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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.
Welcome to Hope School! Our current termly topic is Harmony' - We have lots of wonderful activities and trips planned for this half term - Check out our class pages for more information!

Deprivation Funding/ Pupil Premium

Deprivation Funding, previously called Pupil Premium, is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers.

Deprivation Funding is available to both mainstream and non-mainstream schools, such as special schools and pupil referral units. It is paid to schools according to the number of pupils who have been:

 

  • registered as eligible for free school meals at any point in the last 6 years
  • been in care for 6 months or longer

Deprivation Funding Spending at Hope School

At Hope School we aim to provide the best and most suitable provision.  The funding allows us to meet the needs of our pupils whilst providing individualised personal learning.

 

The specific barriers to learning are:-

 

Year 1 - Some PP children do not achieve the Y1 Phonics threshold at the specified point of time.

Year 2 - Some Y2 PP children are not consistently proficient in Y1 phonics &  Some PP children do not achieve the Y2 end of year age related expectations at the specified point of time.

Year 3 - Some PP children do not achieve the Y2 end of year age related expectations at the specified point of time.

Year 4 - Some PP children enter KS2 year groups with a gap between their attainment in key areas.

Year 5 - Some PP children enter KS2 year groups with a gap between their attainment.

Year 6 - Some PP children enter KS2 year groups with a gap between their attainment in key areas and the average attainment in these areas.

 

 

In the current academic year (2017/18) we received £64980 funding. The funding has been allocated to provide a range of educational resources including additional staff to provide intensive interventions which are aimed at meeting our pupils needs academically, socially and to meet their mental health needs.

 

As well as the intensive interventions from additional staff within school we have also brought in a range of professionals to help meet the needs of our children including:-

 

Speech and Language professionals.

Occupational Therapists

Educational Psychotherapists 

Chartered Phychologist

 

The reasoning for the interventions taking place is to help our pupils to make rapid and sustained progress academically as well as ensuring they are happy, confident and in a healthy mental state. 

 

In the academic year 2016/17 we received £65,275 in Deprivation Funding.  We have allocated the funding to provide additional staff specifically for interventions which meet the individual needs of our pupils in learning and personal development.  In addition to this we also provide Speech and Language Therapists, Forest Schools (Outdoor learning) and a psychotherapists who provides individual and group therapy.

 

Date for next pupil premium action plan review: 2nd July 2018, to be shared with governors 12th July 2018. 

 

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

 

The Pupil Premium: Using it to make a difference at Hope School  

2017 – 2018

 

 

93% Pupil Premium Funding total: £64980

 

Disadvantaged Committee

List staff

 

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 (Child Looked After), 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 are achieving 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 the Governors Resources sub-committee, 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

 

 

 Area of Spend

 

Costings

Description of intervention

Intended outcomes

How impact will be measured

Impact

Dynamo maths

 

£32,36.68

Provides a profile of strength and weakness, supported by an Individual Support Plan, signposted to Dynamo Intervention.

Inclusive Program with a range of SEN Support Tools to provide targeted intervention to allow pupils mastery of the curriculum.

Pupil progress termly and mastery moderations.

 

Maths intervention staff

 

£28456.20

Staff deliver targeted intervention from directives of Dynamo maths, teacher assessment through precision teaching techniques.

Inclusive Program with a range of SEN Support Tools to provide targeted intervention to allow pupils mastery of the curriculum.

Pupil progress termly and mastery moderations.

 

LAC

Speech and language intervention

 

 

Team base line pupils and works to improve language and communication skills alongside building friendships

  1. All pupils will have SLCN identified. A Blank level rating will be assigned to each pupil.
  2. Staff training to support improved understanding of SLCN and implementation strategies
  3. Assessment pupils will be assessed in depth to support identification of needs
  4. Support school wide implementation of ASD strategies.
  5. Group sessions targeting language development, social interaction and social communication skills
  6. Individual specialist intervention to pupils (Selective mutism/bereavement/visual impairment)
  1. One page profile update.
  2. Demonstrated improvement via learning walks, staff observations. Rating scales post training
  3. Evidence in SLT report to support school decisions around placement
  4. ASD accreditation visit feedback
  5. Baseline and post group assessment scores show improvement in targeted areas. Decrease in challenging behaviour and improved friendships.
  6. Collaborative targets set by SLT and school. Measurement according to skills targeted (e.g. Rating scales/formal SLT assessment, participation in class)

 

LAC

Shine therapy

 

 

 

Shine therapist to work with identified pupils to support and help them with

Sensory integration, Fine and gross motor skills and Independence skills as well as handwriting and Dyspraxia

  1. All pupils will be baseline assessed
  2. Teachers will be given report with strategies to help and support pupils in their class
  3. Pupils who are identified as needing extra support will then complete interventions  with Shine therapist
  4. These interventions will support pupils to meet needs
  5. A member of staff will work alongside Shine and will be trained so they can complete interventions when Shine therapy is not in school
  1. Learning and behaviour data
  2. Assessment
  3. Demonstrated improvement via learning walks, staff observations.
  4. Baseline and post assessment will show improvements

 

Pupil Premium 2013/14

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