Pupil Premium Statement 2023-24

Detail of challenge

Our assessment over the previous year showed that in some areas, disadvantaged pupils slightly underperformed other vulnerable groups in some academic areas such as speaking and listening and EHCP targets for physical targets. This was not consistent over the year so will be monitored closely over this academic year to see if a pattern emerges over the year to support the initiation of interventions if required.

Through observations and conversations with families and social workers we have found that access to out of school experiences for pupils to enrich and consolidate learning may be fewer for disadvantaged pupils and especially so for those who also have profound and multiple learning difficulties.

Through assessments, observations and conversations with wider leaders, we have found that disadvantaged pupils have less support to develop life skills in a range of settings. This includes access to the local and wider community to develop skills such as travel skills and daily living skills.

Our assessments, progress discussions and observations ensure that pupils who require an intervention are identified early to enable an identified intervention to have impact to ensure any gaps are recognised and acted upon in a timely way.

Our assessments, observations and discussions ensure staff training meets the needs of the pupils, support staff are able to lead interventions and training offers a development route for staff who wish to progress to teaching and beyond.

Success criteria

Progress in English, Mathematics, personal progress and EHCP outcomes will improve so that pupils in receipt of pupil premium are in line with other vulnerable groups and the non eligible pupils.

Emotional barriers to learning will be reduced and improvement in wellbeing will be reflected in progress across the curriculum.

Pupils will have the same opportunities and receive the same experiences as all other pupils in the Academy.

Highly skilled subject leadership has led to progress for  PPG pupils being in line or higher than non PPG in Reading, Writing and maths.

Significant resources have been purchased and training completed at the end of module 4. All pupils are now accessing decodable texts as appropriate and this will be enhanced further once the library refit is completed. Reading outcomes for the PPG group at the end of module 6 were in line with non PPG.

This resource is used to train staff, assess pupils and deliver programmes and some direct work. Most pupils supported have ASD. Pupils with ASD performed as well as and in some areas better than others across all subjects and provision plan targets.

These resources enabled staff to prepare individualised resources for pupils. Numicon Online and Whiterose Maths are embedded in the reviewed maths curriculum and Rosewood School IMPACTS is the basis of the Brook Pathway curriculum and recording system.

Training completed for all teaching staff and teaching support staff at the end of Module 4. All phases are now completing phonics sessions in level appropriate groups throughout the week, led by all staff. Reading outcomes for the PPG group at the end of module 6 were in line with non PPG.

Five staff completed the level 1 course at the end of the academic year. The signing team now lead training across school and lead signs of the week during the whole staff briefing. The outcomes at the end of module 6 for PPG pupils were slightly lower than non PPG pupils. This group will be the focus of the signing team over this academic year.

The outstanding provision delivered by our SaLT team continues to be recognised as a Centre of Excellence following the Balance System Scheme for Schools for our work as a whole school in supporting the Speech, Language and Communication needs of our pupils. Pupils in receipt of PPG outperformed others for those who achieved their Term 5 Communication Provision Plan target.

Complex physical needs are very well met at Leigh Academy Milestone. This resource supports many pupils with PMLD and others to access their learning, both the taught and the co-curriculum, and be comfortable throughout the day. Pupils with PMLD slightly under performed those achieving their Term 5 Physical provision plan target but performed well for physical outcomes on the Brook Pathway.

Many of our most challenging and high needs pupils and their families benefited from this best practice model with an average of 3 multi-agency meetings held weekly throughout the year. For one pupil this really supported parents to understand the function of their child’s behaviour and understanding his needs, because it was a multi disciplinary meeting his social worker and the respite provision were also present. This provided consistency for this student.

This resource is used to train staff, assess pupils and deliver programmes alongside direct work. Most pupils supported have ASD. Pupils with ASD performed as well as and in some areas better than others across all subjects and provision plan targets.

This budget was spent on purchasing resources for high needs sensory learners as well as cross curriculum resources to support maths, English and PSPD which were also incorporated into other subjects to generalise and consolidate learning.

Pupils in receipt of PPG outperformed by 5% others for those who achieved their Term 5 Cognition and Learning Provision Plan target. PPG pupils were in line with average and non PPG in Reading, Writing and maths, with a significant increase of 12% from Term 4 in maths.

A number of PMLD pupils accessed this resource over the year. This will be increased further over the next academic year with links to academic outcomes analysed.

This budget part funded 10 pupils in receipt of PPG to access a residential school journey. Without this support the pupils would not have been able to attend.

Many of our pupils with significant social, emotional and mental health concerns benefited from weekly support sessions with ELSA trained TAs. Twenty pupils were supported by 4 trained TAs over the year. Pupils were supported in areas such as bereavement, sharing attention, stress and anxiety with positive reflections from all pupils supported. For example, in phase 1 ELSA has supported a pupil with his high anxiety surrounding transitions and also his fear of the dentist and doctors. It has helped significantly in reducing serious incidents related to his anxiety.

A small number of our secondary aged pupils and their families with significant mental health challenges benefited from support from the Mental Health First Aider who shared strategies for lowering stress levels and initiated Early Help where requested by families.

5 x PPG pupils received items of school uniform over the year and at the end of the year, following a grant by DBC, an additional 15 families were allocated £30 from this budget item to go towards uniform costs.

PPG pupils supported through purchase of resources to enable engagement with community facilities and cultural activities in a meaningful way.

Funds were used to bring in an Arts workshop ‘Arty Party’ who worked with all pupils to develop art installations which can be seen around school in all settings. This inspired both pupils and staff to develop further unique ways of bringing the arts to life. This budget was also used to purchase and train staff in the use of the radio station which is now used regularly by pupils to broadcast sessions across school.

Provider

Ruth Miskin

TT Education

White Rose Maths