Pupil Premium

The Pupil Premium is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers.

Children who have been in local-authority care for 1 day or more attract £1,900 of pupil premium funding. Funding for these pupils doesn’t go to their school; it goes to the virtual school head (VSH) in the local authority that looks after the child.

What we got last year and this year so far:


In the 2014/15 academic year we received £28,301 pupil premium funding.

In the 2015/16 academic year we have received £20,446 pupil premium funding.

In 2016/17 academic year we have received £33193 pupil premium funding so far.

 

We expect to receive funding for 36 students this year.

Targeted Support for disadvantaged students (PPG):

A Pastoral Support Package Programme

A programme has been developed to provide additional support for students who are hard to engage and have barriers to learning to enable them to access learning and overcome some of their barriers. The package is designed around the student to Raise self-esteem and encourage achievement to ensure success and ensure they can build and develop the foundations to progress in further education.

Desired Outcomes for PSP Students

  • Improve Self-Esteem and aspiration
  • Re-engagement in learning
  • Improve attendance
  • Build trust with key adults
  • Ensure multi-agency support around the student
  • Open up opportunities for post 16
  • Prepare students for further education
  • Reintegration back into school at their pace with continued support

Whole School strategies that benefit disadvantaged students (PPG)

Independent, Advice and Guidance (careers/post 16)

All Year 10 and 11 students receive 1-1 sessions to support them in gaining access to training and/or further education post 16. This also involves work experience to further support their post 16 aspirations. This service is a vital part of KS4 provision as many students find transition to post 16 training/education difficult. Visits to colleges with small groups of students are arranged from the school. This smaller group setting supported by staff enables a smoother transition and students chance to understand how their needs can be supported at college.

Desired outcomes for KS4 students post 16

  • All students to be engaged in training or education post 16
  • Allows students to experience work through a work experience packages
  • Support for students visiting colleges so they can be made aware of the post 16 support for students with EHCP’s Prepare students for post 16

Speech and Language Therapy

All KS3 and selected KS4 students are part of the Speech and Language Therapy programme in school. All targeted students are assessed by trained SALT. A group programme is used for the majority of KS3 students and weekly sessions, supported by 2 SALT and the SENCO are undertaken. 1-1 sessions for key students (particularly KS4 targeted students) are also undertaken weekly. Whole school training is undertaken to support the strategies in class. Key LSA’s, SENCO and Deputy Headteacher are ELKLAN trained to allow SALT classroom strategies to be disseminated. Student’s assessments are shared with all staff to support their needs throughout the day.

Desired outcomes for these students

  • Students to be able to access classroom activities to make progress in lessons
  • Engagement in learning

Attendance strategy

There will be a whole school focus on improved attendance. Each tutor group has an attendance diamond to visually represent progress. Weekly reports are sent to parents informing of attendance to school that week. There are weekly prizes, and end of term rewards for attendance. Close monitoring of attendance and discussions with tutors, parents and other key staff to improve attendance and engagement with learning.

Desired outcomes for these students

  • Improved whole school and key group attendance
  • To increase student attainment by increased attendance
  • To enable students to achieve higher grades in qualification

All our students have a greatly increased chance of becoming NEET (Not in Education, Employment or Training) upon leaving us. One of our key goals is to ensure that all our students are exceptionally well prepared for the next stage of their life, whether that be in education, training or employment. Furthermore, we believe it is important to monitor and support students when they have left us to ensure that the plans they have are genuinely sustainable. Therefore, we provide an ‘enhanced’ IAG service to all our students including not only bespoke, independent IAG, but short term and extended work experience opportunities, accompanied college interviews, accompanied visits and first days, tracking and support throughout the first year of leaving us, and a multi-faceted work skills programme.

Impact: Only 2 students leaving from the 14/15 are NEET.

Due to the nature of our school, students travel to bases from a large geographical area. Typically, students have to travel for over 60 mins to get to school. This makes attendance, particularly amongst students such as ours with social and emotional difficulties, a potential problem. Therefore, we fund a range of help and incentives to encourage good punctuality and attendance. These include rewards for weekly attendance and punctuality and for appropriate behaviour in lessons and the completion of weekly learning outcomes.

Impact: Whole school attendance 2014/15 – 81%, 2015/16 – 87%

We also use part of the pupil premium to ensure that, like many schools, every student has an equal opportunity to participate in extra-curricular activities.

 

 

© 2017 Coppice Spring School / Delta Education Trust