Updated to show information for academic year 2017/2018
The Lincoln St. Christopher’s School is a large Special School (239) for pupils with moderate, severe or profound and multiple learning difficulties, many of whom have autistic spectrum disorders. St Christopher’s School is a co-educational provision with a 3-19 year old intake of children and young
people. The pupils are predominantly from Lincoln and surrounding areas and is located on Hykeham Road, Lincoln LN6 8AR.
The school presently has 239 pupils, 25 of which are presently in the sixth form. 65 students across the school are girls. An above average proportion of pupils are eligible for funding from the pupil premium.
The social and economic background of our pupils is diverse, due to the extended catchment area with 141 pupils entitled to free school meals; 9 are service children. There are 7 looked after children at the present time. Most pupils are White British and speak English as their first language; 7 pupils have English as an additional language. Pupils can join the school at any point in their school life, although the main admissions take place in primary and Year 7. Most pupils arrive with well documented evidence of levels of attainment well below their mainstream peers, particularly in literacy and numeracy. Many have difficulties with personal and social development. A significant number who arrive from a mainstream context have a history of inappropriate behaviour or being difficult to manage in other educational settings. Some have a history of being previously temporarily excluded.
All have an Education Health Care plan apart from some pupils in the Early Years Foundation Stage. The school has an increasing large proportion of children and young people with complex needs for example non-verbal children with severe autism and challenging behaviour. These children are based in the ARC (Autistic Resource Centre) provision at the school.
The majority of pupils have a moderate learning difficulty combined with specific communication difficulties, and many of our pupils have associated difficulties such as Attention Deficit Hyperactivity Disorder (ADHD), Dyslexia, or other specific Learning Difficulties. 147 of our pupils have an autistic spectrum condition as their primary need; 31 have severe learning difficulties; 45 have moderate learning difficulties; 6 have profound learning difficulties.
There is a specialist facility for primary aged children with severe autism. At the present time 46 children attend this facility.
Pupil Premium funding targets additional money at pupils who are entitled to free school meals as well as looked after children.
Schools have the freedom to spend the Premium, which is additional to the underlying school's budget, in a way they think will best support the raising of attainment for the pupils in this category. Within St Christopher’s we have the following number of students eligible:
|Number of pupils and pupil premium grant (PPG) received||
|Total number of pupils on role||241|
|Total number of pupils eligible for free school meals||119|
|Total number of service children||9|
|Total number of Looked after children||7|
|Total number of Adopted from care||6|
|Total number of students eligible for pupil premium||141|
As a school we recognise that there is not a one size fits all strategy that will ensure that all children flourish.
However we also know that certain whole school strategies will benefit all children – especially those eligible for pupil premium students.
|Type of pupil premium||
Allocation per student
|Deprivation Pupil Premium (DPP)- Primary||£1320|
|Deprivation Pupil Premium (DPP)- Secondary||£935|
|Service Child Premium (SCP)||£300|
|Adopted from Care Premium (ACP)||£1900|
|Looked after children(LAC)||£1900|
In 2017 – 2018 St Christopher’s were allocated the following funding
Pupil premium government grant
|Total amount of PPG received||£200,525.00 (includes a carry forward)|
|Pupil premium Looked after||£4,800|
|Pupil premium Year 7 catch up||£11,960|
|Pupil premium Service children||£3,124|
|Pupil premium post looked after children||£11,400|
|Pupil premium sports grant||£7,634|
1a Continue to provided small staff to student ratio for ARC and SLD classes
1b Develop Speech and language and Art therapy programs to improve student progress.
1c Develop the quality of teaching and learning with a focus on challenging the most able.
1d Develop the quality of accreditation and 16 provision
1e Develop effective tracking, monitoring and analysing of student’s behaviour and wellbeing.
|1a. To provide more vulnerable classes with additional staff to support small group work.||£41,922.75||
4 Modern day apprentices use to support in our complex autism unit specifically focusing on supporting transitions and developing communication
Staff to student ratio is funded as the following:
In most cases we have been able to provide the
|1b. Develop Speech and language and Art programs to improve student progress||
EG – Teaching assistant to deliver wave 2 ELKLAN intervention to identified students in the mornings and deliver Art groups to students across all pathways.
Every student in the SLD pathway has a communication priority.
SALT team have provided feedback on significant improvement in the quality of provision for speech, language and communication, including recognition of the
increase in appropriate signage around school.
More staff have engaged with Makaton courses.
A significant number of case studies where students have made above expected progress with communication
|1c. Develop the quality of teaching and learning with a focus on challenging the most able.||
MLD curriculum outreach consultant
CN has supported identified individual teachers with lesson planning, pitch, challenge and resourcing. There is an increase in the judgement of teaching and learning to 78%.
Clicker has been bought for 6 iPads and training has been delivered to staff.
The quality of marking, assessment and feedback has improved with the purchase of marking pens to ensure consistency across all teachers, in particular the use of red responders which allows the student to reflect and make improvements.
|1e Develop A reduction in the number of serious incidents. effective tracking, monitoring and analysing of student’s behaviour and wellbeing.||
Wellbeing support worker
A reduction in the number of serious incidents. effective tracking, monitoring and analysing of student’s behaviour and wellbeing.
A more proactive response to students showing signs of distress.
Increase range of other professionals at an early stage.
Students have access to a wellbeing room which support positive mental health.
The appointment of a member of staff to dedicate their time to support those students needing support with mental health, social and emotional development. Using ELSA training and resources to implement 1:1 and small group work intervention programs. Also improving the quality of the schools on call system with swifter response that can ensure that students are reintegrated in to lessons quickly if unsettled.
|Other pupil premium specific intervention||
Sensory assessments and follow up resources
Sensory room improvements and training
New SLD Equals scheme of learning
Play zone experience for ARC class
Terry O Toole experience for lower school
Zoo lab for lower school
Identified students have been assessed by an independent specialist to provide specific strategies for reducing anxiety with an increase in staff knowledge and resources. A regular
sensory gym is in place at the beginning and throughout the day.
SLD/ARC students are accessing a more life relevant curriculum offer that embeds their identified priorities through learning. This also includes the most complex older students accessing the community in a safe environment.
All students in SLD/ARC classes have an hour music session delivered by music services providing a therapeutic and engaging experience to stimulate and broaden the curriculum offer.
Students have had the opportunity to perform on stage at Terry O Toole theatre developing confidence and team work.
Lower school students took part in an experience meeting new and interesting animals, developing their understanding and confidence.
2a. Develop the quality of home reading and reading intervention in school
2b. Develop a central library for all students to access
|2a. Develop the quality of home reading and reading intervention in school||
Home reading books
Switch on training for staff
Children have access to interesting and appropriate texts to use within school and at home to support their development of reading.
Individual children can be supported to develop their reading skills using the Switch on Reading intervention program.
|2b. Develop a central library for all students to access||
Library ICT facilities
The school now has a brand new library with a wide range of books and other reading resources. We have invested in a guided Reading books and Home Reading Scheme developing students love
of reading and personalising the books to challenge students reading levels.
Students can now be their own librarian with an electronic log in system which tracks books.
3a. To develop students skills in swimming
3b. To develop a wider range of activities for students to participate at lunch time
3c. To develop outdoor resources for students to improve physical wellbeing.
|3a. To develop students skills in swimming||
Life guard training and resources
Most students across the school have accessed a 6 week swimming program developing physical wellbeing as well as improved confidence in the water. A number of ARC/SLD students have also
had regular opportunities to access swimming which impacts on physical development and provides a sensory opportunity that the students all enjoy.
We are fortunate to use our own lifeguards as this means they know the students and can support if they are uncertain. This training is renewed regularly.
|3b. To develop a wider range of activities for students to participate in within the classroom and lunch time clubs||
Remote control cars
Lunch time resources
Students accessed a wide range of lunch time clubs led by staff including broadening their experiences and providing opportunities for socialising and developing key social skills.
Imps in the community every Monday and Wednesday afternoon in the summer term providing expertise coaching.
|To develop resources for students to improve their physical wellbeing||
Rebound training for staff
EYFS outdoor 8-1 resource
An increase the range of sports equipment available for staff to use to improve the quality of PE lessons.
Staff have been trained in delivering rebound therapy which has been rolled out to a wide range of students as part of their provision or Intervention.
An improvement in the outdoor play for EYFS students, developing key play activities including fine and gross motor skills.
Other grants including, Looked after, post looked after and service grants are ring fenced to support the individual child’s academic, social, emotional and mental health development. Each young person has an intervention plan which states the amount spent and the impact of this expenditure. A key development this year was using a 1:1 tutor to work with our post looked after students.
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