Detail

Data

Number of pupils in school

284

Proportion (%) of pupil premium eligible pupils

47.1%

Academic year/years that our current pupil premium strategy plan covers

2024/25

Date this statement was published

31st December 2024

Date on which it will be reviewed

1st November 2025

Statement authorised by

Jenny Rigby

Pupil premium lead

Amy Willis

Governor / Trustee lead

Phil Haige

Detail

Amount

Pupil premium funding allocation this academic year

£157,585

Recovery premium funding allocation this academic year

£139,794

Pupil premium (and recovery premium*) funding carried forward from previous years (enter £0 if not applicable)

£97,189

Total budget for this academic year

£394,568

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.

Challenge number

Detail of challenge

1

Attendance: we have a significant amount of persistent absence.

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.

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.

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.
• 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

Evidence that supports this approach

Challenge number(s) addressed

Reading Intervention Leaders undertaking NPQLL courses

To ensure our newly appointed phonics lead is a confident leader in leading literacy across the setting.

5

Data Lead undertaking NPQ course to develop his leadership skills

To ensure our newly appointed data lead is a confident leader in all aspects of data accusation.

5

Staff to access BETT show.

Staff to keep abreast of new techniques to support our students across the curriculum.

3,4,5,6

4 staff to undertake Triple P parenting teen program training to lead parent sessions

To support parents who are self identifying with effective strategies for supporting their young person at home.

2,3,6

Key Stage 3 staff to attend TEACCH Training

To prepare and support our adjusted school demographic, preparing for mor class based learning groups in the future cohorts, as per local need.

1,2,3,4,5,6,7

Activity

Evidence that supports this approach

Challenge number(s) addressed

Behaviour Mentor

To work 1:1 and in small groups with pupils at risk of home or school breakdowns, helping them to overcome barriers to attendance, participation and achievement in some or all aspects of the curriculum.

1,2,4,5,6,7

Purchase of communication devices, software and staff training for AAC.

To support non-speaking or limited speaking pupils with resources to enable them to fully participate in all aspects of their daily lives.

4

Additional Teaching Assistant Support

Additional teaching assistant support across the curriculum to target pupils who are not eligible for additional adult support but are at risk of not making sufficient progress.

5

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. Provision increased to 2 days weekly to support twice as many pupils as previously feasible, due to need.

2,4

Play Therapy

To work directly with individual students identified as in need of additional emotional needs and provide them strategies for self-regulation and expression.

2,3,4,5,6

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

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

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

Well-being Packages for targeted families

Well-being packages for families who are homeless and accessing temporary accommodation to support making the environment as appropriate for the child's needs as possible and boost well-being for the young person and their family.

1,3

Attendance Rewards

All pupils to be positively reinforced for improved and persistently good punctuality and attendance, through individual reward systems.

1

Purchase of additional swimwear

To facilitate all pupils to be able to participate in swimming lessons. This includes spare swimwear and menstrual support swimwear.

7

Purchase of an Omni Mobii Projector

To encourage our most cognitively and communication challenged students to engage in educational activities to support across the curriculum, in addition to games, turn taking and sensory activities.

3,4,5,6

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.

6

Access to extra curricular clubs, holiday clubs and enrichment activities to develop

Children in receipt of pupil premium will have access to suitable enrichment opportunities, both in and outside of school. This will include opportunities to develop physical wellbeing.

1,2,3,4,5,6,7