Pupil Premium

Pupil Premium funding is a government initiative to allocate funding to schools to combat disadvantage. Free School Meals (FSM) along with ‘Ever 6 FSM’ and Looked After Children are the focus group.

At Hedgewood we have scrutinised our progress data over many years and have found no correlation between FSM and LAC pupil performance and any noted under-performance. Any disadvantage is more directly attributable to a combination of autism and communication challenges, language disorder, acute sensory issues, complex medical problems and often, a lack of appropriate and consistent, early intervention. We therefore allocate our Pupil Premium funding to target the key priorities of communication, developing social interaction, social understanding, emotional wellbeing and managing sensory issues, in order to maximise pupil progress and minimise all forms of disadvantage.

Plans for 2016 – 2017: Allocation £63,360

In 2016 – 2017 we are estimating that we will receive approximately £63,360 as Pupil Premium Allocation. We are very pleased with the impact of the way we used the PP funding last year (2015-2016). It is our view that last year’s projects and activities should be retained and developed further. For this reason the spending of the 2016-2017 allocation will look similar to that of 2015-2016.

In 2016/2017 the four key initiatives supported by PP funding are:

  • Further expansion of our Family Support Team to include an Assistant Educational Psychologist who will focus on supporting parents and carers, and families through a wide range of activities including Family Group Therapy (many of the families targeted in this way are those eligible for FSM).
  • Establish an Intensive Behaviour Support Team – helping families to establish strategies at home and supporting pupils to generalise their learning into different settings.
  • Setting up of sensory and relaxation support. This involves a specialist member of staff working with our young people who have the most complex social communication and learning needs. This role will help this group of pupils to learn and understand how to relax and make choices. It will have a direct impact on pupils’ emotional well-being and ability to learn.
  • Further expansion of our therapy teams to support the increase in pupil numbers and the growing complexity of need.

Pupil Premium 2015-16: Allocation: £56,740

We expanded our previously successful interventions as set out below.

  • Communication – we developed ICT based systems e.g. Proloquo to Go; Communication Apps for Ipads: Increasing the number and use of Quicktalkers. Direct therapy support was provided by another SALT Assistant. Two further Signalong trainers were trained.
  • Social Interaction – we increased our music and drama provision to one and a half days per week and explanded our drama opportunities across the school by employing a further onsite drama specialist . We invested in our outdoor Play Zones and we supported more pupils at Saturday Play Buddies and on our Summer term residential;
  • Our sensory interventions were enhanced by investment in OT training of Alert Program®; toilet training and sleep training for parents; purchase of OT equipment; investment in respect of two outdoor and indoor play areas and sensory room upgrade.
  • Family support was developed further through the expansion of Family Support Team by employing full-time and part-time family support workers focussed on supporting parents and carers and families through a wide range of activities.

The impact and evidence can be seen in the analysis of last year’s activities below.

FUNDED ACTIVITY

IMPACT

EVIDENCE

Investment in our Total Communication Environment.

Investment in another SALT Assistant & training for two further Signalong trainers.

  • Continue to provide an environment that actively supports the children in their communication and language acquisition and appropriately meets the individual pupil’s communication needs.
  • More pupils have access to as Proloquo to Go; Communication Apps for Ipads:
  • Increasing the number and use of Quicktalkers.
  • More direct therapy is provide by another SALT Assistant
  • Training two further Signalong trainers ensured frequent cascade training of Signalong to both staff and parents is more frequent.
  • Better than expected progress against communication targets in ILPs and Annual Reviews and improved support for individuals in reaching this target as a result of support from SALT team.
  • Increased capacity of SALT team allows staff to engage in regular professional discussions noting any changes or observations. Team give constructive feedback to staff and parents.
  • More opportunity for SALT to support parents/ carers and provide parent training.
  • Improved staff understanding of Attention Hedgewood objectives. Classroom observations noted uplift in pupils attending to learning across the school.
Funding allocated to increase music and drama provision to one and a half days per week & employing a further onsite drama specialist.
  • Expanded drama provision allows pupils to practise
  • More opportunities created for pupils to explore learning in a variety of group situations, including small group work, adult-lead groups, pairs and one to one adult attention.
  • embedding drama into all subjects across the curriculum,
  • direct drama lessons, focus on specific learning targets and allow for the planning of progresion.
  • Increased meaningful participation and engagement in music and drama activities, enriching and deepening the learning environment.
  • Positive impact pupils’ outcomes and progress for PSHCE, English and emotional health and wellbeing.
  • Pupils ‘communicating’ more overall.
Investment used to staff after school clubs, Saturday Play Buddies & Saturday study club.
  • Promote further love for learning and enhance attainment.
  • Improved social skills and communication.
  • Improves social interaction and communication opportunities for the most needy pupils.
  • Resume and refresh after school clubs.
  • Clubs provide a range of practical learning and social interaction opportunities developing pupils’ co-operation skills and overcoming sensory issues.
  • Staff and Parent feedback for Saturday Study Club indicates a very positive impact on attitudes to learning, improved communication skills and real progress that can be evidenced in Learning Journeys and pupils’ progress data.

(See Extended School Manager evidence)

Investment made in our outdoor Play Zones.
  • All pupils receive positive play experiences. Increased focused play opportunities to support pupils’ well-being and social interaction.
  • More pupils able to access a range of appropriate play and social experiences.
  • Play Zones established. Challenging pupils given positive play experiences
  • The thematic play areas enable pupils to interact socially and learn to share space and equipment supported by staff
  • Identifiable improvement in cooperative play and improved interactions between adults and children.
 

Part of the funding is allocated to the expansion of our Family Support Worker Team increasing to two family support workers.

  • Coordination of the Parents’ Coffee Afternoons every two weeks, ensures that parents get the support and opportunity to link with other parents.
  • Visited and communicated with parents to assist them in a number of ways: offered Autism Strategies
  • Effectively signposted to other support agencies
  • Actively provided personal and emotional support
  • Parents supported to access the schools
  • Parents supported in CIN/LAC meetings.
  • Lead FSW trained as a DSL and has attended a wide variety of relevant training and has also researched to be able to undertake the role; effectively safeguarding children and ensuring information is accurate
  • 100% of parents attending feel these meetings and coffee afternoons are effective
  • Increased the school’s capacity to respond to pupil and family mental health issues by offering assistance to access support, and build resilience in families
  • Increased parental resilience and involvement alongside the development of parental capacity to support their child’s learning.

Pupil Premium

Pupil Premium funding is a government initiative to allocate funding to schools to combat disadvantage. Free School Meals (FSM) along with ‘Ever 6 FSM’ & children looked after are the focus group.

At Hedgewood we have scrutinised our progress data over many years and have found no correlation between FSM & CLA pupil performance and any noted underperformance. Any disadvantage is more directly attributable to a combination of autism and communication challenges, language disorder, acute sensory issues, complex medical problems and often a lack of appropriate and consistent early intervention. We therefore allocate our funding broadly on the key priorities of communication, developing social Interaction, social understanding, and emotional wellbeing and managing sensory issues in order to maximise pupil progress and minimise disadvantage.

Pupil Premium 2014-15   Allocation: £46,659

  1. Communication – We invested in ELKLAN Speech, Language and Communication training for Key staff. Taking part in a research project which meant the school was accredited as a Communication Friendly School. Investment was made in communication devices such as Quicktalkers and iPads for individuals.
  2. Social Interaction – We are investing in Music and Drama specialists 1 day a week (Barry and Dan) as well as continuing with Sound beam Technician for 1 afternoon.
  3. Sensory – Our sensory interventions are being enhanced by investment in OT training; purchase of OT equipment.
  4. Family support –Development of part time Family Support worker role to enhance support network for parents and increase attendance to parent coffee afternoons.

The impact and evidence can be seen in the analysis of 2014-2015 year’s activities below.

FUNDED ACTIVITY

IMPACT

EVIDENCE

Part of funding was allocated to ELKLAN Communication training & investing in communication aides.
  • School achieved Communication Friendly School accreditation by participating in yearlong research project.
  • Investment was made in communication devices such as Quicktalkers and iPads for individuals.
  •  Evidenced in the evaluation of the school development plan for 2014
Part of the funding is allocated to funding a part time Family Support worker.
  • Coordinating the Parent coffee afternoons every two weeks ensuring that the parents get the support and an opportunity to link with other parents.
  • Visited / communicated with parents to assist them in a number of ways: Offered Autism Strategies
  • Effectively signposted to other agencies
  • Actively provided personal and emotional support
  • Supported to access the schools Supported in meetings
  • A good addition to the school team
All evaluations rated the outcomes as good or better.

  • 100% of parents attending feel these meetings are effective
  • Register of attendance to coffee afternoons shows increase in attendance throughout the year.
Investment in Music and Drama specialists 1 ½ days a week.
  • Through drama and music there has been a focus narrative skills, writing, and engagement with learning.
  • Increase in meaningful participation and engagement in music and drama activities as well as enriching and deepening the learning environment. The impact assessment
Sensory investment in OT training; purchase of OT equipment.
  • Staff training y OT has helped the staff to understand the best ways to meet sensory needs of pupils.
 Improved pupil’s concentration and engagement is improved.