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 2017-18
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 the use of sensory motor programs.
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
This year these pupils performed better than their peers in terms of the proportion achieving at or above expected progress in:
- Writing Composition
- Writing Vocabulary
- Measurement and Geometry
- Using and Applying Maths
No pupil premium pupils were NEET.
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.
We continue to support Sensory Integration across the school through resources, training, support with programmes and liaison with Occupational Therapists.
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 on a weekly basis.
Pupils are positive about their sessions and are beginning to show progress in a number of social and emotional areas from this work.
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.
Proposed Spending for 2018-19 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 (approx £20,000)
Attention Autism training to improve outcomes for pupils with ASD (approx £1500 for training and resources)
Supporting the mental health and well-being of pupils by extending counselling offered through The Benjamin Foundation. (£2,000)
Complete Sensory Integration assessments for new pupils and purchase any equipment required. (£2,000)
Train an additional Signalong instructor to support non-verbal pupils. (approx. £1500)
Continue the 6th form independence project from last year. (£3,000)
Training for a teacher in approaches to literacy for pupils with Downs syndrome. (approx. £1000 for training and resources)
Remaining funds will be continue to be used to support pupils throughout the year as opportunities arise.
Further resources are also likely to be needed as a result of some of the training above.
All spending of pupil premium funds is planned and is either pupil or small group specific. Plans include clear aims, actions to be undertaken and review points to assess the success of the plans and inform future decisions.
The school maintains case studies demonstrating impact and will continue to monitor the progress of this cohort in terms of academic progress and having the same opportunities as their pee
* In UK law, children in care are referred to as ‘looked after children’. A child is ‘looked after’ if they are in the care of the local authority for more than 24 hours. Legally, this could be when they are:
- living in accommodation provided by the local authority with the parents’ agreement
- the subject to an interim or full care order or, in Scotland, a permanence order
- the subject of an emergency legal order to remove them from immediate danger
- serving time in a secure children’s home, secure training centre or young offender institution
- unaccompanied asylum-seeking children
A child will stop being ‘looked after’ when they are either adopted, returned home or turn 18. The local authority will continue to support children leaving care at 18 until they reach 21.