Pupil Premium

The Pupil Premium Grant.

Allocation for the Academic year 2017-18.

Student Additional Funding. 17-18. – Published Report

Pupil Premium Investment 2016-2017

Allocation  for the Academic year 2016-17. 

The school’s Pupil Premium allocation for the year 2016/17 is £19,842.98.

How we have invested our Allocated Pupil Premium to ensure best possible outcomes for our PP students. 2016 -18

100% of our students who qualify for PP have significant Speech, Language and Communication needs that require specialist additional support to ensure: Processing, Receptive and Expressive needs are understood and strategies in place to address these additional needs.

We therefore use the grant to fund a Specialist Speech and Language Therapist in the five following areas:

Operational Competence

  • Technical skills used to operate the AAC system.
  • Access to the system (e.g. direct selection, scanning).
  • Use of the AAC system features (e.g. on/off, volume, clear etc).
  • Skills to use the system most efficiently.

Linguistic Competence

  • Learning the language of the home and community (expressive and receptive).
  • Learning symbols that represent vocabulary and the way vocabulary is organised in the AAC system.
  • Combining words into sentences.
  • Range of language functions (requesting, commenting, greeting, protesting, sharing information etc).

Social Competence

  • Participating in conversation.
  • Discourse strategies (e.g. initiating, turn taking).
  • Expressing different interaction functions (e.g. expressing wants and needs, sharing information, expressing emotions, commenting, protesting etc).

 Strategic Competence.

  • Using the most appropriate communication method and vocabulary for the situation.
  • Developing compensatory strategies for effective communication within the AAC system and any restrictions for the person using AAC.
  • Repairing communication breakdown.

Creating Resources.

Joint planning and the subsequent creation of bespoke resources for the student is that final important part of the intervention we offer. These may be changes to the environment, adaptations to activities in the classroom, or extension ideas for use in all aspects of the student’s life.


  • All students have access to a universal provision across our school, in addition to targeted and specialist interventions where this is required. The impact of this can be seen in the number of students:
    • Who develop the ability to communicate their needs and wants.
    • Who are starting to stretch their tolerance ranges.
    • Who are developing the skills to self mange the urge for instant gratification.
    • Who are avoiding a crisis situation brought on by frustration at an inability to communicate in an accessible manner.
  • We set and track challenging targets in communication. These targets are reviewed collaboratively by all staff and updated when required, by our SaLT. The impact of this can be seen in the quality of delivery in the class. All staff are aware of communication targets and plan, taking these into account. This helps raise levels of engagement and ultimately levels of attainment and personal achievement.
  • We have developed a range tools to track progress using a Picture Exchange Communication System which allows us to analyse the impact of planned interventions.
  • Targets are highlighted in each student’s Individual Learning Plan and formally reviewed three times a year at parents evenings and scrutinised by professional colleagues at Annual reviews. Systems we have in place highlight to partners the impact of communication on general levels of attainment and personal achievement.

Pupil Premium Investment 2015-2016

The impact of this additional investment can be seen in a number of ways, but principally with:

  • Development of individual’s ability to communicate successfully using their preferred method of communication.

This year, the communication team have been working with school staff both in the classroom and residentially to help develop bespoke communication systems for several students. This has involved assessing the student’s current level, meeting with relevant staff to decide upon the immediate targets and designing a system that will work for the student in a range of contexts.

  • Development of individuals ability to interact in a socially acceptable manner leading to fewer incidents of behaviours that challenge.

Developing a student’s ability to communicate not only their needs and desires, but also giving them a functional way to stop and activity that they aren’t enjoying or ask for time out is an essential component in reducing incidents of behaviours that challenge. One student in particular has been more and more confident in interactions because he knows he can opt out when he needs to.

  • Increasing ability to focus in a classroom environment.

Whole class joint attention activities have a beneficial impact on all members of the school (including the staff!). We have all enjoyed the ever interesting Attention Autism sessions, making liberal use of sand, salt and baking soda to create interesting and engaging experiences.

  • Increasing ability to tolerate others and unplanned change.

A range of environment cues benefit not only our pupil premium students but all students across the school.

2015/16 Allocation

 The school’s Pupil Premium allocation for the 2015/16 financial year is £21,884.08. There are currently 14 students eligible for the grant.

The majority of our students have some difficulty in the area of communication. This is often the biggest barrier to their learning. A proportion of Stone Bay School’s Pupil Premium Grant will continue to fund speech and language therapy assessments and interventions for students in receipt of the grant. Individual interventions typically take place on a weekly basis and will include direct work towards focused communication targets, liaison with class and residential staff and, where appropriate, home and respite visits.

Several students in the school are currently benefiting from a much more intense level of intervention. There are three students in the school who currently receive twice weekly sessions from the specialist speech and language therapist. This level of intervention is particularly effective when implementing a new communication system and when developing a relationship with a new student.

One student, for whom regular weekly intervention would not be the most effective way of using the funding, has had a sensory curriculum developed, specialist resources purchased and physical adaptions to the classroom made. This type of intervention would only really be possible for students in receipt of the pupil premium funding. Another student in receipt of the grant has his funding split between speech and language therapy and classroom ICT resources, for use with Literacy projects relating to personal interest to encourage participation.

An initiative introduced into the school was the development of an Enrichment Curriculum. These lunchtime activities are proving to be highly successful. Several of our students have some difficulty mixing with peers, acknowledging the feelings of others or in some cases identifying their own feelings. This can result in poor social relationships and a lack of empathy which can impact on their behaviour. Part of the grant is used to fund a ‘Youth Club’ as an Enrichment Activity, led by the Senior Speech and Language Associate Practitioner, which will focus on social skills development such as acknowledging the feelings of others and modelling appropriate behaviour in different settings.

All of the Individual Interventions in place funded by the Pupil Premium grant are tracked to monitor impact on attainment of each individual student. Class Teachers and the school’s Specialist Speech and Language Therapist constantly monitor the progress made by students in receipt of the grant.

The impact of this additional investment can be seen in a number of ways, but principally with:

  • Development of individuals ability to communicate successfully using their preferred method of communication.
    • Identification of issues around processing time.
    • Identification of differences in receptive and expressive language.
  • Development of individuals ability to interact in a socially acceptable manner leading to less incidents of behaviours that challenge.
  • Increasing ability to focus in a classroom environment.
    • Securing attention on non preferred activities and enabling joint attention.
    • Leading to increasing periods of active engagement and progress in classroom learning.
  • Increasing ability to tolerate others and unplanned change.
  • Developing independence and an ability to successfully access the community.
  • Decreasing required levels of close proximity support required to ensure Health, Safety and Well-being.
  • Has focused our attention on how we actually try and measure progress in key areas linked to the development of our students and has led to the successful trial of a Social Development Framework that allows us to map progress across:
    • Attention.
    • Interacting and working with others.
    • Independence and organisation.



Aligning our curriculum offer perfectly with our mission statement.

Our investment in Specialist Speech and Language provision has been so successful we are looking at ways of employing a term time SSaLT, supplementing our grant with funds from general income to make up the salary. This will be a focus of our work in the academic year 2016 -2017.

£20,872.08 is currently allocated towards speech and language therapy

£935.00 has been used to fund a sensory curriculum for one student.

£800.00 has been allocated to fund ICT equipment for one student to use in class to encourage participation in Literacy.

Pupil Premium Investment 2014-2015

2014/15 Allocation

Spending and Impact of Pupil Premium grant.


Stone Bay School was allocated £12,277 Pupil Premium Grant for the 2014/15 financial year.

Like this year, the majority of the grant was used to fund additional speech and language therapy intervention. At Stone Bay School, as at all schools throughout the country, we have to prioritize our interventions. All pupils at the school receive a universal level of speech, language and communication interventions. Every student will receive an assessment from the specialist speech and language therapist, and every student will have appropriate targets for both small group and whole class sessions. In addition, every student receives weekly whole class interventions. Over the past year, the pupil premium funding has allowed us to target speech, language and communication needs on an individual and on-going basis. Students who have been in receipt of the grant have been able to access specialist intervention on a weekly or near weekly basis. The majority of these sessions have taken place in the classroom and involved not only the direct work but also the provision of activities and ideas into both the classroom and into the residential flats. This ensures that there is a whole school approach to meeting the communication needs of our students. A good example of this occurred in the sixth form where a set of challenge words were allocated to a student in order to continue to develop her vocabulary. Posters with each of the words were put up in both the classroom and residential flats and praise given when she used the words functionally. Information between school, residential and therapy sessions was fed back on a weekly basis to ensure generalization took place.

With all our students we try to place the emphasis on joint working between placements. However, with several students in receipt of the grant, the specialist speech and language therapist has been able to visit their respite provisions, meet with staff, carry out demonstration therapy sessions and prepare resources and equipment for use throughout their stays.

The specialist therapist attends all parents’ evenings to ensure that there are consistent levels of feedback to all parent’s carers and parents/carers are invited to watch therapy sessions in the school if they would like.

One student, who was in receipt of the grant, also attended a local school at various times throughout the week following a GCSE Mathematics course. Part of his allocation funded these sessions as well as meeting the exam fees. The individual student gained a ‘B’ grade, a fantastic result! All Students making above upper quartile progress in English and Maths in 2015 were in receipt of PPG.