| 1. Summary Information | |||||
| School | Brompton Hall School | Type of SEN | SEMH | ||
| Academic Year | 2019-20 | Total Pupil Premium Budget | £57, 245 | Date of most recent PP Review | July 2020 |
| Total Number of Pupils | 72 (as of 29.04.20) | Number of learners eligible for Pupil Premium | 43 | Date for next internal strategy review | |
| 1. Current Attainment |
| Key characteristics of the learners: All students have Education Health and Care Plans stating their primary need as SEMH. In September 2016, there were 61 pupils on roll. 33% of these pupils have been diagnosed as having or displaying significant traits of Autistic Spectrum Disorder and 53% have been diagnosed as having or displaying significant traits of Attention Deficit (Hyperactivity) Disorder. 76% of the pupils currently on roll have Speech, Language and Communication needs identified on their Education, Health and Care Plan.
Pupil Premium (updated 29.04.20): · 60% of the whole school population is entitled to pupil premium: · 11% of pupils in the looked after/fostered category, · 51% of pupils are eligible for free school meals · 0% come from families with a parent in the armed forces. · 3% learners are in more than one pupil premium category. · Most learners at BHS have attainment levels significantly below their age-related expected levels (including reading & spelling ages) upon entry to the school. Current Attainment: CAT4 data provides information about an individual’s underlying ability, indicators of attainment for KS2, 3 & 4 and can be used very effectively as part of a review of student’s performance over time. The ‘Standard Age Score’ (SAS) is based on the student’s raw score which has been adjusted for age and placed on a scale that makes a comparison with a nationally representative sample of students of the same age across the UK. The standard age score of between 90 – 110 is considered to be ‘average’. The SAS is key to benchmarking and tracking progress and is seen to be one of the fairest ways to compare the performance of different students within a year group or across year groups. |
KS2: Years 3,4,5 & 6 (At May 2020)
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KS3: Years 7 & 8 (At May 2020)
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KS3: Year 9 (At May 2020)
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| KS4: Years 10 & 11 (At May 2020) | ||
| Number in Key Stage | Number below CAT ‘average’ | % |
| 18 | 12 | 67% |
| Number of Pupil Premium in Key Stage | Number below CAT ‘average’ | % |
| 8 | 6 | 75% |
| 1. Barriers to future attainment (for learners eligible for Pupil Premium) | |
| In – School Barriers | |
| A | Learners with SEMH and ASD have high levels of anxiety, OCD, sensory intolerance and other issues which manifest themselves in negative behaviours which act as a barrier to their own learning and that of their peers; |
| B | Learners with ODD, ADD, Attachment Disorder / Conduct Disorder are highly unpredictable, impulsive and unable to respect boundaries; these behaviours act as a barrier to their own learning and that of their peers; |
| C | Learners with SLCN, ASD, SEMH, etc. can find their poor self-esteem and low confidence levels a barrier to simple communication; |
| D | Attendance rates for learners eligible for Pupil Premium funding are **** (below the target for all learners of **); low levels of attendance impact on the number of hours the learners are in school and ultimately their academic progress; |
| External Barriers | |
| E | Unstructured home life |
| F | Economic & social deprivation |
| 2. Outcomes | ||
| Barriers | Desired outcomes and how they will be measured | Success Criteria |
| A | Learners remain in class and increase their levels of participation and engagement during lessons; becoming more confident, resilient and responsible for their own learning | Fewer behaviour incidents recorded in the class log books; resulting in more learners achieving ‘high passes’ each week |
| B | To develop a range of strategies to keep themselves safe both online and in the community | Fewer behaviour incidents recorded in the class log books; resulting in more learners achieving ‘high passes’ each week;
Learners are more focused on their achievement of their ‘behaviour for learning’ targets |
| C | Embed SLCN strategies (via the Communication Champions) to support the learners to improve their communication in class:
Social Stories (Care) |
Improved interaction with staff;
Learners able to follow instructions, express their own ideas / opinions effectively; |
| D | Increased attendance levels for learners eligible for Pupil Premium | Reduction in the number of ‘persistent non-attenders - PNAs’ among learners eligible for Pupil Premium funding; |
| E | Learners able to fully access all areas of the curriculum, have good standards of personal care and are safe throughout all environments | Feedback from multi-disciplinary meetings |
| F | Learners able to fully access all areas of the curriculum, including the social & emotional developmental activities taking place on the units;
Learners eligible to participate in a wide range of activities and life experiences that they might otherwise not have access to |
Full participation in all areas which request parental contributions (e.g. trips, residentials, etc.) |
| 3. Planned Expenditure | |||||
| Academic Year: 2019-20 | |||||
| The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies. | |||||
| a) Quality of Teaching for All | |||||
| Outcome | Action / Approach | Evidence & rationale for this choice? | How will BHS ensure it is implemented well? | Staff Lead | Review? |
| A
B C |
Staff CPD programme to include:
*Bereavement & Counselling *Communication Champions *SLCN Strategies *Autism Awareness *Acceleration Reader |
PP funding is invested in upskilling the staff team, to ensure they are knowledgeable in all aspects of supporting our learners | Courses / providers selected using evidence of effectiveness;
Staff feedback surveys used to assess the ‘quality’ of the training provided; Monitor the application of training through ‘learning walks’, supervision meetings, lesson observations, etc. |
HT | July 2020 |
| Total Budgeted Cost: £3,500 | |||||
| b) Targeted Support | |||||
| Outcome | Action / Approach | Evidence & rationale for this choice? | How will BHS ensure it is implemented well? | Staff Lead | Review? |
| A
B C E |
Accelerated Reader programme and targeted literacy intervention programmes;
Setting targets for reading age on an individual basis; 1:1 sessions with Intervention Teacher on a daily basis for identified learners; |
Some learners need targeted supported within the Accelerated Reader session to read to an adult ‘1 to 1’;
Some learners need additional support, which addresses specific learning barriers to literacy; |
Through regular meetings: i.e. Teaching & Learning meetings, annual reviews, progress meetings with class tutors & keyworkers, etc.
Monitoring and reviewing reading age progress on a termly basis; |
SENCO | July 2020 |
| A
B C |
Educational Psychologist assessments for identified learners; | Professional expertise to feedback on appropriate strategies / equipment to use with learners | Through regular meetings: i.e. Teaching & Learning meetings, PEPs & LAC Reviews, annual reviews, progress meetings with class tutors & keyworkers, etc.
Monitoring and reviewing reading age progress on a termly basis; |
AHTs | July 2020 |
| Total Budgeted Cost: £14,450 | |||||
| c) Other Approaches (including links to personal, social and emotional wellbeing) | |||||
| Outcome | Action / Approach | Evidence & rationale for this choice? | How will BHS ensure it is implemented well? | Staff Lead | Review? |
| E
F |
Provide funding for school trips, activities and residentials where families are unable to afford parental contributions | No learners can be excluded from a visit or activity because their parents are unwilling or unable to pay;
However, if insufficient voluntary contributions are raised to fund a visit or activity – then the trip / activity may be cancelled if BHS cannot fund it from another source |
No planned trips / activities are cancelled and all Pupil Premium learners participate | HT | September 2020 |
| D | Placement Support Officer (PSO) works closely with families and external agencies to remove barriers to learner attendance, within the control of BHS | Proven approach – good communication, including visits to parents / carers can improve attendance levels of learners | Monitor attendance levels for Pupil Premium learners on a regular basis and compare to whole school average | PSO | September 2020 |
| E | Placement Support Officer (PSO) supports families in working with a wide range of external agencies and embeds good communication practice with all stakeholders
Wellbeing Hub: access to increased number of wellbeing workers to provide ‘1:1’ wellbeing support sessions on a regular basis; Specialist Counselling 1:1 sessions focusing on CBT / self-regulation strategies / etc. |
Proven approach – essential that children have full access to all professionals for their health, wellbeing and safety;
Good communication is essential to make all of these processes effective |
Regular staff meetings, class tutor & keyworker meetings, annual reviews, LAC Reviews, PEPs, etc.
Feedback from multi-agency professionals |
PSO / Wellbeing Team / SLT | July 2020 |
| Total Budgeted Cost: £41,295 | |||||
For the financial Year 2019-20, received: £57, 245
- FSM/ Ever 6: £39,985
- LAC: £13,061
- Service: £600
- Year 7 Catch Up: £3600