Pupil Premium Statement 2017 - 18

The Pupil Premium is grant funding for pupils from Reception to Year 11 who are:-

  • ‘Looked After’ by a Local Authority for at least one day as recorded in the Children Looked After Data Return and aged 4-15 at 31st August.
  • adopted from care under the Adoption and Children Act 2002 and children who have left care under a Special Guardianship or Residence Order
  • eligible for Free School Meals at any point in the previous six years (known as the Ever 6 FSM measure).
  • children of armed services personnel. The Service Children premium also includes children whose parents has left the service up to four years ago; this is known as Ever 4. 
The level of funding for pupil premium in 17-18 is as follows:-
  • Pupils in Year Groups R to 6 recorded as Ever 6 FSM £1,320
  • Pupils in Year Groups 7 to 11 recorded as Ever 6 FSM £ 935
  • Looked After Children (CLA) £1,900 (we do not always receive the full funding and are beholden to individual Local Authority decision making)
  • Children adopted from care under the Adoption and Children Act 2002 and children who have left care under a Special Guardianship or Residence Order £1,900
  • Service children - Pupils in Year Groups R to 11 recorded as Ever 4 Service Child or in receipt of a child pension from the Ministry of Defence £ 300
It is the school’s responsibility to decide how the majority of Pupil Premium is spent and to ensure it is linked to targets based on the child’s educational attainment. We are required to report on how much pupil premium funding we received for this academic year, details of how we intend to spend the funding, including our reasons and evidence, details of how we spent the funding for the previous academic year and how it made a difference to the attainment of the pupils.

We currently have 4 pupils who are LAC according to official definitions and 4 students post 16 who are LAC. Two of the Post 16 students are in a shared care arrangement and 1 of our pre-16 pupils is too. The grant allocation for Looked After Children is managed by the designated Virtual School Head in the authority that looks after those children and has to ensure it is used for the benefit of the looked after child’s educational needs as described in their Personal Education Plan (PEP). The Virtual School Head (or their representative) is involved in any decisions about how the child will benefit from any pupil premium funding as is the pupil’s social worker. Therefore the summary information in this document refers to the funding received for our Ever6 pupils, not to the funding received for LAC pupils. In addition we currently have 5 pupils who are adopted from care. Two of them have funding allocated in 16/17 and four of them should receive funding for 17/18 (yet to be confirmed).

As part of our work within the ‘Achievement for All’ programme, our aim is to remove barriers to learning and enable access to learning for all pupils, regardless of their background. The targeted use of Pupil Premium Grant (PPG) supports us in achieving this.

At Heart of the Forest we have 91 pupils (aged 3-19) on roll (September 2017) with severe and profound learning difficulties; 18 of whom are eligible for free school meals and pupil premium funding this year. In addition we have 9 pupils eligible for pupil premium funding under the ever6 criteria, giving us a total of 27, according to the DfE illustrative spreadsheet on the GOV.UK website., 5 adopted from care and we have 4 looked after children. We are an Achievement for All Lead School, and through our work with the programme, understand that it is vitally important to select the right evidence-led interventions for maximum impact on pupil progress and wellbeing. We have inextricably linked the use of Pupil Premium to our Performance Management Process for teachers. At the beginning of each academic year we discuss all of our vulnerable and disadvantaged pupils in terms of their potential barriers to learning and establish targeted, personalised interventions to overcome them. The discussion includes the following barriers – behaviour, motivation, home support, medical/care needs, technical difficulties, mental health and attachment, communication and any child protection concerns. All interventions put in place arise from an analysis of the pupil’s individual barriers and are linked to their achievement of aspirational targets. Interventions include Dancing Bears (synthetic, systematic phonics programme) and phonetic reading schemes, writing interventions (Squiggling, Fine Motor Groups, Rapid Writing), Rapid Maths, Numicon, Intensive Interaction, Specialist Sensory Sessions, Music Therapy, Play Therapy, inclusion links, Family Liaison Worker support, use of iPads for communication (Prologuo2go) and for academic work, Sherborne Movement ,TACPAC, behaviour interventions and eye-gaze technology and switch communication, and Staff training to ensure that we maintain a highly skilled work force, able to deliver high quality learning opportunities for all pupils. We also value close relationships with parents and carers to work together to meet aspirational targets. This year we are introducing the role of ‘Communication Champion’ whereby TA time is allocated to working alongside the Local Authority Alternative and Augmentative Tutor in order to ensure that all our pupils can communicate to their optimum to enhance their learning and progress. We have also introduced Lego Therapy for targeted pupils with mental health, attachment, historic child protection, and emotional difficulties. The pilot project last year has had a positive impact and we are therefore expanding the programme and training more staff. We also had Precision Teaching training for key staff led by our Educational Psychologist and this method of teaching is being trialled in selected classrooms. We have allocated a targeted intervention day with additional TA support to the Primary Department and a day to the Secondary Department. 

We have established a ‘vulnerable children’s project’ whereby we organise sessions in the pupil’s home when they are recovering from serious long term illness to ensure that we maintain relationships, provide learning opportunities and aid their smooth transition back to school once they are well enough.

We track progress towards aspirational targets through pupil progress meetings and our class teams are now very confident in recognising if an intervention is not having the required impact and making appropriate changes.

We conduct a Pupil Premium Intervention Audit to track the interventions received by the individual pupils and all interventions have a ‘measurable impact code’ so that we know how best to measure their progress.
We value our highly skilled workforce and the introduction of interventions has ensured that high quality learning takes place throughout the school, in 1:1 or small group sessions. 

We have prioritised the improvement of the quality of feedback given to the pupils about their learning and the use of questioning to promote further learning. We have highlighted a core group of pupils in KS2 with mental and emotional difficulties and staff are being trained in Mental Health First Aid, Attachment and Coaching skills. We have also introduced the use of Play Therapy.

We have developed individual case studies which address progress under the categories of being an successful learner, a confident individual and a responsible citizen.

We believe that the key to opening the door to access and achievement is through:

  • Clear decisive leadership at all levels
  • Strong school systems
  • A relentless focus on increasing pupil outcomes
  • Rigorous pupil tracking
  • Appropriate interventions, monitored and evaluated
  • Parent and carer engagement
  • Wider opportunities
  • Creative and innovative approaches

The impact of the use of Pupil Premium has been very positive with the vast majority of pupils meeting or exceeding their individual targets linked to their interventions in 2016-17. Analysis of Pupil Progress Data shows that this group of pupils achieve as well as all other pupils in school. (see analysis at the end of this document for detail)

Download the full report including Summary, Current Attainment, Barriers to Future Attainment, Outcomes, Planned Expenditure and Action Plan for 2017-18 and a review of 2016-17.