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Pupil Premium Statement

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Pupil Premium 2017-2018

The pupil premium is allocated to schools in respect of children from low-income families who are currently known to be eligible for Free School Meals (FSM) and children who have been looked after by the local authority for more than six months. This applies to mainstream as well as special schools. The reason the Government gives school pupil premium money is because there is National evidence that pupils from low income families do less well at school than other pupils. Schools are free to spend the Pupil Premium as they see fit to support pupils from disadvantaged backgrounds in making good progress at school.

In the financial year 2017-2018 Oaklands has received funding for 18 pupils of £935 each.  Students eligible for Free School Meals over 16 do not receive the pupil premium grant but are eligible for the post 16 Bursary. Oaklands uses money from the bursary to contribute towards some targeted interventions for the sixth form.

This year at Oaklands the pupil premium money is being used in the following ways according to individual pupil needs and motivations;

  • Provision of additional 1:1 tuition in literacy and numeracy from teachers in the summer term
  • Provision of 1:1 personal training from a qualified sports coach
  • Provision of specialist assistant time to deliver OT and SALT programmes
  • Provision of music therapy
  • Enhanced lunchtime staffing to enable us to extend the activities available to our pupils over the lunch period. Clubs include a choir and drumming club and various sporting activities.

 

This year Oaklands have chosen to use the pupil premium grant to target eligible students with specific interventions that benefit their communication skills, confidence and well-being as well as overall academic progress.

Personal Training
The one to one personal training aims to improve stamina and fitness and help students sustain concentration. Weight loss is not the primary goal although last year all students excepting one lost weight.

Music Therapy
Music therapy uses music to help students to develop confidence to initiate or maintain eye contact, build a relationship with other people, improve articulation of speech, decrease anxiety or tension and to develop the ability to listen.

Teacher’s Observations about music therapy - Music therapy has also been beneficial for students. One student in particular is very calm after these sessions, meaning he has been able to make really good progress in   speaking and listening sessions, which follows his music therapy. For another student she enjoys the 1:1 time and the opportunity to be creative. She has struggled with her mental health since her dad and brother both died in the last few years, so music therapy really helps her

Targeted Intervention
One to one targeted interventions took place in the summer term with the trainee teachers

Lunchtime Clubs
These clubs help to promote social communication and build self-esteem by allowing students to express themselves in less formal settings than the classroom, make choices and interact with other students.  The clubs include music clubs such as drumming and choir, art club and organised sports activities at lunchtimes such as tennis and football.

Staff Ratios/Equipment
Some students will benefit from enhanced staff ratios in the classroom or equipment which will be beneficial to their well-being or their learning.  Some staff are used to use intensive interaction with students at lunchtime to encourage engagement.  Extra lunchtime supervisors allow some staff to run clubs during the lunch period.

Examples of equipment:

Scented bubbles, putty and aromatherapy oils have helped one student to regulate his sensory needs in order to be ready to learn. The aromatherapy oils have also been really useful for more sensory students to access topics such as 'Winter' and 'Summer'.

The light toys and UV equipment have aided sensory development - particularly for one student's ability to track, which is her cognition IEP target. 

The touch sensitive switch has revolutionised her access to AAC and switch toys. It is touch sensitive which is perfect for her as she does not have the gross motor ability to press on a click switch. It can be plugged into the BIG Mack during   good morning sessions and connected to switch toys which help her to develop her understanding of cause and effect. 

The other switches and switch toys have also been great for students, particularly in the sense of them having work they can do independently. Another student is really motivated by animals, and these have helped us motivate her as a reward for doing less preferred task

 

Intervention used

Number of pupils using it

% Making expected progress (overall average English and Maths)

% exceeding expected progress  (overall average English and Maths)

Below expected progress

(overall average English and Maths)

Lunch Clubs Art (all year)

4

50%

50%

 

Lunch Clubs Music (all year)

7

37%

63%

 

Personal training 1:1 (all year)

4

75%

25%

 

Music Therapy (all year)

4

75%

25%

 

Additional specialist assistant interventions

6

50%

50%

 

Equipment

9

67%

33%