Pupil Premium


Pupil Premium Report 2018/19...

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 Number
Total number of pupils on role 235
Total number of pupils eligible for free school meals 105
Total number of service children 8
Total number of Looked after children 7
Total number of Adopted from care 6

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 2018 – 2019 St Christopher’s were allocated the following funding

Pupil premium government grant
Amount
Total amount of PPG received £186,208
Pupil premium Looked after £7,000
Pupil premium Year 7 catch up £23,726
Pupil premium Service children £2,400
Pupil premium post looked after children £11,500
Pupil premium sports grant £31,362

2018 – 2019 Keys aims from the whole school development plan...

1a Continue to provide small staff to student ratio for ARC and SLD classes

1b Develop the quality of sensory resources to reduce anxiety and increase engagement.

1c Develop the quality of the interventions for students identified with skill deficit.

1d Develop the enrichment based programs of study with a focus on independence and life skills.

1e Develop the quality of support for social, emotional and mental health provision.

1f Develop students access to technology to support independence.

1g Develop reflective practice to improve the quality of teaching and learning

 

2018 - 2019 expenditure and impact

Objective Cost
Purchase Outcomes
1a. To provide more vulnerable classes with additional staff to support small group work. £115,763

4 TA1’s into semi-formal classes. 1 TA2 wellbeing lead to focus on supporting student wellbeing for formal and core formal students. 1 TA2 leading on music for students on the semi and pre formal pathway.
Staff to student ratio is funded as the following:
· MLD 6:1
· SLD 5:1
· ARC 2.5:1
In most cases we have been able to provide the following:
· MLD 5:1
· SLD 3.3:1
· ARC 1.8:1
The wellbeing lead has provided specific intervention with individual and group work with a particular focus on emotional literacy through ELSA interventions. This included working with year 11 students who were struggling with anxiety around examinations.
In addition the wellbeing lead has supported good practice in classroom supporting student’s self-regulation.

Students in the semi-formal and pre-formal classes all accessed weekly personalised creative lessons using the EQUALS scheme of learning. Students developed their communication and interaction skills through the medium of music. A significant reduction in levels of anxiety post these lessons was evident in many classes.
1b. Develop the quality of sensory resources to reduce anxiety and increase engagement for the most complex students. £3,500
Sensory consumables


Attention autism resources
There is a stock of sensory consumables in place to enable teachers to deliver the content of the semi-formal and pre-formal schemes of learning. This is enabling an increased level of engagement in learning for those students with the most complex needs.

2 staff were externally trained in the delivery of Attention Autism practice. As a result this practice was disseminated across the semi-formal pathway and is now embedded into lessons.These sessions develop student’s level of attention and engagement using motivating resources that support a graduated approach.
1c. Develop the quality of the interventions for students identified with skill deficits. £5,00



SALT equipment including more interactive AAC systems. ICT apps for Speech, language and communication
One of our teachers was successfully in becoming specialist teacher of the year on the back of the work she did supporting total communication around school and the local community. She was nominated by the SALT lead for best practice.

Use of AAC is evident in semi-formal and pre-formal classrooms and staff are modelling the systems appropriately. Students are making better rates of progress in their use of AAC.

A member of staff has been allocated time to provide students intervention from SALT report recommendations. A number of students have made progress and their cases have been closed.
1d. Develop the enrichment based programs of study with a focus on independence and life skills. £22,000



Travel training scheme

Enterprise projects

Music, art, cooking, dance, drama, hair and beauty, sports leaders, dance leaders
We have been able to broaden on curriculum offer by changing the structure of staff to allow for travel training and drivers to allow students to access the community and local further education settings.

The middle school have been taking part in enterprise projects where they have created products to sell and upgrades to our school environment such as the wellbeing garden.

Post 16 students have been developing their skills in the community and we have appointed a senior TA to lead on work experience and careers.
1e. develop the quality of support for social emotional and mental health provision. £5000


£2500


£500

£4999








Wellbeing resources and wellbeing room

In class reward system

Student wellbeing mentors

BehaviourWatch
There has been a significant reduction in the number of incidents due to earlier intervention with students demonstrating high levels of stress and anxiety. This has been due to the collective work of the wellbeing team, early referrals from class using behaviour watch and improvements to the environment such as wellbeing spaces/rooms allowing students to self-regulate in a safe environment.

Each class has been provided with the opportunity to personalise the reward system to their class, for more able classes students have had to work hard to collect points that contribute to an end of term experience. The younger students have had more instant rewards where they have been motivated to collect stickers that collate into small prizes which has provided more instant positive reinforcement.

For the more complex students who are motivated by sensory or food based reward this has been used to support successful transitions and positive communication.

All staff access behaviour watch to record and log issues relating to student well-being
1f. Develop students access to technology to support independence £14,000





Ipad trolley Laptop trolley

CPD for staff on equipment
Students are accessing ICT in the classroom with every student having access to the appropriate technology rather than having to share in an inefficient ICT space.

Students are now developing their processing skills and the teacher is able to model the processes within the classroom.

Students are also accessing Ipads with specific apps that allow the students to target skill deficits which staff can assign different levels based on student’s needs.

Identified students are accessing the laptops as their predominate method of recording information as their handwriting was a barrier to expressing their understanding.
1g. Develop reflective practice to improve the quality of teaching and learning £10,000




Purchase of IRIS
IRIS – system for recording and observing own lessons has been purchased to enable sharing of good practice and for teachers to self-reflect on their own teaching.

Teachers have had an introduction session delivered by IRIS to demonstrate use of the equipment.

Teachers are engaging in the initial phase of IRIS use and are recording their own lessons to watch and review.

Pupil Premium Report 2017/18...

Within St Christopher’s we have the following number of students eligible:

Number of pupils and pupil premium grant (PPG) received Number
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
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
Amount
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

2017 – 2018 Keys aims from the whole school development plan...

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.

 

2017 – 2018 Expenditure and Impact...

Objective Cost
Purchase Outcomes
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:
 MLD 6:1
 SLD 5:1
 ARC 2.5:1
In most cases we have been able to provide the
following:
 MLD 5:1
 SLD 3.3:1
 ARC 1.8:1
1b. Develop Speech and language and Art programs to improve student progress £22,000





£150



EG – Teaching assistant to deliver wave 2 ELKLAN intervention to identified students in the mornings and deliver Art groups to students across all pathways.

SALT resources
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. £9,400


£600







MLD curriculum outreach consultant


Clicker
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. £4495

£398

£500

£22,000

£1200

£300






Behaviour watch

De-escalation sofa’s

Wellbeing room

Wellbeing support worker

ELSA training

ELSA resources
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 £2800


£1050


£197

£1355

£XXX

£115


£279




Sensory assessments and follow up resources

Sensory room improvements and training

New SLD Equals scheme of learning

Play zone experience for ARC class

Music services

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.