of additional resources to support students within their learning bubble and implement a recovery curriculum following the whole school opening after lockdown



  • Students that readily adapt to attending school fulltime and are emotionally stable


  • Students able to overcome anxieties relating to returning to school fulltime


  • Students fully able  to access their learning


  • Pupil’s demonstrate behaviour for learning and development


  • Improvement of student ability to focus, concentrate and actively engage in their learning


  • Positive relationships re-established with peers and staff




September 2020

Strategy aims for disadvantaged pupils – wider outcomes (e.g. independence)


Evidence of impact

Target date

To improve attendance and behaviour of pupils attracting PP





Fewer behaviour incidents recorded for these students.

Robust and supportive behavioural intervention plans to be in place for these students if identified as necessary.

Overall attendance for students eligible for PP to improve to the school target of 90% or above

Dec 2020

Independence to continue to be actively promoted throughout all aspects of the curriculum for all students, where possible

Students increase their level of independent functioning and grow in self esteem and confidence as a consequence.

July 2021




Teaching priorities for current academic year



Priority 1

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



Priority 2

Due to Covid restrictions bespoke timetabled Interventions will be within the bubbles that the HLTAs are based

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

To accelerate progress within their bubbles and ensure that the needs of gifted and talented pupils are also met.


Priority 3

Funding of a specialist AAC and Eye Gaze Lead Teacher for promoting the independent communication of specific targeted students within school.

Termly training delivered to staff on how to use eye gaze, AAC and resources.


Priority 4

Funding of additional resources within contained bubbles and staff time to support students and implement a recovery curriculum following the whole school opening after lockdown.

£4,416 (as stated above in strategy aims for disadvantaged students)

Barriers to learning these priorities address

Space in our school to access learning within a smaller class bubble.

Specialist purpose built designed provision for the arts /music.

Time to conduct bespoke language programmes for those students that require such access.

Time to complete targeted, bespoke and tailored interventions for those students that have been identified as having a need for them.

Providing a method for non verbal students to communicate to and with others. Providing students with a voice.

Projected spending




Wider strategies for current academic year



Priority 1

To support the costs of Breakfast Club and the fruit trolley to ensure that pupils are ready to learn.


Priority 2

To address the emotional and personal well being of pupils.

Two further Thrive practitioners are to be trained in school to enable more students to access the specialist emotional support required. One is to be paid for from Pupil Premium funding to increase capacity to meet the demands for emotional support within school.


Priority 3

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



Priority 4

The training of an additional Team Teach Train the Trainer.

£ 1800


Priority 5

50% funding of a full –time Family Liaison Officer to support families/parents, signpost to support agencies, address and action attendance issues, contribute to safeguarding. To support pupil progress by working with families via Family Thrive and by additional support of the FLO e.g. re-attendance.

Deliver and support families with behaviour and programmes where appropriate


Barriers to learning these priorities address


Inability to focus and engage in learning due to hunger.

Poor self-regulation and emotional literacy/understanding.

Anxiety, inappropriate behaviours demonstrated and an inability to self regulate.

Projected spending


Monitoring and implementation



Mitigating action


Ensuring enough time is given over to allow for staff professional development

Use of PD days and team meeting time. Additional time may be required to be organised by SLT as and when deemed necessary.

Planned time for training to take place for Team Teach Train the Trainer, Eye Gaze and Thrive training.

Targeted support

Ensuring that enough time is given over to enable HLTAs to conduct their planned interventions in their bubbles.

Allocated time during tutor time allocated for targetted interventions to be conducted.

Wider strategies

Ensuring the PP spend is meeting the ongoing needs of PP students in school.

SLT meet regularly and any identified needs or approaches are raised/discussed and addressed with agreed actions.

SBM and DHT hold regular termly meetings to identify PP spend and address any areas that require attention.

Review: last year’s aims and outcomes

Already presented to Governors in the last meeting