PUPIL PREMIUM ACTION PLAN 2024-2025

Funding £ 59655

Impact Statement for 2023/24:

Achievement of Pupils

• Pupils have made progress in all areas of the curriculum.  67% of pupils have made 5 or more steps in at least one area out of reading, writing and maths.  3% have made this level of progress in all three areas.  19% of pupils made 1 or 2 steps in some areas, 4% of these have only been in school  one term, for the others is was one or two areas.  They all have 5 or more steps in in at least one area. Only one pupil in one subject made no progress.
• Analysis of children taking part in targeted intervention demonstrates progress and improvement in core subject areas, as shown by end of year data analysis.
• Analysis of this cohort using school’s data demonstrates a closing / narrowing of the gap with peers for  in school and value added nationally; a third have closed the gap in one or more areas.   There is a significant improvement in behaviour and attitude to learning from all pupils once they start the school.
• OFSTED 2.24 - Pupils, who all have special educational needs and/or disabilities (SEND), settle into school life well. Staff build friendly, good-humoured relationships with pupils. They treat them with respect. Many pupils have had a challenging time in the education system before joining the school. They often arrive with negative views of learning and poor self-esteem. The school works well to change pupils’ education experience into a more positive one. It places considerable importance on helping pupils to feel safe and happy in school. Staff know pupils very well. They provide pupils with the help, care and support that they need to manage their behaviour more successfully than they have in the past. Pupils’ attitudes to learning become more positive as they become settled in school. They follow the school’s rules and routines well. On occasions, when pupils find it difficult to manage their behaviour, staff respond sensitively and carefully to help pupils regulate their emotions. The school is committed to every pupil achieving their best. It strives for pupils to have the knowledge and skills that they need to be successful in later life.

Quality of Teaching

• OFSTED rated school outstanding and were highly complementary of teaching in classes.
• All lessons are at least good with the majority being rated as outstanding during observations linked to performance management. 
• Targeted intervention has had significant impact on underperforming groups impacting on quality of teaching and thus progress of children and a focus on life skills and SEAL across the curriculum.  All pupils have interventions, either class based, small group or 1 to 1 for emotional literacy, maths or literacy. The success is evidenced by data analysis.  Analysis of behaviour incidents also shows that these reduce when the pupil is at Gilbrook and as they progress through school.
• One pupil took SATS and passed all three.

Behaviour and Safety

• Attendance of children in receipt of PP in 91%.  Whole School attendance is 92.9%.  By using school based interventions such as parenting support/ inform parents through letters or meetings, celebrating good attendance throughout school we have maintained our excellent attendance levels.
• Pupil Premium is used to track additional information and direct resources appropriately based on outcomes using Individual Pupil Learning Journeys. Areas: Attendance, achievement, pastoral support, progress etc. These all have positive stories for the pupils.
• Dedicated Attendance Officer to track attendance and provide interventions in a timely manner ensures that attendance has a high profile in school.
• OFSTED 2.24 - Attendance is a high priority for the school. The strategies to improve attendance are effective. Pupils attend school more often than they did in the past. Pupils show respect to the adults in school, including visitors. Staff manage pupils’ behaviour well. As a result, the school is a calm oasis for pupils. This helps them to concentrate on their learning in lessons. Pupils’ development beyond the academic curriculum is at the core of the school. The school provides pupils with a wide variety of trips and visits outside of the classroom. For example, pupils get the opportunity to visit the Welsh countryside. This allows them to put into practise the skills they have learned at school in a different context. Pupils show tremendous respect and tolerance of other faiths, religions and beliefs. They have an age appropriate understanding of many aspects of equality.

Leadership and Management

• Action plan identified provision and expected impact, this is reflected in SIP and SEF.
• SENCO has continued to act as advocate and is able to carefully track progress and impact of intervention strategies
• Action Plan reported to Governing body so they have a detailed knowledge of actions / their rationale / cost and impact.  This is done in the Autumn term of each year so they can see impact for previous year and plans for following year.
• SENCO to collate information regarding progress and impact across range of interventions and activities offered to this cohort to ensure that effective analysis is in place for pupils. 

 

 Success Criteria:

Achievement of Pupils

• Pupils make progress in all areas of the curriculum after they have settled in to their new environment
• Analysis of children taking part in targeted intervention demonstrates progress and improvement in core subject areas
• Analysis of this cohort using school’s data demonstrates a closing / narrowing of the gap with peers in school and value added nationally

Quality of Teaching

• Teaching to be at least good – mainly outstanding – using lesson observations (linked to the Performance Management process) to evaluate impact
• Targeted intervention for underperforming groups impacting on quality of teaching and thus progress of children and a focus on life skills and SEAL across the curriculum

Behaviour and Safety

• To improve attendance of children in receipt of PP using school based interventions such as parenting support/ inform parents through letters or meetings, celebrate good attendance throughout school
• Pupil Premium used to track additional information and direct resources appropriately based on outcomes using Individual Pupil Learning Journeys. Areas: Attendance, achievement, pastoral support, progress etc
• Dedicated Attendance Officer to track attendance and provide interventions in a timely manner

Leadership and Management

• Action plan identifies provision and expected impact
• SENCO acts as advocate and is able to carefully track progress and impact of intervention strategies
• Action Plan reported to Governing body so they have a detailed knowledge of actions / their rationale / cost and impact
• SENCO to collate information regarding progress and impact across range of interventions and activities offered to this cohort

Tasks	To do what…	Financial implications	Impact to be assessed at the end of the school year
IT Support Systems	To provide IT Support Systems to track all aspects of children’s progress in receipt of pp Cornerstones curriculum support, CPOMS , Target tracker, reading eggs and maths seeds	£3000	All pupils have an assessment and summary of basic skills progress in behaviour reading, maths and the wider curriculum, which can be measured against non-pp pupils to identify any gaps.
Literacy / Numeracy Support	Provide targeted intervention for children underperforming in literacy and numeracy in receipt of PP.   4 days per week management time for Maths and English leads	£19693	Maths and English leads are being trained to use data analysis to identify gaps in progress and refer pupils to further interventions.
Life skills and SEAL	Provide targeted intervention for children underperforming in social skills in receipt of PP.   Member of staff to support access to the outdoor learning hub	£17,000	TA3 in each class to track progress in social skills and refer pupils for additional support. More pupils are accessing outdoor learning with support from the additional staffing.
Attendance / Parental Support	Meetings to identify those in receipt of PP who are vulnerable and in need of family support, barriers to learning identified at admission meetings, attendance regularly analysed Identify children for FLO support within school, families have access to FLO worker FLO able to meet with parents for TAF meetings to discuss issues & support the family	£19,428 3 days per week	Attendance interventions have ensured that there is no gap in attendance between:  PP – (51) – 91.9% Non PP – (10) – 91.08% And that we have better attendance than the that of similar special schools: Gilbrook – 91.5% Similar – 87.1%
Extra - Curricular	Year 5&6 trips for social skills development, financial support to PP children so that they can take part in enrichment and access activities in the community, access to outdoor learning opportunities for pp children to improve social skills, Access to cookery and sport equipment so that pp children can gain life skills	Mini-bus and petrol £2000 School Trips £4,000 Outdoor provision £8,000 Sports equipment £2845 Cookery £534	Extracurricular activities have developed a wide range of community links and improved children’s access to activities outside school. In addition, we have seen an improvement in their life skills.