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Larwood School

Part of Larwood Academy Trust

Pupil Premium Reports

 Pupil premium 2017 - 2018

PUPIL PREMIUM:
USE AND ANALYSIS OF IMPACT AT LARWOOD SCHOOL - 2017-2018

 
TOTAL NUMBER OF PUPILS ON ROLL 66
TOTAL NUMBERS OF PUPILS ELIGABLE FOR PPG 21
TOTAL AMOUNT OF PPG RECIEVED £36,000


CONTEXT

PLEASE NOTE-AS PART OF OUR APPROACH TO HEALTH, WELL-BEING AND PROGRESS, ALL STUDENTS AT LARWOOD ARE GIVEN A "FREE SCHOOL MEAL" WHETHER THEY QUALIFY FOR A FREE SCHOOL MEAL OR NOT!

Larwood School is a primary school for pupils with social, emotional and mental health difficulties (SEMH) and all pupils have an Educational Health Care Plan. Pupils are referred to us as part of a panel system organised by Hertfordshire. We have capacity for 64 day pupils, but finished the academic year with 66 pupils on roll. The additional pupils were inducted due to the crisis that Hertfordshire has with too many pupils without suitable placement, and recognising that our school could cope with such demands. Please note that we had already agreed to move to 68 as our designated day school number for 2018 - 2019.

  As part of our provision, we are also a residential school and this operates from Monday through until Friday, with pupils returning home at the weekends. We are the only residential (primary) special school for SEMH pupils in the county. This aspect of our provision underwent full review and strategic discussion during the year and it culminated with a full consultation process. Please see the website/associated letters for more information in relation to this matter. Our pupils display the following characteristics:

  • They have all experienced exclusion and at least 1 term away from education.
  • The vast majority of pupils arrive at Larwood having been receiving part time education. One hour a day quite often being the norm.
  • 2 pupils last year attended 5 schools.  1 pupil has been at 4 schools. 19 pupils had been at 3 schools and the rest of the cohort had been at 2 schools. Therefore, 36% of the cohort had been at, at least two schools before Larwood.
  • Although all pupils have SEMH as their designated need, ASD ranged between 50% and 80% in different year groups, and those pupils with 2 or more identified needs within their statement ranged from 50%-83%.
  • In year referrals meant that, the size and dynamics of every year group changed during the year. This varied from the lowest amount of change for Year 6 with 13%, Year 5 - 40%, Year 4 - 11%, Year 3 - 85% and Years 1 and 2 - 50% of pupils were new during the year.
  • 26/66 pupils were new to the school at the start of the academic year, which equates to 40% of the school population.
  • 1 pupil had been permanently excluded from both mainstream and specialist provision.

    It is appropriate to state that all of our pupils have experienced the challenges and issues that any officially designated pupil premium pupil may have.

    Please note there are specific characteristics of this cohort which include family related breakdown including pupils witnessing violent incidents, legal proceedings, medication issues, family upheaval/displacement, and drug and alcohol related issues.

WHAT IS THE PUPIL PREMIUM?

The government have funded research that has demonstrated that those pupils who are eligible for ‘free school meals’, those in care, and those that have parents in the armed forces, can be disadvantaged when at school comparing to those who do not experience such circumstances.  At Larwood School, we have pupils who are deemed to be from a disadvantaged background due to low income and hence pupils being able to claim free school meals as well as a small proportion who are in (or have been) in care.

Our targets for the pupils that qualify for this funding are:

  • To ensure that whatever proportion of time spent at Larwood is enhancing their progress and well-being.
  • To provide the best possible transition and therefore create the opportunity for learning for these pupils
  • To provide ‘Wave 1’-Quality first teaching with particular focus on literacy and numeracy, and Wave 2-catch where appropriate
  • To ensure that pupils get back to learning, behaving and making progress that did not take place in their previous settings.

The Sutton Trust has reviewed possible interventions and applied an evidence rating of 1* for very low or negative impact for very low or no cost, to 4* rating for high impact activities which are low cost. The rating may be referred to in the text below.

HOW THE PUPIL PREMIUM WAS USED DURING 2017 - 2018

PLEASE NOTE-AS PART OF OUR APPROACH TO HEALTH, WELL-BEING AND PROGRESS, ALL STUDENTS AT LARWOOD ARE GIVEN A "FREE SCHOOL MEAL" WHETHER THEY QUALIFY FOR A FREE SCHOOL MEAL OR NOT!

Additional support was provided for all of the students at Larwood via our enhanced staffing ratios. This means that for every class (usually 10 students or below), there is a teacher and a Learning Support Assistant. (3* rating by Sutton Trust report) This is essential, not only for Pupil Premium pupils but for all pupils. As our pupils arrive and they have already experienced school breakdown and quite often family breakdown, the extra support, time and guidance are all essential components in the process that allows our pupils to re-engage with the education system.

Targeted support for students was also provided due to the enhanced nature of our staffing. This in practical terms meant that each child received greater input and individual feedback relating to behaviour and progress from both class teacher and Learning Support Assistant. For example, one pupil within this group received targeted support dedicated to issues and perceptions in relation to attendance.

Although the Sutton Trust report on the use of Pupil Premium funding presents some questions regarding class sizes, we believe that small classes are vital for our student’s progress, behaviour and emotional well-being. All of our classes are usually 10 students or less and this enables the points above to become part of everyday practice.

HOW CURRICULUM ACTIVITIES WILL BE ADJUSTED OR USED IN THIS AREA

CLASSES’ SIZES WILL REMAIN SMALL (BETWEEN 8 - 10 PUPIL’S MAXIMUM AT ANY GIVEN TIME)

"One to one" interventions were used as part of our targeted support and feedback process and alongside this; we have adapted our curriculum to suit our learner’s needs. We will continue to do this. An example of curriculum adjustment includes our Thursday afternoon skills curriculum, 1-1 sessions to help close the gap between current and previous learning and where students take part in clubs that are selected by them. Other Examples of this include cookery sessions, support for literacy, support for transitions (internal and external as part of moving onto secondary school), LEGO therapy, speech and language support, Counselling, Brain Gym, POD and physical based intervention’s. (4* rating according to Sutton Trust report)

Cost associated with providing this level of support is in excess of the grant provided, but supplemented with other funding.

Another special feature of our curriculum is the provision for Year 6 pupils during 2017 - 2018 was our MAPS course (Music, Art and Performance Skills) for Year 6 pupils, alongside the MAD course (Music, Art and Drama course for pupils in year 5. (3* rating according to Sutton Trust) Additional support was put into place for literacy based needs supporting pupils in in Year 5 (moving to Year 6) but also supporting other pupils where the need was identified.

Please find below a copy of the link to the Sutton Trust Teaching and Learning toolkit. This ranks different approaches to teaching and learning, their relative cost and effectiveness. Please also see comparison of pupils receiving the premium compared to those that do not.

www.suttontrust.com/.../toolkit-of-strategies-to-improve-learning /

IMPACT OF THE PUPIL PREMIUM 2017 - 2018

Before seeing key progression, data related to this group, please note the following:

HOW DO WE JUDGE PROGRESSION?

Based on the information above relating to our assessment system, our grading’s are defined in the following way:

EXCEEDING TARGET OR OUTSTANDING PROGRESS

Better than the target rate of 1, 2 or 3 steps of progress set at the start of the year per subject

MEETING EXPECTED PROGRESS BASED ON CONTEXT OR TARGET

Making steps of progress towards the school based targets, considering limiting factors such as type of needs and time spent at Larwood. For some pupils, this may be equivalent to 1 or 2 steps of progress.

LESS THAN EXPECTED PROGRESS BASED ON CONTEXT BUT PUPIL HAS MADE PROGRESS NO PROGRESS

HOW DO WE MONITOR PROGRESSION?

  • Half termly assessments using an Academic Mentoring system
  • The use of Standard Attainments Tests (SATs) in Year 6
  • Internal moderation of pupil work, alongside external moderation where possible
  • Review by Hertfordshire Improvement Partner
  • External review of assessment via moderation process conducted by Hertfordshire colleagues
  • Academic Mentoring to track progress and engage with pupils-THIS IS NOT JUST FOR ACADEMIC SUBJECTS BUT ASLO COVERS PERSONAL PROGRESSION AND INDEPENDENT LIVING SKILLS
  • Work scrutiny
  • Meet the Teacher event, review of Education Health Care Plans and summative reporting

OVERVIEW OF ACADEMIC PERFORMANCE FOR THIS GROUP OF PUPILS 2017 - 2018

Key-R=Reading, W=Writing, M=Mathematics, S=Science. NB. All numbers expressed in percentages.

Cohort numbers are all very small and therefore all numbers are treated with reservation.

Year Group

Exceeding Target or Outstanding Progress

Meeting expected rate of progress based on context or Achieved Target

Less than expected progress based on context but pupil has made progress

Size of cohort making progress compared to target

Year 3-

1 pupils SEMH plus ASD

1 PUPIL-NA

1 PUPIL-NA

1 PUPIL-NA

 

Year 4

5 pupils SEMH plus

4 pupils ASD.

R-20 W-20 M-0 S-20

R-80 W-20 M-60, S-40

R-20 W-80 M-40 S-40

Read-100 No progress-0

Write-20 No progress-22

Maths-60 No progress-0

Sci-60 No progress-0

Year 5

7 pupils SEMH plus 6 pupils ASD

NB-2 pupil not included due to needs/context

 

 

R-20 W-20 M-20 S-20

R-40 W40- M-60 S-20

R-40 W-40 M-20 S-60

Read-60 No progress-0

Write-60 No progress-0

Maths-80 No progress-0

Sci-40 No progress-20

Year 6

8 pupils SEMH plus 7 pupils with ASD for 2 pupils, and 3 pupils with ADHD

NB-1 pupil not included due to context.

R-42 W-57 M-57 S-29

R-29 W-29 M-29 S-71

R-29 W-14 M-14 S-29

Read-71 No progress-0

Write-86 No progress-0

Maths-86 No progress-0

Sci-100 No progress-0

COMMENTARY ON THE DATA PROVIDED ABOVE

CAUTION:
DUE TO THE LOW NUMBERS INVOLVED WITHIN THE DATA SET, MANY ASPECTS OF THE DATA ARE UNRELIABLE
.

Some broad and more detailed aspects of progression for these pupils can be identified:

  • All pupil premium pupils made progress in reading. In three-year groups, some pupils made outstanding progress compared to their starting position (range between 20 and 42%)
  • All year groups made progress in writing, except year 3 but this year group has one pupil as the data set.  In three-year groups, pupils made outstanding progress compared to their starting position (range between 20 and 57%).  Year 4 pupils did make as much progress in this area and 2 pupils made less than expected progress.
  • All pupils made progress in Maths, with 2-year groups and pupils making outstanding progress (Range 20-57%). Year 4 pupils did not make as much progress in this area, compared to other year groups.
  • All pupils made progress in Science, with some pupils in all year groups making outstanding progress (Range 20-29%-Cohort of 1 pupil excluded).
  • Pupils benefitted from a range of supportive measures that were applied using academic data, but also ongoing and fluid situations in relation to external influences. Examples have already been mentioned.
  • Year 6 pupils all received comprehensive support for transition to their new school and support for all subjects as they approached the SATS in May. All pupils completed the tests as pre-arranged.

IMPACT OF THE INTERVENTIONS USED IN 2017/18 AND WIDER IMPLICATIONS FOR PUPIL PROGRESS

ENHANCED STAFF RATIOS

A range of information is available that supports the fact that our staffing structure provides the vast majority of pupils, with the support and guidance that they need to engage. This includes the Progress and Achievement report, Behaviour and Attendance report and Teaching, learning and Assessment report.

EXAMPLES INCLUDE

Case study 1. Drastic improvement in behaviour compared to previous year (awarded black shirt), progress gained in all curriculum areas.

Case study 2 New pupil in 2017. Behaviour transformed very quickly compared to previous school. Pupil experienced two separate medical incidents, which meant time away from school. Academic progress excellent for time spent at Larwood (3 in Maths, 3 in Science, 3 in reading and 3 in writing).

Case study 3. Pupil with SEMH and ASD/medical needs. Behaviour excellent and became Black shirt status. Academic progress also good (Maths 3, Science 3, read 3, write 3).

TARGETED SUPPORT. SUCH AS 1-1 LITERACY INTERVENTIONS

This carried across the cohort and no clear pattern can be drawn from the information. There are examples of secure progress compared to very little progress previously, and slow progress. Discussion via SLT meetings last year, ensured a clear review every half term reflects on the progress being made based on data. 4 clear examples of where this has generated the required impact can be noted.

CURRICULUM ADJUSTMENT, SUCH AS MAPS

All pupils, except for one, in MAPs (judged as safe at the time) took part in a trip to London to see The Lion King and also performed in a Larwood School production of The Lion King to the rest of the school. Please also see the ‘Living off the Land’ program, ‘Hammer time’ and ‘Go-Kart’ projects review by TLR post holder.

ACTIONS FOR 2018 - 2019

  • Review of pupil progress with focus on Year 4 cohort (Year 5 in 2018-19) to provide support where appropriate and in relation to performance data.
  • Creation of extended review for newer support mechanisms such as Lego and Brain Gym
  • Review of cohort progress each half term with associated actions as the year progresses.

    PLEASE NOTE THAT A FURTHER DETAILED BREAKDOWN OF INDIVIDUAL PUPIL PERFORMANCE IS AVAILABLE FORM THE HEADTEACHER ON REQUEST

pupil premium 2016 - 2017 

NUMBER OF PUPILS AND PUPIL PREMIUM GRANT (PPG) RECIEVED

TOTAL NUMBER OF PUPILS ON ROLL 64
TOTAL NUMBERS OF PUPILS ELIGABLE FOR PPG 12
TOTAL AMOUNT OF PPG RECIEVED £24,920.00

*
PLEASE NOTE-AS PART OF OUR APPROACH TO HEALTH, WELL-BEING AND PROGRESS, ALL STUDENTS AT LARWOOD ARE GIVEN A "FREE SCHOOL MEAL" WHETHER THEY QUALIFY FOR A FREE SCHOOL MEAL OR NOT!

Larwood School is a primary school for pupils with social, emotional and mental health difficulties (SEMH) and all pupils have an Educational Health Care Plan. Pupils are referred to us as part of a panel system organised by Hertfordshire. We have capacity for 64 day pupils. As part of our provision, we are also a residential school and this operates from Monday through until Friday, with pupils returning home at the weekends. We are the only residential (primary) special school for SEMH pupils in the county. Our pupils display the following characteristics:

  • They have all experienced exclusion and at least 1 term away from education.
  • 2 pupils last year attended 5 schools.  1 pupil has been at 4 schools. 19 pupils had been at 3 schools and the rest of the cohort had been at 2 schools. Therefore, 36% of the cohort had been at, at least two schools before Larwood.
  • Although all pupils have SEMH as their designated need, ASD ranged between 50% and 80% in different year groups, and those pupils with 2 or more identified needs within their statement ranged from 50%-83%. We continued to employ a Family and Community Engagement Worker (specialist work undertaken in the community), School Counsellor, and our own school based Family Support Worker.
  • In year referrals meant that the size and dynamics of every year group changed during the year. This varied from the lowest amount of change for Year 6 with 22%, Year 5-29%, Year 4-45%, Year 3-43% and Years 1 and 2-100% of pupils were new during the year.

WHAT IS THE PUPIL PREMIUM

The government have funded research that has demonstrated that those pupils who are eligible for ‘free school meals’, those in care, and those that have parents in the armed forces, can be disadvantaged when at school comparing to those who do not experience such circumstances.  At Larwood School, we have pupils who are deemed to be from a disadvantaged background due to low income and hence pupils being able to claim for free school meals as well as a small proportion who are in (or have been) in care.

OUR TARGETS FOR THE PUPILS THAT QUALIFY FOR THIS FUNDING ARE:

  • To ensure that whatever proportion of time spent at Larwood is enhancing their progress and well-being.
  • To provide the best possible transition and therefore create the opportunity for learning for these pupils
  • To provide ‘Wave 1’-Quality first teaching with particular focus on literacy and numeracy, and Wave 2-catch where appropriate
  • To ensure that pupils get back to learning, behaving and making progress that didn’t take place in their previous settings.

The Sutton Trust has reviewed possible interventions and applied an evidence rating of 1* for very low or negative impact for very low or no cost, to 4* rating for high impact activities which are low cost. The rating may be referred to in the text below.

HOW THE PUPIL PREMIUM WAS USED DURING 2016-17:

PLEASE NOTE-AS PART OF OUR APPROACH TO HEALTH, WELL-BEING AND PROGRESS, ALL STUDENTS AT LARWOOD ARE GIVEN A "FREE SCHOOL MEAL" WHETHER THEY QUALIFY FOR A FREE SCHOOL MEAL OR NOT!

Additional support was provided for all of the students at Larwood via our enhanced staffing ratios. This means that for every class (usually 10 students or below), there is a teacher and a Learning Support Assistant. (3* rating by Sutton Trust report) This is essential, not only for Pupil Premium pupils but for all pupils. As our pupils arrive and they have already experienced school breakdown and quite often family breakdown, the extra support, time and guidance are all essential components in the process that allows our pupils to re-engage with the education system.

Targeted support for students was also provided due to the enhanced nature of our staffing. This in practical terms meant that each child received greater input and individual feedback relating to behaviour and progress from both class teacher and Learning Support Assistant. For example, one pupil within this group received targeted support dedicated to transitional times such as entry, exit and assemblies.

Although the Sutton Trust report on the use of Pupil Premium funding presents some questions regarding class sizes, we believe that small classes are vital for our student’s progress, behaviour and emotional well-being. All of our classes are usually 10 students or less and this enables the points above to become part of everyday practice.

HOW CURRICULUM ACTIVITIES WILL BE ADJUSTED OR USED IN THIS AREA:

Classes’ sizes will remain small (between 8-10 pupil’s maximum at any given time)

"One to one" interventions were used as part of our targeted support and feedback process and alongside this we have adapted our curriculum to suit our learner’s needs. We will continue to do this. An example of curriculum adjustment includes our Thursday afternoon skills curriculum, 1-1 sessions to help close the gap between current and previous learning and where students take part in clubs that are selected by them. Examples of this include cookery sessions, support for literacy, support for transitions (internal and external as part of moving onto secondary school) and music based interventions. (4* rating according to Sutton Trust report)

Another feature of our curriculum is the provision for Year 6 pupils for 2016-2017 was the newly introduced MAPS course (Music, Art and Performance Skills) for Year 6 pupils, alongside the ……….(Name here) course for pupils in year 5. (3* rating according to Sutton Trust) Following school based self-evaluation in 2015-16, we decided to move away from the Local Authority Arts Award course and design/implement our own. This culminated in two performances towards the end of the year, watched by the rest of the school and involving a multitude of roles.

Additional support was put into place for literacy based needs supporting pupils in in Year 5 (moving to Year 6) but also supporting other pupils where the need was identified.

Please find below a copy of the link to the Sutton Trust Teaching and Learning toolkit. This ranks different approaches to teaching and learning, their relative cost and effectiveness. Please also see comparison of pupils receiving the premium compared to those that do not.

www.suttontrust.com/.../toolkit-of-strategies-to-improve-learning/

IMPACT OF THE PUPIL PREMIUM 2016-17

Before seeing key progression, data related to this group, please note the following:

How do we judge progression?

Based on the information above relating to our assessment system, our gradings are defined in the following way:

OUTSTANDING PROGRESS
Better than the target rate of 1, 2 or 3 steps of progress set at the start of the year per subject

BETTER THAN EXPECTED PROGRESS
Meeting the target set by school. Although it is difficult to describe a ‘normal’ profile for our school, a typical child with SEMH and a normal range of cognitive ability would be set 3 sub levels of progress. This would be on par with that expected by a child in a mainstream school with no defined special educational needs.

EXPECTED PROGRESS
Making steps of progress towards the school based targets, considering limiting factors such as type of needs and time spent at Larwood. For some pupils, this may be equivalent to 1 or 2 steps of progress.

LESS THAN EXPECTED PROGRESS
Not any of the above!

HOW DO WE MONITOR PROGRESSION?

  • Half termly assessments using an Academic Mentoring system
  • The use of Standard Attainments Tests (SATs) in Year 6
  • Internal moderation of pupil work, alongside external moderation where possible
  • Review by Hertfordshire Improvement Partner
  • Academic Mentoring to track progress and engage with pupils-THIS IS NOT JUST FOR ACADEMIC SUBJECTS BUT ASLO COVERS PERSONAL PROGRESSION AND INDEPENDENT LIVING SKILLS
  • Work scrutiny
  • Meet the Teacher event, review of Education Health Care Plans and summative reporting

Key-R=Reading, W=Writing, M=Mathematics

Year Group

Outstanding Progress

Better than expected progress based on context

Meeting expected rate of progress based on context

Less than expected progress based on context

Size of cohort meeting expectations compared to target

Year 3-

2 pupils SEMH plus ASD

R-0 W-50% M-50%

R-50% W-O m-50%

R-50% W-0 M-0

R-0 W-0 M-0

Read-100%

Write-100%

Maths-100%

Year 4

2 pupils SEMH plus

ASD. 1 pupil less than 1 year at Larwood

R-50% W-0 M-0

R-50% W-50% M-100%

R-0 W-50% M-0

R-0 W-0 M-0

Read-100%

Write-100%

Maths-100%

Year 5

3 pupils SEMH plus ASD

R-33% W-33% M-0

R-0% W-33% M-33%

R-0% W-0 M-33%

R-0 W-66% M-33%

Read-100%

Write-33%

Maths-33%

Year 6

5 pupils SEMH plus ASD for 2 pupils, SEMH plus ADHD for 3 pupils

R-40% W-40% M-60%

R-20% W-20% M-0

R-20% W-20% M-20%

R-20% W-20% M-20%

Read-80%

Write-80%

Maths-80%

COMMENTARY ON THE DATA PROVIDED ABOVE:

CAUTION: Due to the low numbers involved within the data set, many aspects of the data are unreliable. For example, the Year 3 and 4 data set is based around 2 pupils in each group and therefore, any one pupil equates to 50%!

Some broad and more detailed aspects of progression for these pupils can be identified:

  1. All pupil premium pupils made at least expected progress in reading. This was compared to a whole school position of 89%
  2. All Year 3,4, and 6 pupils made at least expected progress in writing. This was compared to a whole school position of 80%. Year 5 pupils did make as much progress in this area and 2 pupils made less than expected progress.
  3. The same statement can be applied for all pupils in relation to Mathematics as in Number 2.
  4. Pupils in Year 3 benefited from specific work in relation to behaviour support around transition for one pupil and more generic well-being for the other pupil.
  5. Pupils in Year 4 benefitted from the school structure and a specific program around transition for one of the pupils. Additional LASA support enabled this pupil to modify their behaviour and access the curriculum more consistently.
  6. Pupils in Year 5. One had additional literacy support in class and as a 1-1 measure connected to suspected Dyslexia however this has limited impact. All three pupils also have placements within our residential unit and one pupil needed additional support in terms of behaviour management during the latter part of the year. This clearly had an impact upon learning.
  7. Year 6 pupils all received comprehensive support for transition to their new school and support for all subjects as they approached the SATS in May. All pupils completed these, with one pupil scoring above age related expectations in all areas. One pupil transitioned back to mainstream school.

ACTIONS FOR 2017-18:

  • Any pupil who fell into the ‘less than expected progress’ group will receive targeted support to aid their progress.  Therefore, this will equate to one pupil in year 6 for writing and one pupil in year 6 for maths
  • Analysis of cohort and individual needs to take place during Autumn 1 with associated actions in Autumn 2. Note-we have an additional 23 pupils arriving between September and November who may also fall into this group.
  • Explore additional support for PP pupils of a more personalised nature to support and enhance their personal, social, emotional and behavioural progress as the year develops.
 pupil premium 2015 - 2016

NUMBER OF PUPILS AND PUPIL PREMIUM GRANT (PPG) RECIEVED

TOTAL NUMBER OF PUPILS ON ROLL 64
TOTAL NUMBERS OF PUPILS ELIGABLE FOR PPG 20*
TOTAL AMOUNT OF PPG RECIEVED £40,000.00

*
EXACT NUMBER NOT DEFINABLE DUE TO IN YEAR ADMISSIONS, THEREFORE LIKELY TO BE HIGHER AS THE YEAR PROGRESSES.

SCHOOL CONTEXT

  • They have all experienced exclusion and at least 1 term away from education.
  • 2 pupils last year attended 5 schools.  1 pupil has been at 4 schools. 20 pupils had been at 3 schools and the rest of the cohort had been at 2 schools. Therefore, 31% of the cohort had been at, at least two schools before Larwood.
  • Although all pupils have SEMH as their designated need, ASD ranged between 50% and 87% in different year groups, and those pupils with 2 or more indentified needs within their statement ranged from 50%-83%. We continued to employ a psychiatric nurse, school counsellor, and music intervention specialist to work with some pupils /parents.
  • In year referrals meant that year groups changed in size by between 5% and 60% increases.

WHAT IS THE PUPIL PREMIUM?

The government have funded research that has demonstrated that those pupils who are eligible for ‘free school meals’, those in care, and those that have parents in the armed forces, can be disadvantaged when at school comparing to those who do not experience such circumstances.  At Larwood School, we have pupils who are deemed to be from a disadvantaged background due to low income and hence pupils being able to claim for free school meals as well as a small proportion who are in (or have been) in care.

OUR TARGETS FOR THE PUPILS THAT QUALIFY FOR THIS FUNDING ARE:

  • To ensure that whatever proportion of time spent at Larwood is enhancing their progress, and well-being.
  • To provide the best possible transition and therefore create the opportunity for learning for these pupils
  • To provide ‘Wave 1’-Quality first teaching with particular focus on literacy and numeracy, and Wave 2-catch where appropriate

The Sutton Trust has reviewed possible interventions and applied an evidence rating of 1* for very low or negative impact for very low or no cost, to 4* rating for high impact activities which are low cost. The rating may be referred to in the text below.

THE GENERAL NATURE OF THE SUPPORT GIVEN TO PUPILS:

  • PLEASE NOTE-AS PART OF OUR APPROACH TO HEALTH, WELL-BEING AND PROGRESS, ALL STUDENTS AT LARWOOD ARE GIVEN A "FREE SCHOOL MEAL" WHETHER THEY QUALIFY FOR A FREE SCHOOL MEAL OR NOT!

THIS APPROACH HAS BEEN CONFIRMED AS GOOD PRACTICE BY NUMEROUS STUDIES AND ADDITONAL FUNDING VIA GOVERNMENT FOR YOUNGER PUPILS IN 2014/15

  • Additional support was provided for all of the students at Larwood via our enhanced staffing ratios. This means that for every class (usually 10 students or below), there is a teacher and a Learning Support Assistant. (3* rating by Sutton Trust report)
  • Targeted support for students was also provided due to the enhanced nature of our staffing. This in practical terms meant that each child received greater input and individual feedback relating to behaviour and progress from both class teacher and Learning Support Assistant.
  • Although the Sutton Trust report on the use of Pupil Premium funding presents some questions regarding class sizes, we believe that small classes are vital for our student’s progress, behaviour and emotional well-being. All of our classes are usually 10 students or less and this enables the points above to become part of everyday practice.

HOW CURRICULUM ACTIVITIES WILL BE ADJUSTED OR USED IN THIS AREA:

Class sizes will remain small (between 8-10 pupils maximum at any given time)

  • "One to one" interventions were used as part of our targeted support and feedback process and alongside this we have adapted our curriculum to suit our learner’s needs. We will continue to do this. An example of curriculum adjustment includes our Thursday afternoon skills curriculum, 1-1 sessions to help close the gap between current and previous learning and where students take part in clubs that are selected by them. Examples of this include cookery, looking after pets, first aid and sporting activities. (4* rating according to Sutton Trust report)
  • Another feature of our curriculum has been the provision for Year 6 pupils to undertake the Arts Award. (3* rating according to Sutton Trust) However following review during 2015-16, we decided that rather than use the LA Arts Award program, we would devise and deliver our own.
  • Based on our own self evaluation of pupil performance during 2015-16, it has been noted that pupils in Year 5 (moving to Year 6) were in need of support particularly in the area of literacy and writing. Therefore a new curriculum enhancement program has been produced called The Big Idea, alongside interventions to generate improved motivation and outcomes in this area.

Please find below a copy of the link to the Sutton Trust Teaching and Learning toolkit. This ranks different approaches to teaching and learning, their relative cost and effectiveness. Please also see comparison of pupils receiving the premium compared to those that do not.

www.suttontrust.com/.../toolkit-of-strategies-to-improve-learning/