Pupil Premium

Pupil Premium Strategy Statement - 2023-2024 - CURRENT YEAR

Pupil Premium Strategy Statement – Meadow High School

This statement details our school’s use of pupil premium (and recovery premium) funding to help improve the attainment of our disadvantaged pupils.

It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the outcomes for disadvantaged pupils last academic year.

School Overview

Detail	Data
Number of pupils in school	266 (actual number of students fluctuates regularly)
Proportion (%) of pupil premium eligible pupils	47%
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)	3 years: September 2023- August 2026.
Date this statement was published	September 2023
Date on which it will be reviewed	September 2024
Statement authorised by	Mrs Jenny Rigby
Pupil premium lead	Miss Amy Willis
Governor / Trustee lead	Currently unfilled due to parent governor vacancy

Funding overview

Detail	Amount
Pupil premium funding allocation this academic year	£75,532.00
Recovery premium funding allocation this academic year	£69,276
Pupil premium (and recovery premium) funding carried forward from previous years (enter £0 if not applicable)* *Recovery premium received in the academic year 2021 to 2022 can be carried forward to academic year 2022 to 2023. Recovery premium received in the academic year 2022 to 2023 cannot be carried forward to 2023 to 2024.	£70,000
Total budget for this academic year	£214,808

Part A: Pupil premium strategy plan

Statement of Intent

Our aim is to use pupil premium funding to help us achieve and sustain positive outcomes for our disadvantaged pupils. Whilst socio-economic disadvantage is not always the primary challenge our pupils face, we do see a variance in outcomes for disadvantaged pupils across the school when compared to their peers (and those who join us at similar starting points), particularly in terms of:

Academic attainment
Progression to further and higher education
Employability
Social opportunities

At the heart of our approach is high-quality teaching focussed on areas where disadvantaged pupils require it most, targeted support based on robust diagnostic assessment of need, and helping pupils to access a broad and balanced curriculum.

Although our strategy is focused on the needs of disadvantaged pupils, it will benefit all pupils in our school where funding is spent on whole-school approaches, such as high-quality teaching. Implicit in the intended outcomes detailed below, is the intention that outcomes for non-disadvantaged pupils will be improved alongside progress for their disadvantaged peers.

We will also provide disadvantaged pupils with support to develop independent life and social skills and continue to ensure that high-quality work experience, careers guidance and further and higher education guidance is available to all.

Our strategy will be driven by the needs and strengths of each young person, based on formal and informal assessments, not assumptions or labels. This will help us to ensure that we offer them the relevant skills and experience they require to be prepared for adulthood.

Challenges

This details the key challenges to achievement that we have identified amongst our disadvantaged pupils.

Challenge number	Detail of challenge
1	Attendance: we have a significant amount of persistent absence. SDP 2
2	Emotional regulation and resilience: Many pupils have challenges in this area.
3	independence skills: Most pupils have challenges in this area.
4	communication skills: All pupils have challenges in this area.
5	cognition and learning: All pupils have challenges in this area.
6	social interaction: Many pupils have challenges in this area.
7	community based learning: All pupils require support generalising and practising skills and applying knowledge in the community.
8	Safeguarding: we have had several incidents that appear racially motivated. SPD 5

Intended Outcomes

This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.

Intended outcomes	Success criteria
A: To reduce persistent absence and lateness.	Persistent absence will have been significantly reduced and the whole school attendance percentage will be at least 95%. Persistent lateness will have been addressed.
B: For our staff and students to feel safe and well supported in the school community.	There will be a range of measurable interventions in place for pupils which support their emotional wellbeing and development. The school will develop its curriculum approach to ensure it is reflective of the school and wider community demographic.
C: For all our students to access community based learning opportunities on a termly basis and residential experience within their time in the school.	All pupils in years 9-14 to have the option to attend a residential trip for four nights, appropriately subsidised to make it affordable and accessible. Pupils have the opportunity to access the Duke of Edinburgh bronze, silver and gold awards. All pupils in Key Stages 3 and 4 have access to lessons in the community. All teachers to indicate and demonstrate they are confident in taking pupils out on local area trips.
D: For all our learners to access social opportunities to develop and generalise age and developmentally appropriate social skills.	All pupils in the school are encouraged to experience and develop hobbies and interests through enrichment. All pupils are able to access age and developmentally appropriate social opportunities to develop and maintain appropriate social behaviours.

Activity In This Academic Year

This details how we intend to spend our pupil premium (and recovery premium) funding this academic year to address the challenges listed above.

Teaching (for example, CPD, recruitment and retention)

Budgeted cost: £10000

Activity	Evidence that supports this approach	Challenge number(s) addressed
Racial Diversity Consultancy Package	These resources will upskill staff in recognising racism and encourage and work towards a anti-racist environment.	4, 5, 8
Phonics Training for all staff	We have relaunched new phonics based schemes for all pupils and ensured all staff have had appropriate training.	5

Targeted academic support (for example, tutoring, one-to-one support, structured interventions)

Budgeted cost: £74,000

Activity	Evidence that supports this approach	Challenge number(s) addressed
Educational Psychologist	Invested in increased time with the educational psychologist to offer training to upskill staff in delivering curriculum that meets the needs of learners.	2, 5
Virtual School Lessons/ Tutoring	Online or face to face tutoring to reach students who are unable to attend.	1, 5
Additional Teaching Assistant Support in Key Stage 3	Recruited an additional teaching assistant to offer more 1:1/ small group support to students in Key Stage 3 to support their learning/ emotional regulation, as needed.	2,3,4,5,6
Additional Occupational Therapy Support	We have has 2 additional part-time Occupational Therapists supporting student specific approaches, such as sleep specialist OT supporting students with attendance difficulties and another supporting emotional regulation groups for students exhibiting behaviours of challenge.	1, 2, 3
Purchasing of Phonics Programs and associated resources	The purchasing of new, updated phonics programmes for students in all Pathways to encourage the development of reading skills with a wider range of age and ability appropriate resources.	5

Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £65,000

Activity	Evidence that supports this approach	Challenge number(s) addressed
School Uniform Purchases	Expectations raised and increased self confidence of students leading to an increased attendance and student wellbeing. Review of learner attitudes and pride in their school	1, 2
Development of a warm welcoming welfare space to encourage pupil/ parental engagement.	The Family Support Officer engages with families and pupils to encourage school attendance, identifying students requiring intervention for low or non-attendance. Interventions are carried out by the Family Support Worker or the wider school community. Ongoing analysis of whole school attendance data is carried out by the Family Support Officer and will be used to demonstrate improvements in attendance.	1
Purchase of a ULEZ compliant vehicle.	The vehicle can be used to offer discreet, safe and ULEZ compliant community access to individuals and small groups- facilitating community based learning and work experience opportunities.	3,5,6,7
Purchase of simulation babies and accessories.	Targeted support provided for small groups and individuals to make responsible social decisions.	2,5,6,8
Prom	Subsidising food and decorations and offering a free hair, nail and outfit lending services to make our Prom accessible to all.	3,5,6
Residential Trips	A programme designed to give each student access to out of school activities such as: residential holidays and the Duke of Edinburgh Programme. This will provide engagement, experiences and skills to promote subjects in a fun way.	3,5,6,7
Curriculum based Day Trips	We have subsidised trips to ensure all pupils are able to access a range of day trips to local places of interest to support the curriculum in community based learning.	3,5,6,7
Taxi/Oyster Cards	Individual targeted support to facilitate school attendance for individuals whose attendance is a concern and transport is identified as a temporary barrier to access.	1,8
School Councillor	To work directly with students who are experiencing a range of psychological and emotional difficulties and provide in class strategies that can be cascaded down to teaching staff working with those pupils with the aim to enhance their well-being and prevent barriers to their education and learning.	2,4
Re-launching of the School reward Program	We have purchased some vending machines and age/ability appropriate rewards to celebrate pupil successes and encourage good order throughout the school.	1,2,3,4,5,6

Total budgeted cost: £149,000

Part B: Review Of The Previous Academic Year

Outcomes For Disadvantaged Pupils

Pupil Premium - April 2022-March 2023 (This document follows the financial year)

Introduction Meadow High School is committed to ensuring the best progress and outcomes for all its pupils, including those who are identified as vulnerable.

Which gaps are we narrowing? Meadow High School has identified key ‘areas’ that contribute to pupils making the best possible progress towards the outcomes of their EHCP and in achieving the highest levels of skill leading to independence and a positive and fulfilling ‘Life after Meadow’.

The specific areas for development are:

Attendance
Emotional Regulation and Resilience
Independence Skills
Communication Skills
Cognition and Learning
Movement and Mobility
Social Interaction
Community Based Learning
Safeguarding

What are we investing in to narrow these gaps?

Area to address:	Area of investment:	Specifics:	Desired outcome:	Impact:
Attendance	Awards for 100% / 95% and improved attendance	Vouchers at the end of each term	Encouraging excellent or improved attendance	The most success is for pupils who need to improve their attendance. Generally, pupils with attendance around or above 95% attend well even without incentives. We plan to continue rewarding excellent attendance but to increase the scope of incentives for improved attendance.
Emotional Regulation and Resilience	Student reflection journals	Student reflection journals were used widely across the school to support students to explore, recognise and communicate how they were feeling to staff.	To provide access to mindfulness activities and also support reengagement with literacy skills and learning. To provide students with a place for story-writing or recording information on favourite topics.	Feedback received from staff indicated that these were very successful; many students came to collect a second/third book during the year. We have been able to use the same strategy at the start of this year to support transition back to school and also through the build process.
	Pupil counselling	A councillor one day a week to work with identified pupils	To work directly with students who are experiencing a range of psychological and emotional difficulties and provide in class strategies that can be cascaded down to teaching staff working with those pupils with the aim to enhance their well-being and prevent barriers to their education and learning..	Recent restructure of the inclusion team has highlighted the need for an on site qualified counsellor, one day a week, to support pupils with poor mental health and other factors impacting their emotional well-being.
	Intervention support	A full time Specialist Teaching Assistant to run a range of supportive interventions for pupils, both individuals and small groups.	To work with students one to one or in small groups to deliver holistic and personalised interventions. LAC/PLAC and students with identified behavioural needs are prioritised. Interventions are designed to promote positive mental health behaviour and well-being. All interventions are focused on an area of the PLIM.	Children who come under the remit of the designated teacher will have interventions and support in place for identified areas of need. These pupils will be making at least expected progress towards their PLIMS and subject frameworks. Their attendance will be good and they will be engaging successfully across the curriculum and wider school.
Communication	First news subscription	To have an electronic and paper based accessible news format for staff and pupils to use in tutor time, as part of reading intervention and for pupils library - choosing.	Pupils will be engaged with reading and world events. This subscription supports development of reading/reading comprehension skills through access to appropriate non-fiction texts. The news topics and resources promote discussion of key issues in the news safely, building core communication skills and understanding of the world beyond school.	Students are accessing age and developmentally appropriate new sources, lowering student anxiety about world events.
	Library resources	To develop our library into an exciting, inviting space and encourage students to engage in reading for pleasure.	To develop students love of reading through the purchasing of new books.	The number of books allowed to be lended out has had to be increased to 4 per a week due to a 120% increase in book loans over the last academic year. The library is open at break times and lunch times, as per student council request.
	Reading engagement prize	Student reading prizes given out termly to a student from each tutor group to recognise engagement and enthusiasm for reading.
Movement and Mobility	Playground equipment	Playground equipment to allow students to safely take part in various activities during break and lunchtimes.	Students can safely access structured and unstructured play during their playtimes. Encourage active play and social interaction. Reduce the risk of injuries and / or challenging behaviours	A reduced amount of Iris reports recorded for P3 and P5 lessons. Students show an increase in social skills (the ability to engage in conversation), imagination and working on self regulation skills. Students have a positive attitude towards break and lunchtimes.
Social Interaction	Stamp out bullying campaign in year 10	Following some sustained bullying amongst year 10 pupils we are using an incentive scheme to support good choices and excellent behaviour.	There will be no bullying (or a significant reduction) by the end of the summer term.	Better mental health for those being bullied or intimidated More socially acceptable behaviour from those perpetrating bullying A genuine change in pupils attitudes
Community Based Learning	Pathway 1 (years 9-14) residential	A 4 night residential stay where pupils can take part in a range of activities and develop their home skills	Students have an opportunity to stay away from their family, largely for the first ever time. They had the opportunity to follow OT and SaLT supported plans to increase self help skills whilst having fun and undertaking a range of new physical exercise opportunities.	Pupils will have the opportunity to develop their self help skills and independence away from the school and home environment to extend the pupils capabilities and experiences.
	Pathway 1 Duke of Edinburgh Silver	2 night camping experience for KS5 pupils completing Silver DofE	Pupils to have the opportunity to attend a 2 day camping style experience.	Pupils will leave Meadow having achieved their Silver Duke of Edinburgh as a minimum. Pupils will have access to opportunities outside their typical routine which will better prepare them for adulthood.
	Devon residential	4 night adventure activity residential trip.	Pupils have the opportunity to attend a 4 day residential trip.	The cost of this trip was subsidised for 11 families, enabling 11 young people to have the experience alongside their peers.
	Centre Parcs Life Skills Residential	4 night residential life skills trip to Centre Parcs, Woburn Forest.	Pupils have the opportunity to attend a 4 day residential trip to generalise life skills taught in the curriculum.	The cost of this experience was subsidised for 8 families, enabling 8 young people to have the experience alongside their peers.
Independence Skills	Breakfast for individual PP pupils	Where it has been identified that a PP pupil would like to access breakfast club, this is funded from Pupil Premium	Pupils have access to a hearty breakfast	Pupils are able to access lessons and engage
Safeguarding	Anti racism	Following recent incidents within our School. Educating students through workshops and intervention. Whole School survey to be completed.	Better understanding resulting in none or a reduction in racial incidents within our community. Workshops and intervention groups will benefit	Students have accessed diversity sessions on a whole school, year group cohorts, as well as targeted small groups to discuss what racism is and how to be part of an actively anti-racist community. Students and staff have filled in a FLAIR survey, which will be repeated to see if there is less reported direct and indirect racism within the school community.
	Rights respecting school	Learning the rights and responsibilities of young people and their wider communities	Young people become aware of their rights in the community, coinciding with their responsibilities.	Students will become familiar with what rights they are entitled to as outlined by the United Nations. They will be empowered to ask for what they are entitled to and be familiar with what services they are entitled to.

Externally Provided Programmes

Please include the names of any non-DfE programmes that you used your pupil premium (or recovery premium) to fund in the previous academic year.

Programme	Provider

Pupil Premium 2022 - 2023