The Chiltern School: Pupil Premium 2015-2016

How it was used and the impact it has had on children’s learning

Total Pupil Premium money received April 2015-March 2016: £67,282

Interventions and Activities / What it did / The impact / Targeted pupilsin receipt of Pupil Premium
Therapy / Contribution towards costs of supporting pupils in Music Therapy, Art Therapy and Play Therapy. / This has enabled pupils to receive therapeutic support from outside professionals in order to meet a variety of needs. This in turn has provided pupils the means and support they need to be more ‘ready to learn’. / Pupils were identified through referral systems and include pupils from across the school.
IT equipment / Contribution towards an increase in technology including iPads, PCs, laptops, Communication Aids and switches / The increase in technology used within school this year has been a particular motivating force for pupils needing to focus on a number of core skills including communication, writing, reading and also all subjects. Technology is also used as part of reward systems and developing independence. / Pupils across the school.
Residential trips / Contribution towards the cost of residential trips including The Frontier Centre and Blue Peris. / The pupils participating in the residential trips were able to develop their independence and also build their self-esteem. The pupils were able to develop social relationships with their peers as well as a focus on problem solving and communication. / Pupils in Year 6 and in Years9,10 and 11
Off-site Educational Visits and activities / Contribution to the cost of Riding for the Disabled, Off site swimming lessons and other educational visits. / The pupils who have been able to partake in the off site visits have benefitted in a number of ways. All of the visits provided pupils with opportunities to build confidence and self-esteem; and developed their physical wellbeing. This has led to an increase in pupils’ abilities to focus within school. / Riding for the Disabled – Primary pupils in Years 5 and 6.Off-site swimming – Pupils across the school older than Year 2.
One to one tuition / Contribution to the cost of a teacher providing individual Maths and English tuition. / The pupils received individual tuition on aspects of English and Maths which needed additional teacher input. This has led to pupils achieving targets set for them in the sessions as well as an increase in their confidence and skills. / Pupils identified across the school who needed additional support.
Learning mentor / CAMHS training) / Training for members of staff in addressing the needs of learners who have additional barriers to learning. Issues covered include punctuality, absence, challenging behaviour and initial Tier 1 mental health needs. / This has led to initial work alongside the Local Authority and the National pilot project ‘Future In Mind’. Members of staff are working alongside a network of Special Schools in the Authority to raise awareness of the needs of pupils linked in with their mental health. Work will continue over the next financial and academic year to develop staff awareness and understanding of Tier 1 mental health support. / Pupils across the school
Early Outside Play / Money will be spent on developing a safe and stimulating play area for pupils to use / Resources have been purchased to develop outside play and initial work has taken place in the redevelopment of the Early Years outside area. / Pupils in Early Years
Lunchtime resources- clubs / Additional resources to help and support pupils in aspects of their play, communication skills and social skills / A wide variety of resources have been purchased to support lunchtime clubs and outside play. Much of the focus has been on teaching pupils to interact with their peers through using the resources as well as engaging in the play. / Pupils across the school
Staff training – Sensory Processing / Training for staff linked to Sensory Processing in order to provide staff with up to date knowledge and awareness of SP. The aim is to help staff complete Sensory Profiles in order for pupils to be taught in ways that are adapted to how they process information, and provide appropriate activities that suit individual sensory processing needs. / 5 staff have received training and development through attending courses on understanding and supporting pupils with Sensory Processing Difficulties. In addition to this, an Occupational Therapist has been commissioned to work in school to develop appropriate programmes for pupils as well as training staff during the sessions. INSET training in April focussed on Sensory needs of pupils and this was attended by 75% of staff. / Pupils across the school with Sensory Processing difficulties / needs
Sensory Processing Resources / Additional resources to help address Sensory Processing issues for our pupils. / Additional resources have been purchased to support the programmes outlined above. Resources includephysio balls, textured physio "peanut" balls, scooter boards, resistance bands, lycra body sox, vibrating snakes/cushions, balance boards, large sit-in spinning tops, small trampoline, fiddle toys, scented playdough, and textured mats. / Pupils across the school
Parent support & counselling / Parent support provides a link between home and professionals involved with pupils. It helps to ensure that parents work in partnership with the school and outside agencies in order to provide the best for all pupils. As part of parental engagement, parent counselling aims to support parents across the school. It not only helps parents but also provides links for parents to become actively involved in supporting their child’s learning at school. / Support for parents has developed throughout the year and has included a training course for a member of staff and a governor. The school has also entered into an agreement to work towards ‘Leading Parent Partnership Award’ which is a nationally recognised programme to develop support for parents. Work will continue in the next financial and academic year to increase and develop resources to help engage parents as well as develop the link between school and home. / Pupils across the school
Meta-Cognitive CPD / Training for staff on teaching approaches which make learners think about learning more explicitly. This means teaching pupils to plan, monitor and evaluate their own learning. / Resource materials have been purchased and staff meetings to train and support staff on metacognition have been planned. / Pupils across the school with Moderate Learning Difficulties.
Communication / Resources to develop strategies - both high and low tech / Pupils have been supported in developing communication strategies alongside advice from the Speech and Language Therapist. / Pupils with specific communication needs
Reading Resources / Additional money to purchase resources and books / Resources have been purchased to encourage and motivate pupils with their reading (for example, magazines to share with their peers) / Pupils across the school
Transition / Support for a pupil moving to a new school / Money was spent in supporting a pupil moving to a new school which was out of county. This enabled staff to ensure the pupil was supported with an initially consistent approach through effective liaison and support in the new school. / Individual pupil in Year 6.

Measurable impact: in addition to the impact described above, those pupils in receipt of pupil premium have met or exceeded their expected levels of progress.