Metric

Data

 School name

Southview School

Children and students in school

79

Proportion of disadvantaged children and students

22

Pupil premium allocation this academic year

£21,232

Academic year or years covered by statement

09/22– 07/23

Publish date

September 2022

Review date

July 2023

Statement authorised by

Julian Cochrane

Pupil premium lead

Carol Park

Measure

Activity

To develop their social skills

Ongoing class/pastoral activities and targets, identified in the social skills targeting process.

Develop a sense of wellbeing to promote personal development, which may result in increased academic progress as well.

Music Therapy – either 1:1 sessions or small group sessions

Wellbeing sessions led by dedicated coordinator

Physical wellbeing activities and sessions led by dedicated coordinator

Barriers to learning these priorities address

Issues surrounding PNI children and students specifically targeted to their individual needs.

Projected spending

£29,000

Aim

Evidence of impact

Target date

All children and students will achieve at least at the same level as their peers. Children and students working at higher levels will have access to specialised tutoring, or inclusion at mainstream to enable them to make accelerated progress.

Barriers to learning will be minimised by effective strategies put into place re behaviour and additional support and intervention team sessions.

Data evidence shows that the attendance of some of our children and students is problematic due to the complexities of their medical conditions. For some children and students, it might appear that they are not making expected progress, but they simply may not have had the opportunity to experience or evidence what they have learned.

Some children and students have complicated or unsettled home lives, and this is evidenced by social care being involved in their home backgrounds, or some parents turning to the school for help. Children and students work intensively with PPG financed TA’s and intervention coordinators to ensure that they are working on their specific individual targets, coinciding with their class work. This is communicated between the class teacher and the financed TA/ intervention team working with the young person. It is worth noting that a significant number of children have degenerative conditions and in these cases the maintenance of skills is a priority.

At half-termly meetings and termly EHCP/target reviews.

A small group of children and students, will access extended learning in specific subjects where they are working beyond the range of skills within the class.

We will utilise links with local mainstream schools to support these children. This has already been re-established and this will be built on this year. There is still some apprehension amongst parents about joining a mainstream school and the school is mindful and respectful of these concerns. The situation will be kept under constant review. Where children can be supported in another class, this will be actioned immediately and there is already one child accessing a higher level of mathematics in an older class.

At half-termly meetings.

Trustee visits report produced.

All children and students for whom it is appropriate will have access to music therapy and wellbeing sessions as a way to build confidence, communication and self-esteem.

Children and students will have full access to inclusion in all curriculum activities.

Several children and students have issues with challenging behaviour, or emotional issues. Music therapy and Wellbeing sessions with a dedicated coordinator have provided a safe place to explore those feelings, and children have shown an increase in confidence and self-esteem as a result. Music therapy and Wellbeing reports have shown an increase in engagement, and there have been progress against social skill targets in class.

Where children and students are included in community visits to support curriculum topics e.g. geography, school will support with the cost where parents are unable to contribute.

At the end of each term, BMPs will be reviewed.

Discussions with DHT, music therapist and Wellbeing coordinator will review which children and students would

An annual report is produced by the music therapist and Wellbeing coordinator as well as weekly record notes. Reports are  shared with parents.

Termly, the lead DHT will meet with class teachers to review progress.

Measure

Activity

Increase the exposure to 1:1 teaching for our most able mathematicians.

A dedicated tutor to work with a wider range of children, specifically targeting our Gifted and talented children and students.

Every child will have access to focused and specific 1:1 (or very small group work where appropriate) support to develop skills in problem areas identified in progress reports and collection of data. Teachers and support staff will work closely together to help fill in the gaps where children have not yet grasped a skill or missed schooling due to their medical conditions. All children will achieve at the same level as the rest of the school population.

A Teaching Assistant is employed to carry out this intervention. Working with the DHT, class teachers and using performance data, children’s ‘gaps’ are identified and addressed. Scrupulous record keeping will demonstrate input and meetings with class teachers and analysis of performance data will indicate impact.

Barriers to learning these priorities address

Issues relating to individuals SEND, i.e. retaining information or the need to revisit learning. An opportunity to challenge the most able and identify where additional input may be required, either from an external source (mainstream schools/tutor) or where further internal support may be appropriate.

Projected spending

£19,355

All children and students will achieve in English and maths at least at the same level as their peers

Those children and students for whom progress has been problematic due to poor attendance or difficulties in grasping new concepts will have the opportunity to ‘catch up’ or demonstrate progress. 

Our Gifted and talented children and students will be supported by a dedicated tutor in order for them to achieve their full potential and gain qualifications where possible

PP children and students have been affected, along with all our pupils and students, by the ongoing Covid pandemic.

All children and students in this cohort received a bespoke and thorough online or school based offer appropriate to their needs. Specific children/students were identified who may require additional input or protocols in place and where this was the case, the school took appropriate action.

A dedicated external tutor worked with a small cohort of children to support their achievement in this area. Some pupils have achieved qualifications or are working towards an accreditation. We hope to build on the excellent work achieved recently

Actual expenditure :

• 1:1 focused weekly sessions for all students who received Pupil Premium and those who need additional support £15,355
• Weekly tutor role for Gifted and talented students - £3,958

Children and students will have an environment in which to explore their feelings, grow in confidence and self-esteem and improve communication.

Despite the continuing impact of the Coronavirus preventing some our children being unable to attend school, children and students were still able to access the full Music Therapy offer whether delivered online or face to face. There were dedicated communication sessions as well as yoga sessions offered to children and students. A Wellbeing coordinator was appointed to run sessions across the school these maybe as groups or in 1:1 sessions depending on the referral made.

Actual expenditure:

• 1 day Music therapy - £10,000
• 4 days Wellbeing coordinator sessions - £19,000