Additional Needs and Accountability
- Pupil premium report
- Sports premium report
- Additional needs report
DATE OF REPORT – as at NOVEMBER 2015
Pupil Premium
How the funding is usedAnalysis / In / Out
Total Pupil Premium Funding 2015/16 – Current Year Allocation/Budget / 228200
Targeted pupil support (inclusion support team) / 197,370
2 Teachers with ‘narrowing the gap’ leadership responsibility (TLR 2) / 4181
3 Teachers with shared reading initiative leadership responsibilities (TLR2) / 5226
Learning at home individual resources & additional assessment resources / 2600
Intervention/ Assertive Mentoring / 9400
SubsidisedTrips – costs less contributions / 9635
Success centres – Stadium Study 3200 plus staff costs 760 / 3960
1:1 Tuition / 570
Before/After Schools eg ICT maths, Homework, Computer,Handwriting, Library,Chatterbooks / 3245
Educational Psychologist, Speech and Language Therapist and staff training / 15539
Breakfast Club – staffing and provisions less 50p charges / 5389
2015/16 Balances / £228200 / £257115
Total Pupil Premium Funding 2014/15 – Previous Year Allocation/Actual / 251078
Targeted pupil support (inclusion support team) / 156490
2 teachers with ‘narrowing the gap’ leadership responsibility (TLR2) / 4139
Learning at home resources and assessment resources / 2601
Intervention/ Assertive Mentoring / 9373
Subsidised Trips – costs less contributions / 8891
Success Centres – Stadium Study3200 plus staff costs 697 / 3897
1:1 Tuition / 2897
Before/After schools eg ICT maths, Homework, Computer,Handwriting, Library / 1563
Educational Psychology / 2100
Outdoor Learning + GROW / 17131
Outdoor Learning development / 14571
Breakfast Club – staffing and provisions less 50p charges / 4826
2014/15 Balances / £251078 / £ 228479
Overall balances / £479278 / £485594
Commentary
What the provision looks like and how it is impacting
Educational Psychology
-‘Buying in’ a private Educational and Child psychologist ensures that any child who teachers and parents have identified as having additional learning or social and emotional needs gets the support and access to therapy which they require. It allows school to reduce the time scale for assessment and enables intervention and provision to be put in place quickly. Our Educational Psychologist comes into school for 1 day every half term to carry out assessments or observe children with a variety of needs. The SENCO and Head Teacher are responsible for referring these children based on class teacher referrals, parental concerns and known SEN requirement i.e. advise for a child with autism.
Speech and Language Therapist
-As part of our whole school improvement plan to address all speech and language needs, we have the services of an experienced Speech and Language Therapist for 1 day every week. The therapist works closely with the SENCO through weekly meetings to; identify children, implement and monitor interventions, support class teachers with communication and language skills, lead therapy sessions and contribute to whole school training. The therapist has also led whole staff training to focus on speech and language development in the classroom, benefitting all children.
EYFS
Reading initiatives lead by SA (Nursery teacher): SA set up a weekly library, ordering 4/5 boxes of brand new books including fiction and non-fiction. The parents come and choose a book with their child once a week. This is having a positive impact for everybody involved. It allows the parents to come into school and build relationships with staff. The children enjoying picking a book with their adult and discussing which stories they liked best. As a result, communication between home and school is enhanced considerably.
Home learning resources: All children were sent home with pencil cases, this enables children to be equipped to do homework at home and there’s no pressure put on parents to buy resources. We have seen an increase in the amount and quality of homework being sent in and the children put more time and effort into the homework.
Interventions: CL leads interventions in Reception twice a week. This has a very positive effect of learning and the children included in the intervention groups have made good progress. As a result we have seen these children more engaged during carpet time and are narrowing the gap.
After school club: At the beginning of the Spring term, reception cutting skills club starts. The children love this session and we were oversubscribed with interest. This club not only helps with gross and fine motor skills but it develops children’s PSE and independence skills. The children who attend this club have become more confident in the setting and fine motor skills progress. The children are less reluctant to use hand held resources and the quality of work has increased
Breakfast club: A number of reception children attend breakfast club. The children are given breakfast and happy start to the day. The children who attend breakfast club are confident and sociable. They are ready to start the day and are usually very active!
EYFS – Achieving a ‘Good level of achievement.’
Key Stage 1 – Average Point Score
Key stage 2 – 2 levels progress
Sports Premium
How the funding is usedAnalysis / In / Out
Total Sports Premium Funding 2015/16 – Current Year Allocation/Budget / 9666
Bespoke CPD PE package – staff training / 220
Pennine Sports Partnership / 1815
Curriculum and Talent ID Tennis Programme / 3000
Pennine G&T talent academies / 115
Dance & Gymnastic Coaching / 1000
Outdoor Gym Equipment / 4441
School staffed sports clubs: football, netball, basketball / 996
2015/16 Balances / £ 9666 / £ 11587
Total Sports Premium Funding 2014/15 –Previous Year Allocation/Actual / 9339
Bespoke CPD PE Package / 3891
Pennine Sports Partnership / 1601
Mini tennis resources / 663
Dance workshops / 900
School staffed sports clubs: netball, football, basketball, hockey / 1581
2014/15 Balances / £ 9339 / £ 8636
Overall Balances / £ 19005 / £ 20223
Commentary
What the provision looks like and how it is impacting
Staff CPD: EYFS staff have benefitted from personalised training with a PE specialist. The specialist ran a session alongside teachers and then provided information around next steps, activities and advice of G&T pupils. Staff really engaged with this and felt the session was of great value. The sessions there after were more tailored to the needs of the class and challenge the more able/G&T children while supported SEN or less able pupils. The staff felt confident in their delivery and welcome more opportunities to work with the specialist.
Additional Needs
How the funding is usedAnalysis / In / Out
Total Additional Needs Funding 2015/16 – Current Year Allocation/Budget / 13227
Additional needs support team: 6 SEN support staff / 80115
SEN Resources / 1600
School staffed clubs: movement club / 665
Interventions included in pupil premium report / X
Language Legends “ / X
Talking tigers “ / X
Talk Boost “ / X
Training “ / x
2015/16 Balances / £ 13227 / £ 82380
Commentary
What the provision looks like and how it is impacting
High Needs funding allocation
-This additional ‘top up’ funding ensures that children with a Statement of Educational Need or Education Health Care Plan have the additional support stated in their required provision. This is through; 1-1 SEN teaching assistant support, targeted interventions and training for staff to deliver these, classroom and intervention resources and materials and enrichment opportunities.
SEN Resources
-The money is this category is used to buy in specific SEN programmes such as Nursery Narrative, Write From the Start, Talk Boost and Gross Motor Movement Club specialist PE equipment. All of which ensure that children with specific needs have the interventions to meet those needs. Additionally, classroom resources such as phonic games, coloured paper, large pencils and pencil grips are purchased with this.
Interventions
-All interventions are chosen based on two factors; whole school needs and individual child needs. At St Thomas we are committed to improving the Speech Language and Communication skills(SLC) of all children to ensure that all children have age relevant communication skills and that those with difficulties in these areas are identified as early as possible, with interventions in place to help them catch up. Therefore, we have invested this money into high quality training by a nationally known speech and language consultant who works with national organisations such as ‘I Can’ and ‘The Communication Trust’.
-Following this whole school training and support, we set up evidence based speech and language interventions to help children with low level language skills develop key communication and language skills, which is turn supports all areas of learning and development. These children do not have an identified or diagnosed speech and language need but are at risk of falling behind with learning if no intervention is put in place.
-Language Legends and Talk Boost interventions are for years 1-2 and 5-6. They are small groups of 4-5 children, led by ELKLAN trained members of staff. They are 45 minutes long and happen 3 times a week with both entry and exit assessments taken to measure skill progression.
-Talking Tigers is a language intervention for Early Years children aimed at developing vocabulary, understanding and expression. It happens across the setting with all children involved. Specific focus children are chosen based by teacher identification and work through a 10 week programme which includes daily activities. EYFS staff now lead these interventions following 3 training sessions.
-Nursery and Reception Narrative are specific language narrative programmes implemented for children with speech and language needs. They are advised by therapists, bought into school and run with SEN teaching assistants. They ensure that children with SEN are developing language skills.
EYFS
Talking Tigers: Talking Tigers is a structured programme which needs to be completed every day. The children work in small groups of 4, 5 or 6. It is aimed at the children with speech and language issues and helps to develop social and emotional skills. We have seen improvement among those children with SEN & speech and language difficulties the most. These children are definitely more confident in the setting and are happy to talk with peers and adults. Their speech and language has come on tremendously and is having a positive impact on their learning and relationships. Many of these children are now accessing Level 2 of the Talking Tigers which is really positive. The staff have found the programme easy to follow and have developed strong bonds with the children in their group.
Speech and Language training: All staff have benefitted from speech and language training as well as Talking Tigers training. The specialists have provided strategies and activities to enhance speech and language in the setting and how to encourage talk during free play. Knowledge and understanding of government figures and background into Sp&Lang have provided a good insight into children’s development and enhanced CPD.
Keys Stage 1 – Average point score (SEN)
Key stage 2 – 2 levels progress
SEN progress in reading from year 3 to year 6
Looked After Children
How the funding is usedAnalysis / In / Out
Total LAC Funding 2015/16 – Current Year Allocation/Budget / 1800
Breakfast club / 95
After school clubs / 175
Mentoring support – Maths and English / 1237
1:1 tuition / 300
2015/16 Balances / £ 1807