North Star Academy

BGS Pupil Premium

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Pupil Premium Support Form BGS

Template for statement of pupil premium strategy – SEN schools

1. Summary information 

 

 

 

School

Bristol Gateway School

 

Type of SEN (eg.PMLD/SLD/MLD etc.)

SEMH

Academic Year

2017/18

Total PP budget

£60,021

Date of most recent PP Review

September 2017

Total number of pupils

 

**Subject to Change

77-2018

 

58-2017

Number of pupils eligible for PP

 

**Subject to Change

57-2018

 

40-2017

Date for next internal review of this strategy

July 2018

2. Current attainment: Term 1: 2017/ 2018- beginning of the year

 

 

 

Pupils eligible for PP (your school)

Pupils not eligible for PP  

% achieving  targets in English (

72%

53%

% achieving targets in Maths (track 15 out of 18 students)

62%

73%

% progress specific to school setting

 

 

% of students leaving with at least 2 nationally recognised qualifications. 

100%

100%

3. Barriers to future attainment (for pupils eligible for PP )

 

 In-school barriers 

A. 

Low Prior Attainment (Working below age related expectation in Literacy and Numeracy) 

 

Challenge 1: How can we narrow the Gap?

B. 

Social, Emotional, Mental Health Difficulties.

 

Challenge 2: How can we support students in overcoming the difficulties of SEMH and SPLD and meet the objectives set out in their EHCP plan?

C.

Independence and Resilience: 

 

Challenge 3: How can we teach the values of resilience and create independent leaners?

 External barriers 

D. 

Socio-Economic/ Attendance- Despite Bristol Gateway being in the upper percentiles nationally for pupil deprivation, how can we safeguard and support student attendance to be in line with the national floor standard

4. Outcomes 

 

 

Desired outcomes and how they will be measured

Success criteria 

A. 

 

Pupil Premium students will progress at the same rate as Non-Pupil Premium students in Reading and Writing.

 

80% of Pupil Premium students achieve their reading and writing target from starting points or baseline.

 

B. 

 

Pupil Premium students in English will progress at the same rate as Non-Pupil Premium students. 

80% of KS4 pupil premium students achieve their English target from KS2 starting points or baseline.

 

100% of PP KS4 English students

achieve either 

 

1.    A functional skills level 1 or 2 qualification.

 

2.    Achieve 9-1 in English. 

 

100% of CIC students will achieve their target levels in

English/Reading/Writing 

C. 

Pupil Premium students in Maths progress at the same rate as Non-Pupil Premium students.

 

80% of KS4 pupil premium students achieve their Maths target from KS2 starting points or baseline.

 

100% of PP KS4 Maths students achieve either 

 

 

 

 

1.            A functional skills level 1 or 2 qualification.

 

2.            Achieve grade 9-1 in Maths.

 

100% of CIC students will achieve their target levels in

Maths/Numeracy

D. 

Pupil Premium student attendance will be in line with whole school attendance figures. 

PP attendance compares to national SEMH figures.

 

PP attendance compares to whole school attendance figures.

E. 

PP students make the same social emotional progress as non-pupil premium students.

80% of students make progress in the 4 developmental strands of the Boxall profile.   

 

 

80% of pupil premium students make progress on the GISST Tracker.

 

5. Planned expenditure 

Academic year

 

The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies. 

i. Quality of teaching for all

Desired outcome

Chosen action/approach

What is the evidence & rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Improved Progress and Attainment in Literacy, so that students narrow

the gap on Age Related Expectation 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Implementation of and whole staff training on Literacy intervention

packages

 

Implement VLE improve Literacy development through extended learning.

 

The VLE will also be used to increase exposure through 24 hour curriculum.  

 

 

 

 

 

 

 

 

 

 

 

All literacy programmes implemented have been research led. For example Nessy Reading & Spelling has been thoroughly and rigorously reviewed. Research evidence proves that the Nessy program produces positive educational results.

 

There is no miracle ‘cure’ for dyslexia and students will progress at different rates – but all of them will make gains. In a recent quantitative survey 97% said it had improved quality teaching and have a positive contribution to progress and attainment.

 

Nessy was developed specifically to support learners with dyslexia and learning disabilities. Over 80% of our learners are working below age related expectation and have significant SPLD therefore a range targeting strategies to support literacy is essential in our context. 

 

 

 

 

 

 

 

 

 

 

Cascaded INSET that permeates all levels of the school:

 

Teacher. HTLA

Intervention support.

 

Diagnostic Quality controls to ensure it is providing “quality teaching for all”

 

Range Summative Assessment methods to measure termly impact on progress and attainment. 

 

 Student Voice survey

 

 

LSH SG

 

July 2017

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Totem Reading series helps scaffold reading and writing. 2 books, starting at CVC level, include the essential phonic foundations that a 'catch up' reader will need. Precedes and builds up towards the Talisman Series. Phases 2, 3, 4 and 5 of 'Letters and Sounds'

 

Bristol Gateway school recently Piloted an elounge VLE that work with students who experience Social, Emotional and Mental Health Difficulties. As a result of the some of our students have been out of education for extended periods of time, when they come to us we have to integrate them back into a school environment and get them ready for learning again. 

 

The VLE lounge also supports for auditory learners or students who may struggle to read what is on the screen, this feature reads the content aloud and is able to be repeated as many times as the student needs. This very effective for our students with ASD and also those who need a calm learning environment. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Improved Progress and Attainment in numeracy and Maths , so that students narrow the gap on Age

Related Expectations

Numeracy Ninjas

Golden 100

Mathletics

 

Cuisenaire rods

training 

 

Implement VLE improve Literacy development through extended learning.

 

The VLE will also be used to increase exposure through 24 hour curriculum.  

Student prior attainment in Numeracy and Maths are significantly below age and national expectations. A range of strategies are implemented to support the development of numeracy across the curriculum and also in class teaching.

 

Linked closely to the mastery approach. All the numeracy strategies are designed to improve retention over time but at the same time incorporate all areas of the maths national curriculum so they are prepared for yearly transition. 

 

Numeracy Ninja is a Key Stage 3 numeracy intervention designed to fill gaps in students’ basic mental calculation strategies and also to empower them with the numeracy skills and fluency required to fully access GCSE Maths concepts when they move to Key Stage 4 study.

 

Targeted, adaptive and engaging content from Foundation Stage to KS5 – designed to meet the requirements of the curriculum, with reporting and assessments to match.

 

Golden 100 is A tutor lead activity engaging students in multiplications with a focus on gaps in knowledge. Whole school approach.

 

Cuisenaire rods provide and enactive style teaching to Mathematics:

 

The rods are used in teaching a variety of mathematical ideas, and with a wide age range of learners.[10] Topics they are used for include:[10]

 

Counting, sequences, patterns and algebraic reasoning

Addition and subtraction (additive reasoning)

Multiplication and division (multiplicative reasoning)

Fractions, ratio and proportion

Modular arithmetic leading to group theory.

 

Bristol Gateway school recently Piloted an elounge VLE that work with students who experience Social, Emotional and Mental Health Difficulties. As a result of the some of our students have been out of education for extended periods of time, when they come to us we have to integrate them back into a school environment and get them ready for learning again. 

 

The VLE lounge also supports for auditory learners or students who may struggle to read what is on the screen, this feature reads the content aloud and is able to be repeated as many times as the student needs. This very effective for our students with ASD and also those who need a calm learning environment.

Cascaded INSET that permeates all levels of the school:

 

Teacher. HTLA

Intervention support.

 

Diagnostic Quality controls to ensure it is providing “quality

teaching for all”

 

Range Summative Assessment methods to measure termly impact on progress and attainment.

 

Student Voice survey

AG

 

Middle

Leader 

Team 

 

Total budgeted cost

 

VLE:                  

Cuisenaire Rod:

Targeted interventions: 

 

 

 

 

 

 

£8000.00

£1450.00

£8015.00

 

Total Cost:

£17,465

 

ii. Targeted support

 

 

 

 

 

Desired outcome

     

What is the evidence & rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Improved literacy outcomes for students with ALN and SPLD. 

Accelerated literacy support programs targeted at students on the “at risk register”.

 

Robust baselines in place using CATS4.

 

CPD training for all staff involved in targeted interventions.

 

Speech and

Language Therapy training for all staff.

 

ELKLAN Level 2. 

Prior attainment data, key EHCP objectives highlight the need for intensive and targeted support for literacy. 

 

A structured reading/spelling scheme that involves repetition and introduces new words slowly is extremely important. This allows the student to develop confidence and self-esteem when reading.

 

 

ELKLAN level 2 training will allow HTLAs, Teachers and Senior Leaders to become more effective in their support of children with speech, language and communication needs (SLCN). Many of the strategies and skills will encourage more effective speaking, listening and group interaction skills.

 

A recent audit of EHCP cognition in learning and communication/ Interaction outcomes shows that over 30% of our students have some aspect SPLD. And year on year it is becoming more prevalent, therefore teachers and support staff need this training to support their inclusion in lessons and the wider curriculum. 

 

 

 

 

 

Learning walks  

 

Intervention impact

report. A range

Summative

Assessment methods to measure termly impact on progress and attainment.

 

 

 

 

 

SENCO

 

Middle

Leader

Team 

July 2017

 

 

 

 

 

 

Total budgeted cost

ELKLAN Training

CATS4 Baselining

 

 

 

£7600.00

£3000.000

 

 

 

Total Cost:

£10600

 

iii. Other approaches (including links to personal, social and emotional wellbeing) 

 

 

Desired outcome

Chosen action/approach

What is the evidence & rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Implement a cross curricular programme of SEAL, SMSC and Real Skills to support social and emotional development of pupil premium students.

Implement the jigsaw package through

KS3 and KS4 

 

Develop CEIAG package for PP students so that they are prepared for the next phase of their education. 

 

Develop a

designated emotional coaching room where we can empower students to embrace the mindfulness approach with qualified members of support staff. 

 

Implement the new real skills programme across the school.

 

 

Effectively audit

SMSC through grid maker and identify areas of development.  

The jigsaw package brings together key aspects of the curriculum. For example:

 

1.     Jigsaw helps to teach students about keeping themselves safe and promotes an ethos in school that strongly supports keeping children safe in many diverse situations.

 

2.     Jigsaw teaches the fundamentals of British values, democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.

 

3.     Jigsaw fully integrates all aspects of SMSC.

 

4.     Introduces careers advice guidance and support. 

 

The latest guidance also recommends that schools need to teach social and emotional skills and there are a myriad ways in which Jigsaw can enable students to do this. For example develop coping strategies underpinned by mindfulness which aims to empower children to learn now and improve their lifechances later, and to help them develop personal awareness.

 

 

The SMSC Grid will us to gather all of the good practice regarding SMSC throughout our entire school. Previously it was challenging for Senior Leaders to pin point exactly what was going on and when. It illustrates any gaps in provision and gives us a strategic plan to move forward with as well as highlighting training needs for staff. It will allow the visual

Analysis of Boxall profile data.

 

Analysis of social and emotional progress through the GRIT and the GIST system. 

 

Analysis of destination data.

 

RAP tracking-post 16. 

 

Raise online NEET

data

 

Student voice wellbeing surveys. 

SENCO

 

HOKS

 

 

July 2017

 

 

 

presentation of our SMSC provision and therefore be able target areas that need developing. 

 

This will enable students to have broad and balanced curriculum that will be enrichment through a comprehensive programme of SMSC. This will also link to the real skills curriculum. 

 

 

 

 

 

Ensure that PP students make the same social emotional progress through targeted behaviour support programmes. 

To provide a more specific and targeted behavioural support programme for PP students.

 

To develop the use of emotional coaching.

 

The strategic use of Boxall profile data to target support in the right areas. 

 

Breakfast Club, after school clubs 

 

EHCP objectives highlight specific areas of support. 

 

CPOM data identifies a serious and urgent need for social and emotional behaviour support.

 

Sleuth behaviour data identifies the need for behaviour intervention programmes.

 

 

 

As mentioned above the latest DFE guidance also

recommends schools teach social and emotional skills and the value of resilience/ GRIT. 

 

 

Analysis of behaviour data in particular level 3 behaviours. 

 

Exclusions and attendance data. 

AHT

 

SENCO

 

Middle

Leaders

July 2017

The strategic use of Boxall Profile Data for targeted support. 

 

 

Boxall profile is a tool for the assessment of children’s and young people’s social, emotional and behavioural development. It identifies the levels of skills they have got to access learning. It enables staff to develop their understanding of the students and their

difficulties. It is also useful for setting individual and achievable targets for the students.

 

Initially our approach will be to pilot the

Targeted Behavioural support and holistic interventions: Boxall profiling training has taken place for 2 members of staff. We have trialled this with one class of Year 8 pupils and the diagnostics demonstrate that as a result of classroom interventions to support pupil’s social, emotional and behavioural difficulties their behaviour has improved. Prior to the Boxall profiling and trial on interventions there were 12 reported incidents of negative behaviours for this cohort, with 4 of those incidents being physical aggression to teachers in term 1 2016/2017. While in term 2 following interventions and strategies informed by profiling there were 8 recorded incidents for this cohort with only 1 incident of physical aggression. This is a significant reduction in recorded incidents and physical aggression. The profile provides the teacher with an insight into what lies behind the pupils behaviours. This will be rolled out to all tutor groups by term 6 to support strategies and interventions moving forward.

Analysis of Boxall profile data.

 

Monitoring and recording of targeted interventions.

 

Analysis of Personal support programs and progress against IEP targets. 

Year 7

Year 8

Tutors

 

July 2017

 

programme with PP students in year 7 and 8. 

 

 

 

 

 

 

 

 

 

 

 

 

Total budgeted cost

 

 

 

Emotional Coaching Interventions:

Mental Health and Wellbeing Interventions/ Box

Jigsaw/SMSC/ Real skills

Breakfast club

 

all: 

 

£11,0000

£14,5000

£2,700

£3756

 

 

 

£ 31,956

 

 

 Combined Total:

 

 

£60,021

6. Review of expenditure 

 

 

Previous Academic Year

To be completed by July 21st 2017 

 

i. Quality of teaching for all

 

 

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned 

(and whether you will continue with this approach)

Cost

 

 

 

 

 

 

 

 

 

 

ii. Targeted support

 

 

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned 

(and whether you will continue with this approach)

Cost

 

 

 

 

 

iii. Other approaches (including links to personal, social and emotional wellbeing)

 

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned 

(and whether you will continue with this approach)

Cost

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

7. Additional detail

In this section you can annex or refer to additional information which you have used to inform the statement above.