Pupil Premium

Pupil Premium Strategy At Mayfield School

Background Research and Practice

Mayfield supports active research to improve the quality of provision for all our pupils. The main principles of our school offer relates to providing the best possible learning environments and experiences for our pupils via appropriate use of high level staffing, individual programmes, interventions and high quality learning experiences.

The use of the pupil premium fits neatly into this approach and is designed to  match the needs of our students based on the exceptional knowledge of our staff team with regards to which intervention approaches work best for a particular need ie we do not just rely on general trends.

The Senior Leadership Team allocates pupil premium to support achievement in its widest sense. For us impacting the outcomes for the development of the whole child is a priority. This may involve progress in speaking or reading or other learning outcomes eg. the ability to engage positively with learning, the ability to generalise learning and the ability to manage behaviour. As with every child in school we work to identify the best outcomes to support children's learning in a meaningful and relevant way.

In addition to traditional measures of attainment we also place a high value on non- metric outcomes these include support in developing aspirations, self- confidence, behaviour for learning  and engagement in learning.

 

Context- information for Parents

Pupil Premium funding was introduced into schools in April 2011 and allocated to work with pupils who have been registered for free school meals at any point in the last six years. This money is in addition to the main school funding. The School also receives funding for children who have been looked after and children of service personnel. The Pupil Premium grant is national funding identified to support narrowing the achievement gap between those pupils and students eligible for the grant and other pupils and students.

The pupil premium is funding in addition to the school’s budget. Please note Pupil Premium is not an individual budget allocated to a family for their child’s education.

Schools, with governor approval, whilst being held accountable for the spending of the PP, have the autonomy in which to decide how the grant should be spent to support the more vulnerable individuals and groups to raise their achievement in line with their peers. At Mayfield School the grant supports raising achievement in a wider sense across the school as we focus upon the needs and levels of progress and achievement for vulnerable pupils across all phases.

Each year, in consultation with staff and governors the key priorities for the pupil premium are reviewed in line with the priority needs of pupils linked to their individual education plans. To do this we look at all aspects of pupils learning and progress which is constantly reviewed and monitored. Regular updates are given to governors via the head teachers reports, which can be found in the governors section of the website.

Impact of Pupil Premium for 2017-18 (see additional report)

Final Allocation Spend: £45,000

Year on year our pupils in receipt of the grant make significant progress in key areas. Almost all making expected progress and often better than expected. In order to demonstrate impact of our approach we also complete case studies which reflect progress from a range of different perspectives.

Some notable outcomes from last year include:

Specific Outcomes:

  • Significant increase in pupils reading ages
  • Continued progress in receptive and expressive communication ( measured via formal assessment of progress in months)
  • Reduction in behaviour incidents ( using data analysis)
  • Achievement of PSD specific targets linked to Boxall
  • Increased attendance

Other impacts noted by pupils, parents and staff:

  • increases in receptive and expressive vocabulary using Assisted Language input boards
  • improvement in control of emotions/ self- regulation
  • improved self confidence
  • enhanced communication via use of eye gaze technology
  • increased independence
  • achieving outcomes in relation to IEP’S and annual review targets ( will now be measured as a percentage outcome)

Due to the success of our approach and the flexibility it offers to those in receipt of PPG rest of the school we propose to continue and extend our focus across 2018/19

Funding For Next Financial year 2018-19

In the 2018-19 financial year, schools will receive the following funding for each child registered as eligible for free school meals at any point in the last 6 years:

  • £1,320 for pupils in reception year to year 6
  • £935 for pupils in year 7 to year 11

Schools will also receive £1,900 for each pupil identified in the spring school census as having left local-authority care because of 1 of the following:

  • adoption
  • a special guardianship order
  • a child arrangements order
  • a residence order

If a pupil has been registered as eligible for free school meals and has also left local-authority care for any of the reasons above, they will attract the £1,900 rate.

Children who have been in local-authority care for 1 day or more also attract £1,900 of pupil premium funding. Funding for these pupils is managed by the virtual school head (VSH) in the local authority that looks after the child.

 

How we allocate funding

The main purpose of our pupil premium allocation is to allow those pupils to have access to opportunities and experiences to enrich all aspects of their lives and progress.It is not viewed as a quick fix and often impact must be shown over a period of time.

The allocation supports the identification of particular approaches and interventions that are most appropriate at different points in time of a students’ ‘journey’ through school - as needs change so does provision eg Access to a MOVE programme, hydrotherapy sessions, additional support to improve speech.

We operate a flexible approach to allocation of money across each financial year to allow for times when specific situations may arise or change. To support this staff track progress in all areas of a pupils learning to ensure timely interventions take place where needed.

Whilst academic progress is important especially,in the key areas of cognition and learning, we also seek to enhance progress across all areas of need. These relate to inidivual outcomes in the pupils Education Health and Care Plans.

We acknowledge the gap between our pupils and their mainstream peers but also accept that whatever innovative and well targeted interventions we put in place we cannot close that attainment gap. The very fact that our students have recognized learning difficulties mean their levels of expected progress fall short of their mainstream peers. We do however work extremely hard to set high expectations in establishing and maintaining challenging rates of progress, given individuals’ age and prior attainment, thus setting aspirational targets for all.

As with everything we use the funding  to support personalised provision and intervention. This takes place within the framework of ongoing  development of best practice via research. By identifying what we can do to narrow each of the identified learning gaps and remove the barriers, year on year we are able to  successfully and creatively direct the allocated funding appropriately to improve outcomes for our students.

To achieve measurable impact in we work in partnership with staff, families and other key workers to identify what the most desirable outcomes are for our children and young people, to support lifelong learning. This team around the child approach works to address barriers in a targeted and creative way ensuring the most appropriate interventions are put in place.

In general our approach is that the pupil premium grant is included in the school's budget plans and is used to enable those in receipt of PPG to access some or all of the following.

  • 1:1 and small group teacher/support interventions specifically linked to cognition and learning eg phonics support 
  • To buy in other professional support and resources in school, and to deliver additional esteem, confidence, anger management and mental health and emotional well-being support.
  • School counsellor service for pupils and families 
  • Additional curriculum resources specifically linked to the development of English and Maths eg Derbyshire Language, Talk Tools programme, computer aided technology.
  • To personalise timetables and develop a team around the child approach for those who present with challenging complex behaviours or mental health and emotional demands.
  • Funding/part funding school visits.
  • Specific activities eg horse riding / rebound therapy
  • Specific ICT Equipment and software to support Teaching and Learning eg hi-tec communication devices and tablet devices.
  • Enrichment activities such as after school clubs and other short break activity such as residentials and holiday provision.
  • Staff Professional Development that impacts directly upon teaching and learning of those in receipt of PPG.
  • Targeted interventions eg sensory diets.

The Governors agree to how the money is allocated and hold leaders to account in relation to the impact on eligible pupils.

  • Planning and evaluation takes place in relation the targeted focus for each financial year spend.
  • The impact of pupil premium is monitored in the context of the factors affecting each pupil’s progress

Governors are kept regularly updated about the use of the money and are confident it is being spent effectively and improving outcomes. Governors are also informed and consulted where expenditure is made on larger resources which may be used for the benefit of bigger numbers of students.

We also have a dedicated governor who carries out more detailed monitroing of spend and visits classes to observe use of money and impact first hand.

Children who are looked after :

Children who are looked after (CLA) and Post-CLA as defined in the Children Act 1989 are also entitled to Pupil Premium. This fund is accessed through a Personal Education Plan (PEP). At Mayfield Paula Barlow is the named Senior Leader for CLA (Designated Teacher). Part of her role includes the management of the PEP process. In the interests of inclusivity, where a CLA can access the targeted support offered to other pupils accessing Pupil Premium, this will be included in their PEP. If a Carer or Corporate Parent of a CLA requests specific support outside of school they must demonstrate the intended educational impact of this support including researching appropriate provision and costs so they may be included in the PEP. 
 

Each term school hosts a PEP meeting with carers and social workers to track progress and agree on allocation of the pupils grant. School has been recognised by the local authority as offering outstanding support to these pupils often going ' above and beyond to meet needs.'

Mayfield School and College, Gloucester Road, Chorley, Lancashire PR7 3HN