Pupil premium has been recived for students spread acroiss the age range of the school, and with a range of different barriers to education.
The increased sport premium amounted to £16,000.
£4,000 has paid for our work with the local sports partnership based at Stanborough school, giving us access to their sports leaders and to their lead teacher for advice training and guidance.
The remaining grant has been used to contract a PE apprentice from LetmePlay who will support teachers in lessons, coach groups in football, cricket and tennis and help run sporting events and tournaments.
This will ensure our pupils receive a very good sports and PE offer and have access to a range of activities in school and inthe community.
Sports Premium 2016-17
Grant received £8,145
We have agree that we will continue to contribute half of the funding to support the local sports partnership. £4,059 a paid this year.
This has given us regular access to the young sports leaders who work in sessions with our pupils extending the range of work on offer to them. It gives the expertise of the lead teacher and offers opportunities for sporting events I the community.
This work includes a PMLD festival – a day of sports related activities for our pupils with the most complex needs.
The remaining £3,133 has been used to fund a PE apprentice. She works in all PE lessons which has helped to improve the quality of the PE offer. She also works with the pupils on their MOVE programmes giving the opportunity for us to give additional focus to this work this year.
Pupils on MOVE programmes have all progressed at least one step n their MOVE assessments .
The allocation of Sports Pemium this year was £8095.
£4047.50 was allocated to Stanborough School to help fund the Sports Partnetrship work. This gives us access to the expertise of their sports teacher and allows us to work with their Young Sports Leaders on a regular basis. This increases and enhances the sports work at school and also allows our pupils the benefit of working in an inclusive way with their mainstream peers.
The remoaning sum was used to upgrade the active play equipment in the pkaygrouds adding spinner bowls and spinners which can be accessed by all pupils. These items encourage pupils to be active and the spinners in particualr are designed to help pupils develop more core strength.
2016-17
The allocation for this yar will agin be used for the Sports Partnershi work. The remoander will be used to fund a Sports arentice to increase and improve the quality of our sports and PE offering.
The Use, Impact and Outcomes of Pupil Premium 2015/16
Background:
Pupil Premium is additional funding allocated by the Government to children deemed to be in particular vulnerable groups. It is allocated to children of statutory school age from low-income families who are known to be eligible for free school meals (FSM) and children who have been looked after continuously for more than six months.
Schools are free to spend the Pupil Premium as they feel appropriate for their pupils but will be held accountable for the additional funding
Allocation:
Each financial year we receive funds based upon the number of pupils who are eligible in either of the above categories. This year the amount of pupil premium received was – allocated for x pupils
Usage:
The predominant barrier for learning at Lakeside is communication and language, and this holds true for many of the pupils receiving Pupil Premium.
A major part of the allocation has been used to provide a teaching assistant who works specifically with pupils on Intensive Interaction – a programme that supports the early development of communication skills and interaction. All pupils in receipt of Pupil Premium are allocated significant amounts of one to one support in this way.
Other, older pupils, have been given additional TA support to allow them to successfully access their Outdoor Learning, by being supported to attend one of two Outdoor Learning Centres. Work at these centres focuses on developing independence and self-help skills in a practical and motivating setting where basic skills can be over learned and generalised to new settings and with a wider range of people. This is excellent preparation for life after school.
One child has had additional support with early reading skills and early language development using assistive technology.
Measuring the impact of the activities provided with pupil premium funding can be achieved in different ways. We look at progress in core subject areas as well as other areas of development such as self-esteem and confidence. Assessments are made both formally and informally. P levels are not suitable tools for assessing the small steps pupils can make in the areas targeted by Pupil Premium this year. As a school we are currently developing a range of assessment tools that will allow us to track more specifically these interventions and show with data the progress that can be seen to be made. The data for the last six months is shown below.
Outcomes: The pupil premium group for 2015/2016 is a small group of pupils of all ages from 5 – 16. As it is such a small cohort it is important not to be able to identify individual pupils in this public document and therefore the outcomes here will be generalised for the whole cohort.
When working with small numbers of pupils, data can easily be altered by one or two anomalies. Of the cohort this year one pupil has a regressive condition and has been hospitalised for a large part of the year. Two have developed significantly challenging behaviours and while there have been significant and successful interventions to support these pupil, academic progress has slowed.
As with any data it comes with a ‘health warning’. The significantly small numbers of pupils in the group mean that the data is not statistically reliable. The progress or lack of progress, of even one pupil can easily skew the data and make a difference to the end result – particularly if working with percentages. It should also be noted that it is extremely difficult to determine the full extent of the part played by the use of pupil premium funding in the progress shown as many other factors will also influence progress of this group of pupils.
Whole school Data for 2016
|
Subject |
Cohort size |
Maintained 2016 % |
1 step Progress 2016 % |
2 step progress 2016 % |
3 or more Steps of progress 2016 % |
|
English |
66 |
98.5 |
40.9 |
15.2 |
9.1 |
|
Maths |
66 |
98.5 |
39.4 |
39.4 |
9.1 |
|
PSHE |
66 |
98.5 |
21.5 |
12.3 |
9.3 |
|
Computing |
66 |
98.5 |
33.8 |
16.9 |
7.7 |
Pupil Premium Data
|
Area |
Over the past 6 months |
Over the past 6 months |
|
Independence, Self Esteem & Confidence |
58.4% of the PP cohort made progress in all areas. |
41.6% of the PP cohort made progress in at least 75% of all areas. There was no regression. |
|
EHCP Targets |
66.7% of the PP cohort made progress in all areas. |
25% of the PP cohort made progress in at least 60% of all areas. 8.3% maintained skill levels. There was no regression. |
|
English |
2013/14 |
2014/15 |
2015/16 |
|
% maintained |
0 |
37.5 |
37.5 |
|
% progress 1 or more step |
100 |
62.5 |
50 |
|
% regressed |
0 |
0 |
12.5 |
|
Maths |
2013/14 |
2014/15 |
2015/16 |
|
% maintained |
0 |
37.5 |
37.5 |
|
% progress 1 or more step |
83 |
62.5 |
50 |
|
% regressed |
17 |
0 |
12.5 |
|
PSHE |
2013/14 |
2014/15 |
2015/16 |
|
% maintained |
17 |
17 |
75 |
|
% progress 1 or more step |
83 |
83 |
12.5 |
|
% regressed |
0 |
0 |
12.5 |
2016/17
Funds for this year will be allocated to 2 pupils to support their VOCA work ,
Support 2 pupils at Outdoor Learning
Support 2 children with extreme behaviour challenges
Support the others with Intensive Interaction – early communication.