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Pupil Premium

Pupil Premium Grant Expenditure 2017 - 2018

Objectives of Pupil Premium Spending

At Rosehill School we aim to make full and effective use of the pupil premium:

  • Preparing pupils for adult life
  • Improving and maintaining high levels of attendance
  • Improving personal development, engagement, self-esteem, confidence and wellbeing
  • Improving access to learning opportunities outside of school (i.e. at home and within the community)

How we achieve the objectives of Pupil Premium spending

Outcomes for Pupils

  • We demonstrate the impact of each of the interventions used and funded by the pupil premium
  • We have termly pupil progress meetings with class teachers
  • We use a rigorous data tracking management system to identify and focus on maximising outcomes

Effective Leadership & Management

  • We have a clear policy for spending the Pupil Premium agreed by governors and publish this on the school website
  • Designate the Senior Leadership Team to overview how the funding is being spent and the outcomes of interventions and spending. Our senior leaders and Governors value the quality of teaching and learning as its core purpose. This entails the deployment of time, energy and resources to enhance confidence in the quality of teaching and learning and the focus on achievement
  • Invest in a significant training programmes and CPD for all staff
  • Ensure all staff are highly trained in autism, curriculum differentiation and interventions, from induction onwards with ongoing training
  • We have a robust Performance Management process, linked to pupil outcomes
  • We have rigorous, moderated classroom observations and learning walks
  • We have a Management Communication System – (SIMS) to centralise record keeping and support the analysis of progress data
  • Research evidence from a variety of local, national and international studies

The Quality of Teaching, Learning and Assessment

  • We analyse pupil data robustly particularly in English, Maths, Science, PSHE and Computing, which are core subjects for pupils with autism
  • Regularly use a range of achievement and holistic data to track interventions and techniques and make adjustments. We revisit data throughout the intervention period to assess pupil progress
  • Ensure class teachers are consistently aware of Pupil Premium students in their classes
  • Ensure Teaching Assistants are highly trained and understood the importance of specific targets for Pupil Premium students
  • Our staff use a 'small steps of progress’ approach to tasks - We have additional 1:1 support where required
  • English and Maths interventions to ensure a narrowing of the attainment gap
  • We have additional equipment for occupational therapy and sensory diets
  • We have additional equipment for speech & language including iPads and visual support, Smartboards and software to assist access to the curriculum
  • We secure active collaboration within school and working with other schools and professionals to ensure best practice and resources are available and shared


Personal Development, Behaviour and Welfare

  • We ensure that, pupils (as far as possible) and parents are active partners in the learning process and in the management of behaviour
  • Develop well targeted support to improve attendance and behaviour or links with families where this is a barrier to learning
  • We use a positive behaviour approach ensuring pupils are aware they are succeeding
  • We have a staff list of volunteers who translate for parents/carers, where necessary
  • We review individual pupil behaviour support plans half termly – a teaching/curriculum team collaboration
  • We work closely with other professional involved with pupils and families



Expected Impact

Specialist OT Mini MILE – to extend access for Pupil Premium learners. OT specialist in place for input and sensory curriculum co-ordination. Specialist sensory engagement training for staff

To provide a sensory interactive environment available for learning with specialist OT in place to support communication and interactive learning. To have MILE Learning Programmes in place for all YP for whom this is an identified learning need.

Outcomes and pre-entry assessments show progress in communication, choice making, independence and functional learning skills.

Whole school reward system

To enhance effective and purposeful reward schemes for young people, linked to behaviour and learning targets and also within class groups to promote team working and relationships/respect for others

Electronic tablets – purchase for individual pupils; for staff to promote effective learning through targeted apps and additional training

To support learning through use of tablets for communication and sensory exploration.

To utilise technology to assist YP to communicate their needs effectively

Duke of Edinburgh


To provide additional social engagement and learning opportunities through outdoor pursuits, community participation and teamwork, including the opportunity for a residential trip. To enable YP with complex needs complete an off-site experiential learning opportunity alongside their peers.

To support relevant staff training to keep learners safe, and also differentiate the experience suitable to develop independent living skills

Curriculum Enrichment

To support curriculum enrichment days within the school to provide diverse opportunities for learner to engage to additional learning activities.

To provide creative, multi-cultural and career learning opportunities for learners of all abilities.

To reflect pupil feedback for further opportunity to engage in activities that motivate and interest them.

Sensory environment and Balance Rooms

To upgrade sensory learning environments to enable relaxation and interaction for learner with complex sensory needs.

To facilitate intensive interaction environments and support staff training to support more pupil centred learning.

To provide an effective Balance Room space to enable learners to process information, engage in meaningful play activities and have a safe outlet for anxious and unsafe behaviour where space is required outside of the formal learning environments

Rebound therapy and trampolining

To provide a physical outlet for pupils to self-regulate and to support existing sensory integration input. To enhance sensory modulation, and communication for learners with a sensory integration and regulatory challenges.

To provide suitable training for staff and provide high quality and safe equipment for use with Young People