Pupil Premium


The Pupil Premium Grant (PPG) is allocated to children who have been eligible for free school meals (FSM) over the past six years, are Children in Care or are children with parents in the armed forces. From April 2014, those eligible for the grant include adopted children and those who live with guardians. This grant is given to schools each year in order to narrow attainment gaps in children from the above ‘vulnerable groups’.

Allocation  2016 / 17 

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

Functional communication is a fundamental skill that all our students need to develop. We therefore use the grant to fund a Specialist Speech and Language Therapist who works with our communication team to ensure good practice permeates across all aspects of our provision.IMG_8167

Our PP funding is used to ensure that our most vulnerable students develop their communicative confidence in the four following areas:

Developing Alternative and Augmentative communication

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

We are able to measure the impact of this intervention in a number of ways. Most commonly, school staff complete formal assessment and monitoring tools such as the forms develop by PECS on a daily basis. These are then analysed fortnightly by members of the communication team and progress and suggested next steps are fed back to the relevant class teacher or team leaders.  In some cases, these monitoring tools do not provide the required flexibility to reflect progress. In this case, bespoke monitoring tools are created. These make take the form of tick sheets or a more fluid daily narrative. As before, the information is analysed by members of the communication team and next steps suggested.

Targets are set as part of the student’s ILP and reviewed three times a year.

Developing Reciprocal Social Interaction

Some of our students make functional use of their communication systems (spoken or AAC) but find it difficult to initiate, maintain or terminate a reciprocal interaction with a communication partner. These students are able to access weekly small group sessions carried out by the communication team. These groups offer opportunities for the students to practise using their communication skills functionally, participating as an active member of the group, making joint decisions, playing games, conversation and negotiating.

Reciprocal social interaction levels are recorded on a tick sheet after every session and records reviewed three times a year. RSI targets may be set as part of the ILP where this is a priority.

Working with members of the student’s team

Often the young people at Stone bay school have complex methods of communication and by working directly with members of the school team, both in the classroom and residentially, we ensure that best practise is generalised throughout the student’s day.

Sessions are carried out flexibly, including the student, the student’s family/carers and/or members of the staff team. These students may also be the recipients of Targeted Tier two programmes which are devised and monitored by the SALT but carried out by the team around the student.

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.

These last two areas are monitored visa the teacher observations that take place twice a year. There is also informal review as required.

Students entitled to the PP grant also have their own individual files on the computer system where records are kept highlighting the weekly interventions delivered by the Speech and Language Therapist and the progress they are making. These files are accessible to all staff involved in the education and care of the student

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2015/16 Impact report

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.


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.