Pupil Premium

We ensure that teaching and learning opportunities meet the needs of all of the pupils irrespective of their ability, gender or socio-economic background. We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed.

We 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.

Principles

At Treloar School we ensure that teaching and learning opportunities meet the needs of all of the pupils irrespective of their ability, gender or socioeconomic background.

We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed.

We recognise that not all pupils who receive free school meals will be socially disadvantaged or qualify for free school meals.

We 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.

Overview of the school Number of pupils and pupil premium grant (PPG) received 2015/2016:

  • Total number of pupils on roll 95
  • Total number of pupils eligible for PPG 15

Amount of PPG received per pupil is variable due to individual need:

  • Total amount of PPG received £12,330

Provision

    Treloar School Pupil Premium Fund and Catch Up Fund Report and Plan 2016/7 and 2017/8

    Academic year

    2014/15

    2015/16

    2016/17

    Total number of students on roll

    96

    94

    83

    Numbers of students in receipt of Catch Up funding

    3

    4

    1

    Amount of Catch Up funding received per student

    £500

    £500

    £500

    Numbers of students in receipt of Pupil Premium Funding

    10

    10

    11

    Amount of

    Pupil Premium Funding received per student

    £935 (4 students)

    £1320 (3 students)

    £1000 (3 students)

    £935 (8 students)

    £1320 (2 students)

    £935 (10 students)

    £1320 (1 student)

    Total amount of funding received

    £11,930

    £12,120

    £11,170

    Intervention

    Objective

    Cost

    Impact

    Next steps

    Providing additional 1:1 teacher support for GCSE skills/revision

    100% of these students achieve their estimated GCSE grades in their targeted priority subject. The priority subjects were identified on the basis of their future pathways and the key subject at GCSE to maximise their access to this pathway.

    £1816.76

    Students were well motivated in these sessions and there was 100% attendance. They all reported that these sessions increased their confidence, skills and readiness for these exams.

    100% achieved or exceeded estimated grades.

    (see case study 1: JC)

    Ensure relevant information is passed on from subject specialist to core teacher next year.

    Plan for this support for future students in receipt of PPF who will gain from additional 1:1 teacher intervention

    Purchasing adaptations to mount/use tablets for individual students required

    Evidence that these students increase their engagement levels and use the technology to enable further independence and development of functional skills.

    100% to make expected progress in literacy and numeracy

    £379.98

    Lesson observations and learning walks have demonstrated high levels of engagement and effective use of the technology provided.

    One student made expected progress in literacy and numeracy, and one student exceeded expected progress in literacy and numeracy

    Continue to monitor and develop use of this technology.

    Evaluate and plan for additional applications for student use and skill development

    Motivational and educational speakers, on site workshops and performances

    (All)

    To inspire students to believe in their own potential, develop their resilience and self-help skills.

    To provide students with the opportunity to experience and participate in a breadth of cultural activities.

    £3642.60

    Teachers and SSAs report high levels of engagement in these activities and students were positive in the evaluation of the activities. Students were particularly engaged in and affected by the motivational speakers, the Sublime Science workshops, the storyteller and the Lions of Zululand.

    Continue with programme of motivational/inspirational speakers to engage students and increase aspirations.

    Evaluate where parents can also be included in these activities.

    Additional overnight costs (Sun) for students sitting a Mon 9am GCSE exam

    (JC, BS, AC)

    Evidence that these students are well rested, less anxious and prepared for a Monday morning exam.

    £598.22

    Students (and parents) were delighted by the offer of this additional overnight stay and all students reported that it had improved their opportunity to sit the exam having had morning routines (7am) and breakfast (8am) at a usual time. They were well rested and they were more focussed than anxious. 100% achieved or exceeded their estimated grades in GCSE English.

    Plan for this resource to be offered to future students in receipt of PPF where exam scheduling presents challenges to residential students who need more time to get ready and travel to school than many of their peers across the country.

    Providing individual peripatetic lessons

    (MMJ and SJ)

    Both students to develop self- confidence through these sessions and perform in a music assembly.

    Both students to develop their communication skills by developing their respiratory strength, breath control and speech intelligibility

    £625

    The singing teacher, music teacher, parents and the students’ themselves report an increase in confidence which carries over into other areas of their lives and learning. Both performed in whole school music assemblies. Their SLT reports that this input has an ongoing positive affect on their communication skills.

    Continue to monitor with the music teacher where individual students in receipt of PPF will gain from this 1:1 specialist resource

    Providing equipment to enable more effective and independence in communication

    (EBB, JM, SJ)

    100% of students to use equipment to increase their opportunities to communicate and build their confidence levels in communicating with peers, staff and less familiar people in less familiar contexts.

    £1242.60

    Lesson observations and learning walks have demonstrated high levels of motivation and effective use of the equipment provided.

    Two students exceeded expected levels of progress in communication according to teacher assessed levels. One student did not make expected progress in communication according to teacher assessed levels, although it was noted at her annual review that her confidence levels have increased.

    (see case study 2)

    Plan a more formal and robust way for recording this evidence to be part of the lesson observation process. Continue to track progress in communication of one student who did not make expected progress this year.

    Providing additional multi-sensory resources to support and enable learning

    (All except JC, AC and TBE)

    To increase engagement and independence in accessing activities

    To experience learning in a way that maximises meaningful learning opportunities and skill development

    100% to make expected progress in literacy and numeracy

    £1006.73

    (£2065.73 – soft play resources taken off)

    Lesson observations and learning walks have evidence the use and positive impact of these resources.

    Overall achievement rates in literacy and numeracy (target levels compared with achieved levels) are higher for students in receipt of Pupil Premium Fund

    Plan a more formal and robust way for recording this evidence to be part of the lesson observation process

    Providing resources to support sensory regulation and physical wellbeing while learning

    (All except JC, AC and TBE)

    To increase concentration and engagement in accessing learning activities – an increased readiness for learning

    £1129.31

    Lesson observations and learning walks have evidence the use and positive impact of these resources.

    Plan a more formal way for recording this evidence to be part of the lesson observation process

    IEP Achievement by students in receipt of PP

    · There is no significant variation in the achievement of IEP targets by students in receipt of PP compared to the rest of the cohort

    Pupil Premium

    Total Targets Set

    Targets Achieved

    % Achieved

    PP

    99

    80

    81%

    No PP

    369

    305

    83%

    Pupil Premium Funding Plan 2017/8

    Number of eligible students: 5 (predicted only)

    Total Pupil Premium Grant: £4675 (plus completion of plans for those who received PPF Jan 17 or April 17)

    Intervention

    Objective

    Cost

    Intended Impact

    Sensory curriculum – resources and training

    To increase the understanding of sensory regulation, integration and multisensory learning

    To increase concentration and engagement in accessing learning activities – an increased readiness for learning

    Promoting emotional wellbeing - training

    For staff to increase understanding of emotional needs of students and how to create an environment to enable their wellbeing and learning.

    Parental liaison – engagement/information and promotion in advance of parent events and follow up by transition team for those unable to attend meetings

    To increase parental engagement and participation in school events

    To foster positive relationships, promote training opportunities and share information about student and learning

    Communication support – resources and training

    100% of students to use equipment to increase their opportunities to communicate and build their confidence levels in communicating with peers, staff and less familiar people in less familiar contexts

    Staff to understand the need for varying kinds of communication support and increase confidence levels in using it.

    Motivational and educational speakers, on site workshops and performances

    To inspire students to believe in their own potential, develop their resilience and self-help skills.

    To provide students with the opportunity to experience and participate in a breadth of cultural activities

    Additional 1:1 support with learning (evening)

    To achieve predicted grades/levels in accredited courses and report an increased sense of confidence in and opportunity for learning

    Learning outside of the classroom

    Students to use the opportunity to develop their self-confidence, their relationship with peers, and their communication skills

    Peripatetic lessons

    To develop self- confidence through these sessions and perform in a music assembly.

    Treloar School Case Study for Pupil Premium Funding

    Student: Case Study 2

    National Curriculum Year: Year 11

    Year: 2016 – 2017

    Behaviour Support Plan in place: No

    Achievement data

    Course

    Predicted Grade/level

    Achieved Grade/Level

    Certificate in ICT Level 1/2

    Level 1 pass

    Level 1 pass

    On Target

    GCSE English Language

    2 or 3

    3

    On Target

    GCSE Maths (Foundation)

    1

    2

    Above

    GCSE PE (Full Course)

    D

    C

    Above

    GCSE Science A

    F/E

    C

    Above

    Context

    This student lacked skills and confidence, particularly in Maths. This also affected his work in Science.

    Intervention/actions

    After discussion with the student, the teaching team and parents it was agreed that additional Teacher 1:1 support each week in Maths would help boost his skills and confidence.

    Impact

    This student attended these sessions each week and reported that they felt more confident and as a consequence, and their skill level increased step by step. The predicted grades were in place by Feb 2017 and this student exceeded his predicted grade in Maths and Science, as well as in PE.

    Next steps This student has now left school but will continue to use his maths skills in his future course and of course beyond. His tutor at college will assess as to whether he is in fact able to follow a Level 2 course at college rather than a Level 1 course.

    Completed by: R Acason, tutor

    Treloar School Case Study for Pupil Premium Funding

    Student: Case Study 2

    National Curriculum Year: Year 9

    Year: 2016 – 2017

    Behaviour Support Plan in place: No

    Achievement data

    July 2016 Level

    July 2017 target level

    July 2017 achieved level

    English - speaking

    2b

    2b

    2a

    Above target

    English - listening

    2b

    2a

    2a

    On target

    Progress towards communication outcomes

    Context

    This student is an effective AAC user, but her ability to communicate effectively was a little limited by some practical issues around the kit enabling her use of her AAC. This resulted in compromises needing to be made when her AAC needed charging, especially on her return after the weekend. The mounting was also not satisfactory and was limiting the mobility of the kit with the student around site.

    Intervention/actions

    After trying various plans and actions to minimise the impact of these factors on her communication, it was agreed that the most effective way to resolve this situation would be to purchase a new charger and mounting pole.

    Impact

    This kit has enabled this student to freely communicate wherever she is in school without worry that her AAC is running low on charge, in the wrong place at the wrong time. The organisation and physical effort required around moving the kit around manually has also now gone as it is safely fitted to her chair. Her use of her device has increased significantly, and her language skills have continued to develop

    Next steps This student is now continuing to develop her use of AAC to further develop her communication skills, literacy skills and opportunities to socialise with her peers.

    Completed by: H Dignum