More information about Pupil Premium funding can be found here and also how to ascertain whether or not your child is eligible to register.
The pupil premium is additional funding received by schools for each pupil from disadvantaged families.
Its purpose is to ensure these pupils make the same progress and have access to the same opportunities as other pupils.
It is the school’s decision as to how this money is best spent.
It is allocated to schools based on the number of children who come from low-income families which is defined as those who are currently known to be eligible for free school meals.
This means pupils who are entitled and have registered for free school meals, however, do not necessarily take the meal are also eligible.
It also includes:
- pupils who have been eligible for free school meals at any point in the last six years
- children who are ‘looked after’ *(see bottom of page for full details)
To see if your child is eligible for free school meals visit the DFE website
How we spend the pupil premium:
Pupil Premium Report 2018-19
Total funds available for pupils was £42,545.00
At Sheringham Woodfields School we have an individual approach to supporting eligible pupils and believe that through addressing any disadvantage we will help them to have equality opportunity and to achieve their potential.
We support pupils in many areas including:
To be happy through emotional support through talking therapies.
To be well regulated with a range of approaches to support their social, emotional and sensory needs.
To have a positive self-image by supporting them with their personal care, clothing and equipment.
To develop independence skills in order to prepare for adulthood.
To support them and their families to raise aspirations and prepare them for their transition.
To be included fully in all school events and trips by financially supporting these activities.
To take part in activities to develop social skills in order to be able to work and play alongside others and develop friendships.
Summary of Pupil Progress for Eligible Pupils
These pupils are not disadvantaged compared with their peers
No pupil premium pupils were NEET.
This year these pupils performed better than their peers in terms of the proportion achieving at or above expected progress in:
- Reading Comprehension
- Writing Composition
- Writing Vocabulary
- Measurement and Geometry
- Number and algebra
- Using and Applying Maths
Summary of spending
Larger sums included:
As Guidance Advice from the local authority have been reduced we have used Pupil Premium funding to support the appointment of a school-based Transition Co-ordinator to support those identified pupils between the ages of 14 and 19 to ensure a successful transition as and when they are ready to leave Sheringham Woodfields School.
This work involves:
· working with pupils in class directly to learn about their strengths, needs and likely next steps
· Supporting visits to post school settings
· Supporting parents with the transition process from providing information, completing applications and visiting settings with parents.
· Brokering packages with education and social care settings
- Tracking past students to check their transition has been successful to inform our practice.
- Developing work experience opportunities for pupils and liaising with our Enterprise Advisor. This includes pupils having regular work experience at 2 new venues this year.
This work has ensured that all leavers and their families have received the necessary support required to ensure a successful and smooth transition and we have no NEETS.
Time for You
To support the emotional well-being of some of our more able pupils who are able to express themselves verbally, we have employed a counsellor from the Benjamin Foundation to work with our pupils for 2 days per week.
10 pupils accessed this and 2 pupils had 2 sessions a week.
The sessions have enabled pupils to have a space where they feel safe to talk freely about how they are feeling, with someone ‘separate’ from school. These sessions have enabled pupils to talk in depth about their concerns and worries and to explore historic issues if they are still worrying pupils. Pupils have been able to develop strategies that they can then use to help reduce their own anxieties. After sessions class staff noticed pupils are much calmer and also often wanting to talk about things more freely. Pupils are keen to engage with the counsellor and look forward to their sessions.
6th Form Independence Project
In order to promote independence, life skills and spend an extended period with their peers to socialise and plan their leisure time a group of pupils have worked together to plan a range of day visits out culminating in a residential trip. Though this they have:
- Used research skills to explore venues and transport.
- Budgeted for their visit including travel, food and entrance fees.
- Worked cooperatively to negotiate with each other their choices.
- Practised communication skills using email and telephone to contact businesses.
- Practised independence skills including road safety, paying for things, engaging with venue staff.
- Broadened their horizons by visiting new places.
- Achieving success towards their ASDAN
- Planned, shopped and cooked for 4 nights away from home.
6 pupils accessed yoga
We employ a Special Yoga instructor for one day per week and targeted pupils with emotional difficulties and those who find it hard to relax and “switch off”
The children all responded really well and are gaining more body awareness, control of their breath and ability to relax.
All pupils have really benefited from the relaxation and has helped pupils to focus and respond to instructions, connect with different parts of their body.
For one pupil the relaxing environment has allowed them to open up about some historical issues that have been a cause of anxiety and is helping us to support them with their feelings.
Several pupils now happily follow their yoga programme during the rest of the week.
7 pupils accessed music therapy
Music therapy sessions have enabled pupils to have one to one, intensive interaction and development of relationships.
It has enabled a pupil to ‘use his whole body to hear and feel the music, from his hands and feet to even his tongue, feeling the vibration of the guitar strings.’
It seemed that within these moments music offered him a voice and in such moments, whether with guitar or piano or percussion, he was more likely to smile and make eye-contact and vocalise.
It has enabled some pupils with very limited communication skills to develop these skills, it has often led to: ‘a musical ‘conversation’ of turn taking, mirroring, supporting and interacting.
Sensory Integration Assessments and provisioning
Number of pupils have been assessed this year by an SI trained OT and have
provided sensory motor programmes for use in class as well as providing
Proposed Spending for 2019-20 is £45,230.00
As well as the many small amounts we will be spending to support pupils such as with visits, equipment, clothes and care products we will be spending the majority of the funds on:
Continued employment of our transition co-ordinator and the resources she needs to fulfil this role
Supporting the mental health and well-being of pupils by extending counselling offered through The Benjamin Foundation.
Continuing with Music and Yoga Therapy.
Continue the 6th form independence project from last year.
Remaining funds will be continue to be used to support pupils throughout the year as opportunities arise.