Rosehill School Pupil Premium Funding Summary 2020 - 2021

Total number of pupils on roll

114

Total number of pupils eligible for PPG

61 (54%)

Amount of PPG received per pupil

£1,345 – Year 1 – 6

£955 – Year 7 – 11

Number of pupils eligible for LAC and PLAC premium

1

Total LAC and PLAC premium received

£500 per term - £1,500

Number of pupils eligible for SPP

0

Total SPP received

£0

Total PPG received

£71,730 + £1,500 = £73,230

Breakdown

Total eligible for Pupil Premium

Total

Key Stage

Boys

Girls

Looked After Children (Children in Care)

Parents Serving in the Armed Forces

61 (100%)

KS1: 6 (10%)

KS2: 31 (50%)

KS3: 17 (28%)

KS4:  7 (12%)

3   (5%)

27 (44%)

12 (21%)

6   (10%)

3 (4%)

4 (7%)

4 (7%)

1 (2%)

1 (2)

Summary of PPG spending in academic year

Focus and summary of interventions

Summary of spending

A. Engagement, enjoyment and standards in Speech, Language and Communication:

• Communication groups and Intensive Interaction (with staff/SALT intervention support for key pupils)
• Cost towards SL&C and Intensive Interaction training
• To further develop SL&C resources
• Events and workshops for parents

Total = £10,000

• SALT costs = £1500
• Interventions = £3,800
• Training/workshops = £400
• Resources = £4,000
• Parents sessions =£300

B. Development of sensory integration and self-regulation skills:

• OT to implement sensory journals for all pupils
• Development of Balance Rooms, MILES and learning zones environments and resources (including OT motor room)
• Staff training on use of sensory circuits/breaks techniques incorporated into daily activities
• Individualised eating and drinking programmes and KS1-2 food-based group
• Intervention support provided for pupils identified with heightened sensory sensitives

Total = £32,000

• OT costs = £16,000
• Balance Rooms = £3,000
• MILES = £5,000
• Training/workshops= £1,000
• Learning Zones/Eating & Drinking Programmes = £6,000
• Interventions = £2,000

C. Improvement of emotional health, wellbeing and happiness:

• Extended wellbeing led activities, including positive mental health sports related activities e.g. rebound therapy, cycling, yoga, outdoor circuits/gym and through use of the outdoors i.e. Woodland Walk and adventure activities
• Structured social inclusion provided through PSHE, Citizenship and RSE enrichments sessions, events and assemblies. To include Primary Parliament/ Student Council/ WRL
• Tailored individual support and resources e.g. EP/ counselling /Young Minds resources/pastoral sessions

Total = £13,730

• Sports and adventure services = £4,000
• PE/PSHE Curriculum resources = £2,000
• Events = £2,000
• 1:1 staff interventions = £3,000
• Specialist services = £2,730

D. Improvement of parental engagement:

• Part-fund role of Welfare Officer to provide early help offer and to develop enhanced support for families
• Parents/carers to receive additional support to access meetings and wider services;

• Advocate during meetings/signposting of services  
• Transport will be provided to attend meetings, if required
• Translation service arranged, if required

• Parent workshops/coffee mornings
• Dedicated availability of Welfare Officer for parental support e.g. forms/referrals
• Provision of teaching and learning guidance and resources, to support with home learning

Total = £4,000

• Events = £1,700
• Transport = £300
• Translator service = £1,000
• Resources = £1,000

E. Strengthened and increased participation and engagement in “Cultural Capital” experiences:

• Additional Arts, music, dance and drama sessions/resources – e.g. theatre and dance workshops
• Additional enrichment and scenario-based experiences within the MILE immersive room
• Staff ‘arts’ training/CPD 
• Specialist art group
• 1:1 intervention support

Total = £12,000

• Arts and cultural resources = £2,500    
• Training/ CPD = £1,500
• Interventions = £5,000
• Events & workshops/ specialists= £3,000       

Pupil Premium – End of Year review statement for 2019-20

Shortly after completing our mid-year review of Pupil premium expenditure in February 2020, many schools in England were affected by the coronavirus pandemic. Throughout the period of closure, Rosehill School continued to provide care and support for the children of key workers and our most vulnerable pupils.

We know from research that disadvantaged pupils’ learning is likely to be adversely affected by school closure and Rosehill have worked hard to mitigate this. We have provided home learning activities, both online and in paper-based format and a wide range of resources for all pupils including communication books and sensory equipment. We are aware that internet access has been problematic for some families and have endeavoured to provide support where this is the case, e.g. delivery of laptops/learning packs to pupils’ addresses. We also contacted every family weekly/fortnightly and for our most vulnerable families, this included many door-step visits. Staff went above and beyond to support families, this included for some families: delivering FSM vouchers, socially-distanced doorstep visits and working with additional services such as social care, health teams and education welfare to ensure that families are supported.

Since the beginning of June 2020, following government and local authority guidance, additional children in some key stages begun to return to school. The school worked very hard to ensure that these returning pupils were safe and happy in their bubbles. Our top priority has been to address their social and emotional needs and to ensure that any anxiety about returning to school is minimised. With this in place, we are now turning our attention to beginning to identify any learning gaps (June/July 2020) which have come about during the lockdown period, particularly so for disadvantaged children. We have, of course, continued to provide home learning opportunities for those children who will not be re-joining us until September. During this time, we also added to our home learning provision by having two face-to-face sessions to pupils each week where learning was shared and presented and then questions asked and learning celebrated.

We are now thinking ahead to the new academic year and to what a ‘recuperation’ curriculum needs to look like for our children, including our disadvantaged and vulnerable pupils. This has informed the planning of our 3-year strategy for raising the attainment of disadvantaged children at this school. Alongside our original plans implemented in 2019, we will focus on:

• Identifying learning gaps and putting high impact strategies in place to address them
• Improved use of alternative communication systems across the curriculum to support inclusion of pupils with communication difficulties
• Strengthened and improved levels of personal choice and engagement and pupils’ capacity to regulate their own behaviour and learning 
• Developing good emotional health, self-regulation, happiness and wellbeing
• Increased parental engagement and participation seen by those parents/carers who currently demonstrate limited parental engagement
• Ensuring the curriculum is exciting, rigorous, relevant and fit for purpose in the changed world in which we all now find ourselves

Our 3-Year Strategy will be scrutinised by our Governing Body in October 2020. We are confident that the reviewed plan will enable us over time to implement our carefully chosen evidence-informed strategies that result in a closing of existing attainment gaps. The new 3-year plan will continue to be regularly reviewed in each year of its cycle.