Detail

Data

School name

Walton Leigh

Number of pupils in school

91

Proportion (%) of pupil premium eligible pupils

21%

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)

2022/2023 to

2024/2025

Date this statement was published

October 2022

Date on which it will be reviewed

July 2024

Statement authorised by

Mark Bryant

Executive Headteacher

Pupil premium lead

Annie Paget

Governor / Trustee lead

Elizabeth Wood-Dow

Detail

Amount

Pupil premium funding allocation this academic year

£17,595

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

£0

Total budget for this academic year

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year

£17,595

Our aim is to use pupil premium funding to help us achieve and sustain positive outcomes for our most disadvantaged pupils. Considering their SEND, socio-economic disadvantage is not always the primary challenge our pupils face, however in our experience socio-economic can often impact on our pupils wider outcomes when compared to their peers particularly in terms of:

• Progress in the four key areas of Communication, language and literacy, cognition, social and emotional and physical and sensory
• Emotional wellbeing and mental health
• Social opportunities

At the heart of our approach is to provide high-quality individualised support focused on the priority areas above. The areas that our most disadvantaged pupils require it most.  Individualised targeted support is based on robust diagnostic assessment of need in these priority areas, and the aim of supporting pupils to make progress from identified starting points.

Although our strategy is focused on the needs of our most disadvantaged pupils, it will benefit all pupils in our school where funding is spent on whole-school approaches. Implicit in the intended outcomes detailed below, is the intention that outcomes for non-disadvantaged pupils will improve alongside progress for their disadvantaged peers.

Our strategy is integral to wider school plans for supporting pupil progress in the four key areas of their EHCP including communication skills development as well as their social and emotional health and wellbeing. Our Pupil Premium strategy is also a key part of our general Covid recovery response focused as it is on pupil progress, social and emotional health and opportunities to engage and learn in the local community.

Our strategy is driven by the needs and strengths of our most disadvantaged pupils, and is based on both formal and informal initial assessments, not assumptions or labels. This will help us to ensure that we offer them the relevant individual support to enable them to make progress in key areas of focus.

Challenge number

Detail of challenge

1

Our assessments, observations and discussions with pupils show that disadvantaged pupils are likely to have emotional and mental health issues that often prove a significant barrier to engagement, learning and wellbeing. High quality teaching with specialist SEN strategies and support increases pupils with their engagement in their learning and progress.

2

Through observations and conversations with pupils and their families, we find that disadvantaged pupils often require significant support to develop personal and social skills and generally have fewer opportunities to engage and experience in social opportunities

3

Our assessments, observations and discussions with pupils and families demonstrate that the education, wellbeing and wider development of many of our disadvantaged pupils have been impacted by the pandemic to a greater extent than for mainstream pupils. These findings are backed up by several national studies (https://www.cypnow.co.uk/news/article/disadvantaged-children-and-those-with-send-lost-most-learning-in-first-lockdown-research-shows)

  Intended outcome

  Success criteria

Pupils are happy and engaged in all aspects of the school day in a calm and positive manner

Through achievement of improved progress, as demonstrated by social and emotional targets in ILPs and our end of year assessments and at the end of our strategy in 2024/25.

Through observations and discussions with staff, pupils and their families.

Pupils benefit from positive engagement in social opportunities

Through observations and discussions with staff, pupils and their families (and social care staff as appropriate)

Improved progress for pupils in the four key areas of:

• Communication, language and literacy
• Cognition
• Personal, social and emotional
• Physical and sensory

Through achievement of improved progress, as demonstrated by ILPs and our end of year assessments.

Positive responses from staff, pupils and parents in relation to pupils individual progress

Activity

Budgeted cost: £4,500

Evidence that supports this approach

Challenge number(s) addressed

Half a day weekly of music therapy

Many of our pupils have sensory needs which impacts on their auditory processing and other sensory-motor, perceptual/ motor, gross and fine motor skills.  All of these can be enhanced through music therapy and support the students to  develop communication and physical skills and support positive emotional wellbeing

1,2,3

Activity

Budgeted cost: £5,000

Evidence that supports this approach

Challenge number(s) addressed

Additional social activities (including residentials) and breakfast provision and opportunities to support development of social skills, self-esteem, confidence  and independence  

We have observed that compared to their mainstream peers, many of our pupils have restricted social opportunities.  Very often, this negatively affects their social skill development, independence, confidence, self-esteem and emotional health.  By offering a programme of social activities, we will support students to develop socially and emotionally.

Supporting with meal provision at the start of the day helps with engagement and being ‘ready to learn’ as basic needs have been met.

Financial support with residentials provides opportunity for pupils to attend and benefit from a social experience away from the family home, with plenty of opportunities for life skills, risk taking and independence.

1,2,3

Activity

Budgeted cost: £4,915

Evidence that supports this approach

Challenge number(s) addressed

Professional development to provide high quality teaching in specific SEN strategies and to support teachers undertaking NPQs

Teachers of pupils with extremely complex needs and severe learning difficulties require training in specific strategies needed to support the engagement and learning of our pupils.  These strategies will support pupils to make progress in all four key areas which are at the centre of our curriculum.  Teachers undertaking NPQs will require supply cover. Their qualification will have a positive impact on the school and quality of teaching and learning

1,2

Activity

Budgeted cost: £3,180

Evidence that supports this approach

Challenge number(s) addressed

Targeted intervention with SATRO to support sensory and physical skills, independence and work related learning

Pupils with severe and complex needs need different approaches to support with targets and learning than their mainstream peers.  Providing SEN construction and woodwork programme with a specialist tutor will support progress in physical and sensory targets, as well as building confidence, wellbeing and engagement and learning new skills for the work place.

1, 2

Walton Leigh School Pupil Premium 2022-2023

Money allocated £18,050

This money was spent on:

• Additional 2 days of ELSA input - £4,050
• Additional day of Music Therapy - £10,000
• Additional social activities promoting engagement, increased confidence and self-esteem - £2,000
• Social Club to promote social skills and experiences with peers outside of school - £2,000

Additional 2 days of ELSA input

More students have been able to access sessions with our Emotional Literacy Support Assistant.  Students were given time and space to engage with their thoughts and feels with individual support from an ELSA trained member of staff.  Supporting our student’s emotional wellbeing has helped then to be happy and engaged in school and their learning and feel safe to talk.

click here to see a case study

Additional day of Music Therapy

We funded an additional day of music therapy to enable more students access to music therapy and the benefits it provides  Music therapy has enhance auditory processing, created a safe space for communication and expression and supported emotional engagement and wellbeing of our students. 

click here to see a case study

Additional social activities promoting engagement, increased confidence and self-esteem

Students with severe learning difficulties find it hard to access social activities in the community.  Providing a variety of different activities for the students to experience and engage in has promoted enjoyment, engagement with peers, confidence and communication.  Examples of activities the students have taken part in – Zoo Lab, Visiting Farm, Bamboozle music show, Living Eggs and Music in Hospitals.

case study to follow

We have observed that compared to their mainstream peers, many of our pupils have restricted social opportunities.  Very often, this negatively affects their social skill development, independence, confidence, self-esteem and emotional health.  By offering a monthly after-school social club, we will support students to develop friendships, socialise outside of school with these friends and promote their social and emotional development.

click here to see a case study

Measure

Details

How did you spend your £335 service pupil premium allocation last academic year?

We supported the significant emotional needs for our eligible student by scheduling daily individual sessions with a member of staff where the pupil was able to process their day and discuss their emotional state and plan for any challenges coming up.  We allocated their service funds to purchase art materials that provided an enjoyable art activity to focus on during the sessions

What was the impact of that spending on service pupil premium eligible pupils?

This provided support for managing the emotional needs of the student and over time during the year, they became more aware of their own emotional state, calmer and more able to stay in class for longer periods and then the whole day.

Measure

Details

How did you spend your £1,200 LAC pupil premium allocation last academic year?

Last year 2 pupils received LAC pupil premium additional support.  Items were purchased to support pupils interested, sensory needs and to help support their ILP targets as well as funding towards a Home School Liaison Worker.

Pupil A:   Sensory equipment and sensory products

Pupil B:  Sensory equipment and sensory products

What was the impact of that spending on service pupil premium eligible pupils?

Pupil A:   Sensory Products - the pupil needs a high level of sensory input, so items purchased were biodegradable items that can be used inside and outside for the student to interact with and explore e.g. sand, bark chipping, foam, rice, cornflakes, lentils, flour.  All these items can only be used once, so a high quantity is needed.   Sensory equipment like light up toys and musical items were also purchased for the student to interact with and use as turn taking with an adult as part of their ILP targets. 

Pupil B:  Sensory Products – this pupil needs a high level of TA support and enjoys different types of sensory equipment and musical instruments to support ILP targets and interaction with peers and staff.  Sensory and musical products were purchased to support sessions and improve interaction and communication skills.