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HopeSchool

Providing an attachment friendly community which fosters warmth with high boundaries so that all can achieve to their full potential.

Welcome To

HopeSchool

Providing an attachment friendly community which fosters warmth with high boundaries so that all can achieve to their full potential.

Welcome to Hope School! We are a busy but friendly school, with lots going on. At Hope School we provide an attachment-friendly community which fosters warmth with high boundaries so that all can achieve to their full potential.
At Hope School pupils are taught an individualised curriculum which caters for their specific needs. CHECK OUT OUR LATEST OUTSTANDING OFSTED REPORT HERE http://www.hopeschool-liverpool.co.uk/ofsted-information/

Deprivation Funding/ Pupil Premium

What is the Pupil Premium?

The Pupil Premium is additional funding to help schools close the attainment gap between children from low-income and other disadvantaged families and their peers. If a child has been eligible for free school meals (FSM) at any point over the past 6 years or has been looked after for one day or more (Looked After Child), the school receives an amount per head within their budget. A provision is also made for children who have a parent in the armed services.

Rationale

Hope School is determined to ensure that all children achieve and are given the highest standards of teaching and learning through delivering Quality First Teaching (QFT). Additionally, that focussed support and pastoral care outside of QFT is given to children that require it so that they can achieve their full potential.

We believe the benefits provided by the extra funding should be available to all our children within school who could be considered to be vulnerable irrespective of whether they receive Pupil Premium funding. It should be noted that the children identified as requiring the additional levels of support are not necessarily those who fulfil the above criteria and upon which the school receives the Pupil Premium funding. There is no expectation that all Pupil Premium children will receive identical support; indeed the allocation of budget for each child feeds into the schools budget for pupil premium, rather being ring fenced for an individual child. Some children will need more than others and each child is individual with individual circumstances. The school considers how to allocate pupil premium money on an annual basis following rigorous data analysis and careful consideration of the needs of the children within this group.

The Action Plan for Pupil Premium spending focuses on whole-school strategies that impact all pupils, strategies that target under-performing pupils, and specific strategies targeting pupil premium pupils. We have a clear, strategic approach to the use of Pupil Premium funding, and plans are integrated into wider school support and improvement systems. These are monitored and evaluated regularly and in depth data analysis ensures that the correct support and strategies are identified to maximise progress.

Strong leadership ensures that Pupil Premium funding has the necessary impact on achievement, attendance and pastoral care. This includes an identified governor having responsibility for Pupil Premium, the Head of Personal Development, Behaviour and Welfare and Assistant Head teachers leading the development plan, and a coordinated wider disseminated leadership approach to implementing plans. All matters relating to the Pupil Premium are reported back to Governors, ensuring that the school is held to account for the impact of spending. Ensuring all staff takes responsibility for Pupil Premium actions enables school to develop a strong, comprehensive and sustainable support package which leads to improvements in outcomes for all children.

Pupil Premium and Year 7 Catch up Premium Action Plan 2018-2019

Total: £61,945 (predicted) £3667(catch up)

Barriers specific to the school

 

A: The majority of PP children entering school struggle to understand their own mental health and to show socially appropriate behaviour.

B: The majority of PP children entering school have gaps in their education attainment and progress.

C: The majority of pupils entitled to catch up premium have poor fine or gross motor skills reducing access to the curriculum.

D: The majority of LAC children struggle with social interactions.

Actions/ Barries

  1. Pupils EHCP’s show that pupils struggle when it comes to understanding their own mental health and how to behaviour socially. In order to support pupils in understanding their mental health and giving them strategies to manage their emotions more effectively we have brought in to Cognitive Behaviour Therapy (CBT) which is provided by a trained therapist from the ADHD Foundation. Pupils receive therapy sessions once a week for 8 weeks, during these sessions they engage in activities to help them understand their own mental health and come up with their own strategies to manage their emotions. All staff have been trained in CBT and continue CBT sessions with pupils after the 8 weeks. Staff receive feedback, actions and strategies to carry out with pupils in 1:1 sessions from the CBT therapist.  We also have a Mental Health Champion and First Aiders in school (MD and EA) who support pupils who are struggling with their own mental health, they provide a listening ear as well as 1:1 check-in’s and sessions for pupils to discuss any worries or concerns they may have. Pupils also take part in ‘Massage in School’ and Mindfulness practises from an outside agency who works with the school weekly to run sessions with pupils. We also have a therapy dog who will be working with pupils.
  2. A high level of pupils are working below age related expectations and benefit from 1:1 English and Mathematics interventions as well as online interventions. Pupils receive 1:1 and online interventions daily to improve pupil progress and attainment. All online programs can also be used at home for homework and extra learning. All classes have an intervention member of staff. A number of pupils have Speech and Language difficulties or barriers to their communication skills and receive Speech and Language therapy from a specialist once a week and trained staff daily.
  3. EHCP’s and Occupational Therapy (OT) reports show that a high majority of pupils struggle with fine and gross motor skills which affects pupil’s handwriting. Pupils receive support from OT weekly as well as interventions from trained staff daily, to improve their gross or fine motor skills. The school has also brought new furniture (tables and chairs) which are at the correct height for pupils, this will give them more stability when sitting at their desk, so pupils are more comfortable when they are working.
  4. Thrive reports, LAC reviews and EHCP’s show that a high majority of LAC pupils struggle with social interactions, this could be due to lots of moving around, time out of school or limited opportunities to interact with others. In order to support LAC pupils with their social interaction, pupils participate in friendships groups, Sand Tray Therapy, Thrive interventions and social stories. These interventions are based around helping and supporting LAC pupils in how to socially interact with others.

Spending

  • A –cognitive behaviour therapy 
  • A- Mental health champion and first aiders in school with training
  • A-Mindfulness sessions from an outside agency
  • A-Therapy dog
  • B-Academic/online interventions
  • B- Staff for interventions
  • Speech and Language
  • C-Handwriting interventions
  • C- New furniture to support OT needs
  • D-Social interventions (friendship/all about me/sand/Extra Thrive)

£8,000

£279.00

£2’600.00

£708.00

£21’500.00

£21’500.00

£10’090.00

£13’860.00

£3’868.00

£21’500.00

Evaluation

 

The next pupil premium strategy review will take place during the Spring term 2019. 

For information regarding previous spending please click on the pages below:

 

 

 

Pupil Premium 2013/14

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