Pupil Premium Strategy 2016/17
In 2016 / 2017 we received £14 025 in Pupil Premium funding. Each student who is eligible for the Pupil Premium attracts £935, and this academic year we have 15 students who are eligible, which is 21% of our school population. This compares with 9% of secondary aged students receiving Pupil Premium funding across Surrey as a whole. We have one student who is in receipt of the Forces Premium which attracts £300. Students who are Adopted from Care also attract additional funding called Pupil Premium Plus. This is funded at £1900 per student. We currently have 7 students who are eligible for this funding, which represents 9% of our school population. We have received £11 400 for this group. Students who are Looked After by the Local Authority are entitled to LAC Premium, funded at £1900 per student. This is held by the Virtual School in Surrey or the child’s placing Local Authority, and we as a school can bid for funds to buy resources to ensure that students who are looked after make the best possible progress. In 2016/17 we have 2 students who are eligible for this funding, which represents 3% of our school population.
In 2016/17 a total of 25 students (35%) who attend Limpsfield Grange are entitled to Pupil Premium or Pupil Premium Plus or LAC Premium funding.
What is the Pupil Premium?
The Department for Education (DfE) provides additional funding, known as the Pupil Premium, to schools with students on roll that are known to have been eligible for free school meals (FSM) at any time over the last six years. Schools are free to spend the money which is additional to the schools main budget, in a way that helps to raise attainment of students who are disadvantaged or vulnerable. The aim is to close the gap in attainment and progress between the disadvantaged and non-disadvantaged students. Schools are required to publish details of how they will be spending the money. For more information about the Pupil Premium please click see https://www.gov.uk/government/policies/raising-the-achievement-of-disadvantaged-children/supporting-pages/pupil-premium
The Pupil Premium at Limpsfield Grange – our priorities
At Limpsfield Grange all of our students have Special Educational Needs. 70% of our cohort has been identified as autistic, and many of our students have High Functioning Autism or Asperger’s. Children and young people who have special educational needs and disabilities are more likely than other children to grow up in deprived households. According to the National Autistic Society only 15% of autistic adults are in paid employment; 40% of autistic people have an anxiety related mental health difficulty and 70% of high functioning autistic people have mental health difficulties. Deprivation is part of the broader context for many of our families, and we believe that we have a duty to work with the girls and their families to overcome the additional barrier of socio economic deprivation.
Our aim is for all of our students to become happy, healthy, empowered and included adults, who participate in, and contribute towards society. To enable our students to be happy and active citizens we have created a curriculum underpinned by our four areas for development:
The areas of wellbeing, achievement, communication and independence present the greatest barriers to learning and success for students at Limpsfield Grange. These are the areas that we seek to address for identified students when spending our Pupil Premium funding.
We use our Pupil Premium funding to address all of these areas, so that we can narrow the attainment gap between students who experience economic deprivation, and those who do not. We also focus on skills and developing attributes that will enable the girls to be socially successful, healthy, employable adults.
We have been asked to speak at conferences about creating personalized support programs funded by the Pupil Premium for young people with multiple barriers to learning and complex needs. We have also been featured in “A Practical Guide to the Pupil Premium” by Marc Rowland; Deputy Director of the National Education Trust.
What will we spend the Pupil Premium and Pupil Premium Plus and LAC Premium money on in 2016/17?
- Literacy and numeracy interventions – including Maths Doctor 1:1 on line tuition for identified students throughout the school.
- Mental health and therapeutic interventions – including mindfulness, Acceptance & Commitment Therapy, the management of anxiety groups, 1 day per week placement in a therapeutic horticultural setting for a Looked After Child, transport to support a young person access weekly CAMHS sessions in their home locality.
- Emotional wellbeing interventions – small groups and 1:1 sessions focusing on recognizing emotions in yourself and others.
- Readiness for successful learning interventions – self organization skills; developing the attributes to become a successful learner; student mentoring.
- Cognition and learning interventions – small group sessions developing memory skills and access to technical subject based language.
- Supported after school homework sessions for students who do not have facilities to study independently at home.
- Staffed support for a Pupil Premium Plus student to access a local drama and community group, to develop independence, communication skills and self-esteem.
- Resources to enable students to emotionally self-regulate.
What did we spend the Pupil Premium and Pupil Premium Plus and LAC Premium money on in 2015/2016?
In 2015 / 2016 we received £15725 in Pupil Premium funding. Each student who was eligible for the Pupil Premium attracted £925, and we had 17 students who are eligible, which was 23% of the school. We received £7600 Pupil Premium Plus funding for the 4 students who had been Adopted from Care. We also had 5 Looked After Children at Limpsfield Grange during 2015/16, and we applied for the £1900 LAC Premium for these students. We received £7605 through LAC Premium bids. In total 34% of students at Limpsfield Grange were entitled to Pupil Premium or Pupil Premium Plus or LAC Premium funding in 2015/16.
|Activity||Outcomes (and identified area for development)|
|Maths Doctor 1:1 tuition||21 students (14 PP) from across Yrs 11 9 & 8 accessed Maths Dr to provide additional support to develop Maths skills knowledge and understanding.
4/15 students made progress in line with national expectations in Maths following their Maths Dr intervention. (Achievement)
|Homework support for PP students in our residential provision
|60% of residential students were in receipt of the Pupil Premium across 2015/16. Homework support in our residential provision enabled students to develop independent study skills, and transfer skills, knowledge and understanding across different contexts. (Achievement / Independence)|
|Access to local area drama club for students in receipt of PP||Students took part in a local drama group production, which boosted confidence, improved communication and independence skills. For one student this also helped improve their in school attendance (Independence / Communication/Wellbeing)|
|Science Tuition to prepare PP Year 11 student who missed all of KS3 due to mental health difficulties||Student achieved a D in Core and D in Additional Science GCSE qualifications. She has started a Level 2 course at a local post 16 placement. (Achievement)|
|Provision of tablets for students with identified literacy difficulties||10 Pupil Premium students and 2 non Pupil Premium students have been provided with tablets. This has led to improved access to recording ideas for students with literacy difficulties, and fewer logged behaviour incidents of emotional dysregulation around writing; improved ICT skills and improved self-organization skills for users. We hope that we are promoting confidence for students to inhabit a digital world.
We have also started installing apps on the tablets to help students to self-regulate and self-manage their anxiety. Students in KS4 have started using a metronome and a bubble wrap app to self-calm, and for 2 students this has led to a significant reduction in self-harming behaviours.
When this technology is employed routinely it can used in examinations and enables students with literacy difficulties to dictate their answers. We trailed this for the first time in our 2016 examination series. Student who used laptops in their examinations performed in line with their predictions and many made nationally expected levels of progress in their examinations across a range of subjects. (Achievement / Independence)
|Maths tuition for more able LAC student||The student gained a B GCSE grade in Maths – which represented progress in line with national expectations (the expectations set for children without SEND in a mainstream school setting). Student has gone to study “A” levels (including Maths) at post 16 placement (Achievement/ Independence)|
|Funding places on school trips and activities||To enhance the curriculum and ensure that students are able to participate and be included in their school, and the wider community (Wellbeing / Independence/Communication)|
|Step up to boarding package for student in receipt of Pupil Premium Plus, with attachment and complex social emotional and mental health difficulties||After 6 months the student was able to join our residential program, access our supported homework provision, participate in independence and wellbeing activities (Achievement / Independence/Wellbeing)|
Attainment of Year 11 students in receipt of the Pupil Premium making nationally expected levels of progress relative to start points:
|Overall percentage of total cohort meeting NE||55%||20%||25%||73%||100%||29%||71%|
NE = National Expectation; this is the level of progress expected of typically developing young people in mainstream schools at the end of Yr 11, relative to their starting points.
With the exception of Maths, student in receipt of the pupil premium performed broadly in line with their peers. It should be remembered that all students who attend Limpsfield Grange have a range of complex special educational needs, and that for all of our students their SEND that presents the biggest barrier to learning and progress rather than their experience of socio economic disadvantage.
Review of the Pupil Premium Strategy:
The Pupil Premium strategy is reviewed annually, and we assess the impact of our pupil premium spending through:
- Attendance – students in receipt of the pupil premium should have rates of attendance in line with or better than their non PP peers at Limpsfield Grange, and in line with the schools attendance target of 94% attendance.
- Achievement – students in receipt of the Pupil Premium should make progress in line with their non PP peers at Limpsfield Grange (across our 4 areas of development) and also against national averages for similar students (ie: girls with EHCPs in receipt of the pupil premium).
- Participation – 40% of residential students will be in receipt of the pupil premium over the year; 100% of pupil premium students across all year groups will participate in at least one whole school activity and one educational visit across the year.
- Transition – 100% students in Year 11 in receipt of the pupil premium will transition to education employment or training at the end of the academic year.
If you would like to discuss the way we use this funding please contact the school and we would be happy to speak to you.