Pupil premium (PP) spending  2019 – 20

SUMMARY INFORMATION

Type of special educational needs and disability

SEMH

Date of next review:

April 2020

Total number of pupils:

57 (100%)

Total pupil premium budget:

£29,920.00

Number of pupils eligible for pupil premium:

32 (56 %)

44 (77%)

Amount of pupil premium received per child:

£935

Number of pupils eligible for pupil premium Plus

12 (21%)

Non pupil premium

13

STRATEGY STATEMENT

The majority of our young people (77%) are categorised as PP or PP+. This makes comparison of PP and non PP incongruous.

PP funding is focussed on three areas identified as creating significant barriers to learning which exist for the majority of our students.

  1. Functional skills
  2. Resilience
  3. Attendance

Targeted support for PP+ pupils is detailed through Personal Education Plans.

Learning from 2018 -19

A focus on daily reading and developing functional skills in relation to the four operations of number through Vertical Tutor Groups is working well evidenced through standardised data. This will continue supported by ongoing CPD.

Targeted support for pupils who have not grasped the basics of decoding and sight recognition has to date been less successful. This is understood to be connected to systemic issues of staff absence and timetabling. Where support has worked well sessions have been daily and lasted for two terms.

Additional teaching staff identified to support intervention.

Support for identified pupils in relation to building their emotional and academic resilience has impacted positively evidenced through a reduction in incidents, a reduction in yellow and red cards and positive engagement with individual and group work. This will continue supported by CPD.

Persistent absenteeism has been identified as an external barrier and is therefore a focus this year.

Barriers to learning

BARRIERS TO FUTURE ATTAINMENT

Academic barriers:

A

Literacy – a high proportion of pupils enter school without being able to read fluently for meaning.

B

Numeracy – a high proportion of pupils enter school without being able to apply the four rules of number fluently.

C

Oracy – pupils have limited capacity to express their ideas in extended form using technical vocabulary.

ADDITIONAL BARRIERS

External barriers:

D

Resilience – pupils have experienced multiple failures within education and traumatic events including loss, abuse and neglect which they struggle to process and make sense of and this is evidenced by their responses and reactions.

E

Attendance - pupils struggle to manage day to day challenges they face and sustain engagement with learning.

INTENDED OUTCOMES

Specific outcomes

Success criteria

A

Pupils achieve fluency in reading

Pupils achieve a reading comprehension age of 9 years 6 months or above

B

Pupils achieve fluency in number operations

Pupils make progress in Flash Maths

C

Pupil resilience is enhanced

10% reduction in Restrictive Physical Intervention  (RPI) each term

10% reduction in behavioral incidents - red cards

D

 Pupils persistent absenteeism reduced

12% persistent absenteeism

Planned expenditure

ACADEMIC YEAR

Quality of teaching for all

Action

Intended outcome

What’s the evidence and rationale for this choice?

How will you make sure it’s implemented well?

Staff lead

When will you review this?

CPD

Functional skills

Staff development in literacy, numeracy and oracy.

Sutton Trust’s 2011 report highlighted that the effects of high-quality teaching are especially significant for pupils from disadvantaged backgrounds.

Evidence informed.

Feedback from staff.

Developmental; requiring staff to reflect and refine to meet individual pupil needs.

ST

Termly

CPD

Staff development in relational support for pupils  

Improving Behavior in school report as framework

Teamteach recognised de escalation training

Evidence informed

Sharing practice

LA review of RPI paperwork with developmental feedback to staff

Govs review

ST

Termly

Resources to support engagement

Pupils engage in activities together to practice and to develop fluency.

Education Endowment Foundation Collaborative learning review.

Accelerated Reader appears to be effective for weaker readers as a catch-up intervention at the start of secondary school.

A well-stocked library with a wide collection of books banded according to the Accelerated Reader readability formula, and easy access to computers with internet connection, are the main requirements for successful implementation.

Learning visits

Flash Maths data

Accelerated Reader data

Student Voice

ST

Termly

Targeted support

Action

Intended outcome

What’s the evidence and rationale for this choice?

How will you make sure it’s implemented well?

Staff lead

When will you review this?

Reading intervention

Fresh Start delivery is systematic and effective

Education Endowment Foundation 2018 Fresh Start, had an average impact of three additional months’ progress.

Teacher delivery effective

Student voice

Work reviews

Salford data if applicable

ST

Termly

Speech and Language Assessment

Pupil’s language needs assessed and sahred so that planning across subjects supports barriers identified.

Royal College of Speech and Language Therapists

81% of children with emotional and behavioural disorders have significant unidentified communication needs.Hollo, A, Wehby, J.H. and Oliver, R.M. (2014)

Excluded boys had significantly poorer expressive language skills than their peers who had not been excluded from school; many of their difficulties had not previously been identified. Ripley, K. and Yuill, N. (2005).

More than 60% of young people who are accessing youth justice services present with SLCN which are largely unrecognised. Bryan K, Freer J, Furlong C (2007)

Staff planning to meet individual needs.

Learning visits

SS

Annually

Other approaches

Action

Intended outcome

What’s the evidence and rationale for this choice?

How will you make sure it’s implemented well?

Staff lead

When will you review this?

Reduce Persistent Absenteeism (PA)

PA 12%

National data for mainstream school is 12%

Weekly tutor review

Admin support

Data tracking

Govs and LA challenge meetings

ST

Termly

Additional transport to support taxi issues

Increase in attendance

Pupils who miss taxi are unable to get to school

Govs and LA challenge meetings

ST

Daily

Total budgeted cost:

£29,920.00