Pupil Premium Strategy 2019 / 2020

Statement of pupil premium strategy – Beacon Hill School.

1.   Summary information

School

Beacon Hill Business and Enterprise College

Type of SEN (eg.PMLD/SLD/MLD etc.)

PMLD/SLD and ASC

Academic Year

2019/20

Total PP budget

£64,645

 

Date of most recent PP Review

Internal- July 2019

Total number of pupils

180

Number of pupils eligible for PP

61

Date for next internal review of this strategy

February 2020

2.    

Current attainment

 

FSM % Achieving PLP targets

LAC % Achieving PLP targets

 

2015-2016

2016-2017

2017-2018

2015-2016

2016-2017

2017-2018

English

98.33

92.62

Reading: 91.8%

 

96.77

93.75

Reading:  100%

Writing : 94.5%

Writing: 100%

Maths

97.50

94.31

91.91%

96.77

90.32

100 %

3.   Barriers to future attainment (for pupils eligible for PP)

The school chooses to spend the PP grant to improve whole school outcomes as  well as  targeting specific pupils for intervention. This strategy allows levels of teaching and learning to improve across school and this increases outcomes for PP pupils.

 In-school barriers

A.    

pupils have poor communication/language skills

B.    

A continuing need for staff to receive meaningful CPD opportunities, in order to develop their teaching and learning skills.

C.

Some PP pupils don’t have opportunities for meaningful progress in life skills, communication, physical and mobility skills or access to opportunities for generalisation of these skills to non-classroom settings. In particular, pupils with PMLD have had fewer opportunities due to the specific resources that are needed.

 External barriers

D.

Pupils can’t access in-school and external enrichment activities due to family circumstances or a lack of specific resources or equipment which limits the daily activities PP pupils can experience, skills they can develop and the progress they can make.

4.   Outcomes

 

Desired outcomes and how they will be measured

Success criteria

A.     

Identify pupils who are most in need of targeted intervention and their staff to have support.

Teaching staff will identify pupils in particular areas across reading, writing and maths

 

B.     

Staff across school will have opportunities to evaluate the impact of interventions

Monitoring and review timetable will show that there is an improvement in these specific areas across school.

C.     

There will continue to be a number of curricular enhancement opportunities throughout the year.

There will have been a number of opportunities for all pupils across school, including financial support for residential trips, and visitors to school.

D.     

No pupil will miss an opportunity in school due to lack of resources and no parent of a child receiving the PP grant will feel a financial pressure from school.

Change in how parents are asked for financial contributions, as well as a higher number of pupils accessing all available activities.

5.   Planned expenditure

Academic year

2019- 2020

The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

    i.    Quality of teaching for all

Desired outcomeChosen action/approachWhat is the evidence & rationale for this choice?How will you ensure it is implemented well?Staff leadWhen will you review implementation?

To deliver interventions for reading, writing, maths to improve barriers to learning

lunch time clubs,

interventions out of class in small groups.

specialists in particular areas to work with our pupils e.g to focus on reading.

The school recognised the need for an increase in interventions for pupil’s barriers to learning. Phonics improves the accuracy of the child’s reading but not the comprehension. we need to consider how we  are planning on developing wider literacy skills such as comprehension.

The (education, empowerment foundation) EEF focuses on core classroom teaching while recognising that a small number of pupils will require additional support—in the form of high-quality, structured, targeted interventions—to make progress.

data will show increase in learning outcomes for specific pupils. Staff to evaluate impact on  interventions for pupils.

 

JT/PT/FK

each term when data is circulated.

 

 

 

 

 

 

 

 

Total budgeted cost

£20000

   ii.    Targeted support

Desired outcomeChosen action/approachWhat is the evidence & rationale for this choice?How will you ensure it is implemented well?Staff leadWhen will you review implementation?

to improve data in Maths, Literacy reading and writing

inventions, specialist staff to teach particular barriers to learning

High-quality, structured interventions are key to supporting pupils who need additional support to learn. We aim to use interventions to improve our data in Maths, Literacy reading/writing.

There will be certain pupils highlighted initially and trained staff will be given opportunities to carry out interventions

JT, PT, FK

 record of pupils progress, data to show improvements in a particular area.

 

.

 

 

 

 

Total budgeted cost

 

 iii.    Other approaches (including links to personal, social and emotional wellbeing)

Desired outcomeChosen action/approachWhat is the evidence & rationale for this choice?How will you ensure it is implemented well?Staff leadWhen will you review implementation?

PP pupils will have access to curriculum enrichment activities and experiences which may otherwise be unavailable.

£6000 Financial support for residential and other opportunities

 

 

£2000 Whole school events

 

 

Additional financial support will give pupils opportunities to develop their social skills, independence and have other experiences they wouldn’t otherwise be able to access. There will also be opportunities brought into school to ensure pupils who can’t be taken off site can access these. 

Any activities which used funding from PP spending will be tracked and impact/ progress reports written. Coverage will also be tracked in order to ensure all pupils have at least one experience.

Business managerHalf termly review on spending.

School will adapt practices so that families of pupils receiving the PP grant feel supported and no additional financial pressure. 

£5000- support to class resources such as motivators for communication.

School recognises that by asking for additional money for things such as specific motivators or snacks in class, could add to pressure of families. The impact of this may mean poor attendance or pupils not progressing effectively in areas such as communication.

Staff will review current policies for asking parents for money and choose the most appropriate way to support.

Business managerTermly

PP pupils in each year group will have access to specific equipment/ uniform, the impact is they will fully take part in all curriculum activities and as many as their non-PP peers.

£1000 Money for swimming kits/ hygiene products, waterproofs as needed.

 

 

In some situations pupils are unable to fully access the curriculum if home are unable to provide correct equipment or resources, this money will ensure no PP pupils misses out on an opportunity due to lack of equipment.

School recognises the changing needs of pupils who receive the PP grant and sometimes there are unforeseen circumstances, which this money will help support as needed.

Money will be allocated to classes/ year groups in line with needs of the pupils and proof of needs. Spending will be monitored and impact tracked.

Business managerHalf termly.

Total budgeted cost

14,000

6.   Review of expenditure

Previous Academic Year

2018/2019

    i.    Quality of teaching for all

Desired outcome Chosen action/approach Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate. Lessons learned (and whether you will continue with this approach) Cost

An increase in staff knowledge around some mental health issues our pupils may face- including attachment.

Touchbase attachment training- £700

 

Cost of cover for implementation -£ 1300

Staff attended touchbase training and became a qualified touchbase practitioner.

 

Sessions were held for all staff to enable them to develop their understanding of attachment and trauma based learning.

           

All staff have a better understanding of where to seek advice for pupils, if they are concerned and this has been done, allowing for certain pupils to have additional input where needed.

One of the staff who was due to complete the course left mid-way through, meaning it was too late to book someone else on and only one member of staff completed the training, meaning there was less cost of cover and implementation.

Attachment and trauma aware teaching is a priority within school, as we recognise the high number of LAC pupils we have, and the complex lives some of our pupils lead.

We will continue to invest in attachment and mental health training, acknowledging the recommendations that SLT are attachment aware, and also continuously updating staff knowledge about this too, so staff can best support the pupils.

 

700

 

 

 

500

Increase staff knowledge in issues of: continuous provision, extending and challenging and creating the next steps.

£5000- Trust to trust to allow staff to teach in mainstream settings.

Early in the year two staff attended mainstream schools for a session a week, with a view to develop their understanding of differentiation and continuous provision. The aim was for them to then bring that knowledge back to their own practice, however due to the time of the year it happened, staff didn’t find it useful, as the classes they were visiting weren’t settled into their teaching. The success criteria wasn’t met.

The cost of this was expensive, including covering staff to enable to them to go. We would consider spending the money in a similar way again, because we recognise the value of sharing practice, particularly around mainstream early years, as this is the basis of our curriculum. However, we would need to make sure there was a more robust approach to screening classes, times of the year and expectations, in order to maximise what we would bring back.

5000

        ii.             i.   Targeted support

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

Beginning to implement SCERTS to support pupil’s emotional literacy and mental health.

Cost of cover for other implementation as needed.

£3000

We didn’t meet the success criteria for this target, due to difficulties with implementation and releasing the trained staff, to support others. We have embedded SCERTS, and made some progress on this, however not in the way that was anticipated.

We will continue to embed SCERTS into our practice, however, review again how best to share this information and ensure it is effective.

300

All PP pupils will access effective PE, curriculum visits and swimming sessions and the impact will be an increase in opportunities for physical development and communication skills and for generalisation.

£37,000 2x grade 4 teaching assistants.

2 x grade 4 teaching assistants were employed to support with the sessions. The impact has been, pupils have developed in their swimming and PE skills, as assessed using the curriculum statements. This has partly been due to the additional consistency, with sessions taking place more frequently and so skills have been able to develop.

 

Due to the restructure, it shouldn’t be necessary to employ any other staff. However, we acknowledge that additional staffing is useful to work with smaller groups, particularly in high risk situation such as swimming or PE, so it may be considered in the future to support teaching and learning.

37,000

       iii.            ii.   Other approaches (including links to personal, social and emotional wellbeing)

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

PP pupils will have access to curriculum enrichment activities and experiences which may otherwise be unavailable.

£6000 Financial support for residential and other opportunities

 

 

£250-sensory storyteller

 

£950 PMLD theatre

 

 

 

 

 

£2000 Whole school events

 

 

The funding to support pupils to access residential opportunities, met the success criteria as it meant we were able to support a high proportion of pupils to access this, generalise their skills to new settings and improve their mental health.

 

The sensory story teller worked with our PMLD pupils to help them develop anticipation and communication skills, both of which were observed by staff, during sessions.

 

The PMLD theatre visit was a huge success, staff commented they saw pupils engaging and responding in ways that they haven’t seen before. They also gave staff ideas about how this can be implemented in class and some practice has been changed.

 

This funding was able to buy some time by additional visitors, such as the “bubbleologist”. All pupils, including non-PP pupils have accessed some of these activities and generalised their communication as well as flexibility of thought and their ability to interact in a socially appropriate way.

This is a really crucial funding source for our pupils, to enable families to access opportunities they wouldn’t otherwise be able to. We will continue to offer this next year.

 

                 

                 

We will consider having some of these additional opportunities next year, so pupils can access opportunities they wouldn’t otherwise be able to.

 

We will buy a theatre visit next year, to continue to give these pupils a range of new experiences to respond too.

 

 

 

                 

We won’t spend the grant in this way next year, due to having other priorities for spending.

1850

 

 

 

250

 

 

 

950

 

 

 

 

1256

 

 

 

School will adapt practices so that families of pupils receiving the PP grant feel supported and no additional financial pressure.

£5000- support to class resources such as motivators for communication.

There have been a number of motivators brought for some PP pupils and non-PP pupils, such as games, snacks, shaving foam etc. These have meant staff have continued to have resources to motivated pupils to communicate or encourage working for systems, in line with the behaviour policy. We have also purchased outdoor toys, sand trays etc, to be able to encourage pupils to engage in the outdoor environment and minimise incidents of behaviour during more unstructured times.

We will allocate an amount of money to continue this for next year, however, due to the amount that has been spent this year being quite small, we will allocate less next year.

2650

PP pupils in each year group will have access to specific equipment/ uniform, the impact is they will fully take part in all curriculum activities and as many as their non-PP peers.

£1000 Money for swimming kits/ hygiene products, waterproofs as needed.

 

£1445 Money to be kept as an emergency fund for staff to apply for if needed.

PE kits, swimming kits, swimming pads etc have been purchased and are being used to ensure all pupils can access all sessions in the correct equipment and feel confident they are dressed appropriately.

This money has largely been spent on supporting pupils who access our Beacon Towers facility, where they make their own lunches, by buying their ingredients.

 

 This will continue next year, as we recognise the impact on pupil’s mental health and confidence when they don’t have the correct equipment for an activity. We also acknowledge the financial strains of some parents and don’t want to make this any worse by insisting they provide expensive equipment.

 

This was something that wasn’t factored into last year’s spend, however, we will factor that in appropriately in order to ensure no pupil who receives the PP grant misses out on an aspect of their curriculum.

310

 

 

 

 

 

755

7.     Additional detail

In this section you can annex or refer to additional information which you have used to inform the statement above.

 

 

NC year group

% of pupils

Y1

3/14 (21%)

Y2

4/11 (36%)

Y3

7/16    (44%)

Y4

1/10    (10%)

Y5

3/16      (19%)

Y6

5/12       (42%)

Y7

6/15       (40%)

Y8

4/ 14      (29%)

Y9

7/ 9        (78%)

Y10

4/11      (36%)

Y11

5/12      (42%)

Y12, Y13, Y14 6th form

11/30     (37%)

 

 

Scroll to top