Detail

Data

School name

Manor Mead Virginia Water

Number of pupils in school

60

Proportion (%) of pupil premium eligible pupils

26.6%

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

Claudette Sims

Governor / Trustee lead

Elizabeth Wood-Dow

Detail

Amount

Pupil premium funding allocation this academic year

£27,645

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

£27,645

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 factors 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

At the heart of our approach is to provide high-quality 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.

We will also, where appropriate, provide the families of disadvantaged pupils with support to develop a positive, nurturing and supportive home environment from which the pupils will benefit. 

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 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 and families demonstrate that the educational progress, wellbeing and wider development of many of our disadvantaged pupils have been impacted by the ongoing 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)

2

Research has shown that pupils with SEND and their families have been disproportionately impacted by the restrictions on education, health and social care services during the ongoing pandemic. They suffered a significant impact in their mental health and wellbeing. In addition many school based education recovery initiatives do not meet the wider needs of pupils with SEND and their families. (‘The reported effects of the pandemic on pupils in special schools and colleges and what they need now’ NFER).

3

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

Intended outcome

Success criteria

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 and at the end of our strategy in 2024/25.

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

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 a positive home environment within a family that benefits from access to appropriate support, services, advice and information

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

Activity

Budgeted cost: £10,920

Evidence that supports this approach

Challenge number(s) addressed

Dramatherapy is a form of psychological therapy which uses drama related techniques such as storytelling, metaphor, play and movement, improvisation, puppets and music, to support children to understand themselves and make positive changes in their lives.

Behaviour data demonstrates many of our pupils have low self-esteem and high levels of anxiety which can result in SEMH and therefore reduced access to learning time. Through Dramatherapy we can support children to understand themselves and make positive changes in their lives.

1,2,3

Activity

Budgeted cost: £5,700

Evidence that supports this approach

Challenge number(s) addressed

Learning Space. 1:1 solution focused therapy, strengths-based interventions enabling children to identify what they are good at and what is working well for them.

Behaviour data demonstrates many of our pupils have low self-esteem and high levels of anxiety which can result in SEMH and therefore reduced access to learning time. Through Learning Space we can offer 1:1 Solution Focused Support, together with creative activities which are adapted to the individual needs of the child

1,2,3

Activity

Budgeted cost: £9,750

Evidence that supports this approach

Challenge number(s) addressed

Play Therapy is a form of child psychotherapy which provides a way for children to express their thoughts and emotions through the medium of play rather than talking. For a child, the toys become their words, and play therapists work to help children explore their feelings and process their experiences through their play.

Behaviour data demonstrates many of our pupils have low self-esteem and high levels of anxiety which can result in SEMH and therefore reduced access to learning time. Play is central to a child’s social, emotional, cognitive, creative, physical and language development. Personal benefits to children receiving Play Therapy can include restored and deepened relationships, increased self-confidence and self-esteem, reduction in fear and anxiety, resolution of traumas, increased concentration, improved behaviours, and a reduction in aggressive behaviours.

1,2,3

Activity

Budgeted cost: £1,275

Evidence that supports this approach

Challenge number(s) addressed

Additional Home School Link Worker hours

Families of children with SEND who also receive Pupil Premium support are disproportionately disadvantaged by having extra pressures.  This can impact on their ability to engage with their child's education and access to community support

1,2