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Drumbeat School & ASD Service

Pupil Premium Report 2016/17

Pupil premium strategy statement

1. Summary Information

School     Drumbeat School & ASD Service    

Academic year

2017/18

Total PP budget

£102 850

Date of most recent internal review of PP strategy

June 2017

Date of next internal review of this strategy

September 2017

 

2016-17     2017-18
*figures as at June 2017    

Total pupils on roll

142

162

ASD and eligible for pupil premium

66

81

ASD not pupil premium

76

81

Number of pupils eligible for free school meals

 

 

Number of looked after pupils eligible for PP

1

1

Number of service children eligible for PP

0

0

Number of Ever 6 pupils

 

 

Number of pupils eligible for PP

66

81

Amount of PP funding

£92 610

£102 850

Unidentified children with deprivation

We are aware that free school meals is not the only indicator of deprivation and can be only a crude representation of economic hardship. The introduction of UFSM for all has also impacted on those registering for FSM. This affects the funding for our most vulnerable children and targeting of those children most in need of assistance.

Targeting of the children most in need of assistance

 
Number of disadvantaged children per year group     2016-
2017 
Year
R
Year
1
Year
2
Year
3
Year
4
Year
5
Year
6
Year
7
Year
8
Year
9
Year
10
Year
11

No of pupils

142

11

9

17

6

4

16

13

9

21

8

16

12

Eligible for PP

66

1

4

3

3

3

9

7

5

13

4

9

7

Not eligible for PP

76

10

5

14

3

1

7

6

4

8

4

7

5

2. Current Attainment for Disadvantaged Students

 

Disadvantaged

% of pupils making expected progress

Disadvantaged

% of pupils making more than expected progress

Non-disadvantaged

% of pupils making expected progress

Non-disadvantaged

% of pupils making more than expected progress

KS1 & KS2

(not EYFS)

(34)

Reading

15%  (5)

73%  (25)

24%  (6)

56%  (14)

Speaking and listening

29%  (10)

56%  (19)

28%  (7)

44%  (11)

Writing

3%  (1)

68%  (23)

16%  (4)

52%  (13)

Mathematics

35%  (12)

38%  (13)

16%  (4)

68%  (17)

Computing

18% (6)

68%  (23)

 28% (7)

56%  (14)

KS3 (22)

Reading

5% (1)

77% (17)

19% (3)

69% (11)

Speaking and listening

23% (5)

68% (15)

25% (4)

63% (10)

Writing

14% (3)

68% (15)

25% (4)

69% (11)

Mathematics

27% (6)

68% (15)

19% (3)

69% (11)

Computing

5% (1)

91% (20)

6% (1)

88% (14)

KS4 (11)

Reading

18% (2)

64% (7)

20.1% (3)

60.3% (9)

Speaking and listening

18% (2)

64% (7)

26.8% (4)

60.3% (9)

Writing

18% (2)

54.5% (6)

40.2% (6)

46.9% (7)

Mathematics

0% (0)

64%(7)

13.4% (2)

73.7% (11)

Computing

9% (1)

54.5% (6)

40.2% (6)

53.6% (8)

KS5 (13)

English

46 (6)

23 (3)

40 (4)

40 (4)

Mathematics

46 (6)

54 (7)

40 (4)

40 (4)

3. Barriers to future attainment (for pupils eligible for PP)

In-school barriers

A.

SEN – The primary barrier to attainment is the impact of need on cognitive ability.
Gaps are usually where a few pupils are struggling due to SLD. Individual plans are in place.

B.

Behaviour – Behaviours can hinder progress.
A significant number of pupils eligible for pupil premium have behaviour plans.

BMP

2016-17

2017-18

Disadvantaged pupils

26

 

Non-disadvantaged pupils

21

 

External barriers

C.

Attendance - Disadvantaged students have significantly lower attendance than non-disadvantaged students. This can affect progress in all areas of their learning. Those with attendance below 90% are targeted for interventions.

March 2016 –

April 2017

Pupils with less than 90% attendance

Pupils eligible for PP

(Year R – Year 11)

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Eligible for PP

66

25.47%

22.24%

29.10%

21.01%

18.79%

Not eligible for PP

76

19.52%

19.33%

23.72%

15.36%

21.87%

D.

Access to After School Club and Holiday Club – The large percentage of our disadvantaged pupils do ASC and holiday clubs. However this is dependent on transport provided and reduced subscription.
From September transport will not be provided and therefore disadvantaged pupils will be at a significant disadvantage for both clubs. These clubs add to pupils’ self-esteem, confidence, independence and social skills.

4. Desired Outcomes

 

 

Desired Outcomes and how they will be measured

Success Criteria

Outcomes

A.

Outcome:

Improve progress through targeted interventions.

Measured by:

Progress reports, learning walks, ASC lead by SLT.

  • Pupils with less than UQ progress to receive appropriate intervention to improve progress.
  • Disadvantaged pupils making UQ progress and there is no gap between non-disadvantaged pupils.

B.

Outcome:

Reduce impact of behaviours on progress.

Measured by:

Progress reports, review of behaviour plans, personalised plans. Reviews carried out by behaviour group.

  • Strategies reviewed to fit needs of all students.
  • Behaviour incidents decreased.

C.

Outcome:

Improve attendance.

Measured by:

Attendance monitored by SLT and EWO.

  • Improve attendance of disadvantaged students and reduce numbers under 90%
  • Encourage families to get pupils to school.

 

D.

Outcome:

Maximise access to extra-curricular activities such as ASC & holiday club.

Measured by:

Extended Services Manager & EHT to monitor attendance at clubs and residentials.

  • Reduce charges for ASC, holiday club and residentials for disadvantaged pupils.
  • Maintain transport provision for clubs.

 

5. Planned Expenditure 2017-18

 

Desired outcome

Chosen action/

approach

What is the evidence & rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Quality of teaching for all

Improve progress through targeted interventions.

Lead for English and Maths appointed.

School based therapy and lesson study.

CPD for all staff on interventions.

Students make UQ progress with improving the quality of teaching through peer review and observations.

SLT review impact through analysis of progress & T&L.

Lead for therapy reviews impact termly.

SLT

 

 

 

 

 

 

April 2018

Reduce impact of behaviours

Review of behaviours and training for incidents and behaviour plans.

Behaviour counsellor.

Increased understanding of behaviour and improved strategy to cope with different types of behaviour.

Lead for therapy reviews impact termly.

KC

April 2018

 

 

Desired outcome

Chosen action/

approach

What is the evidence & rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Targeted Support

Targeted intervention

 

Team teach

Team teach provides a consistent approach to behaviour and reduces use of incidents and safer handling.

SLT will monitor through behaviour reports.

KC

October 2017

Reduce impact of behaviour and increase independence

Learning outside the classroom.

Raised self-esteem and independence reflected in behaviour and learning outcomes (EEF + 3 months outdoor learning).

SLT to monitor and assess impact.

SLT

SR

April 2018

 

 

Desired outcome

Chosen action/

approach

What is the evidence & rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Other

Increase attendance

Home visits.

Warning letters

EWO support

Improves attendance through rigorous support and monitoring

SLT department reviews for attendance.

SLT

October 2017

Quality Teaching & Learning

Specialist leads for English, Maths, ICT and Duke of Edinburgh.

Raising standards and improved accreditation pathways.

Resources and training improved for all staff.

Department reviews

SLT

April 2018

 

6. Review of Expenditure 2016-17

Previous Academic Year

2016-17

1. Quality of teaching for all

Desired outcome

Chosen action/approach

Estimated impact:

Lessons learned

Cost

Maximise access to extra-curricular activities. To learn new life skills and develop existing ones through rich cultural experiences

 

School journey

Raised self-esteem reflected in behaviour and learning improvements.

School journey provided an opportunity for skills learned at school to be embedded across a range of contexts in a 24hr setting. Self-regulation of behaviour and development of independence skills were evident through the range of activities on offer. A successful

approach we would repeat.

£15,000

Support pupils with challenging behaviour associated with their autism to self-regulate more effectively and reduce negative impact of behaviours.

Team Teach

Reduction in incidents of behaviour across the school due to staff using skills gained to deliver a consistent approach through all staff having received the same level of training in behaviour management on an ongoing rolling programme.

A consistent approach to behaviour management including both de-escalation and positive handling skills has demonstrated, in our school data, a reduction in incidents of challenging behaviour over time. This is a level of staff training we will continue to maintain in the best interests of our pupils.

 

 

 

£7,500

2. Targeted support

Desired outcome

Chosen action/approach

Estimated impact: Did you meet the success criteria? Include impact on pupils not eligible for PP, if appropriate.

Lessons learned

(and whether you will continue with this approach)

Cost

Pupils to have access to therapeutic input to support their learning and remove barriers enabling them to achieve their learning target.

 

The following interventions delivered by the school based SaLT & OT

Personalised Plan target setting with teachers (All keystages)

Healthy habits group (KS4)

Debate club (KS3)

ASD Reading.com (all keystages),

All pupils have made expected progress or better as a result of early intervention and focus groups created to support learning.

 

Pupil premium groups are making expected progress and in many cases more than expected progress inline with their non-disadvantaged peers. This targeted support is personalised to pupils where there is a need identified at data drops. If a pupil is not meeting their target additional support is given. This has proved to be an effective approach to closing the gap which we will continue to use.

£46,310

 

Reduce impact of behaviours by pupils and families receiving direct support to target behaviours affecting the individual and family.

School employed behaviour counsellor

Case by case monitoring shows improved quality of life for individual pupils and their families.

Some of our more complex pupils and their families have benefitted from this level of support from a specialist professional behaviour counsellor. This has had a direct impact on their behaviour both at home and school, we aim to continue to offer this layer of support.

£20,000

7. Additional detail

Numeracy Data

Pupil progress is analysed twice a year through CASPA and personalised learning plans. Through the year there are regular progress meetings which enable targeted support to be provided where necessary to improve attainment. Each term the list of pupils with less than expected progress is distributed to SLT and Class Teachers. Pupils receiving pupil premium are identified on progress sheets.

From 2017/18 a new assessment system, Onwards & Upwards, will be in place. This will also track the progress of disadvantaged students and will allow early intervention if there is any gap in achievement.

EYFS – (14)

   

Prime Areas of Learning

Strand Area

Average sub level progress

% of pupils making one sub level progress

% of pupils making more than one sub level progress

% of pupils making one sub level progress

% of pupils making more than one sub level progress

 

Disadvantaged pupils Non-disadvantaged pupils

Personal, Social and Emotional Development

Making Relationships

4

0

79% (11)

50% (1)

50% (1)

Self-Confidence and Self-Awareness

5

0

86% (12)

0

100% (2)

Managing Feelings and Behaviour

6

7% (1)

79% (11)

50% (1)

50% (1)

Communication and Language

Listening and Attention

4

14% (2)

79% (11)

0

100% (2)

Understanding

3

0

100% (14)

0

100% (2)

Speaking

4

7% (1)

86% (12)

0

100% (2)

Physical Development

Moving and Handling

2

7% (1)

79% (11)

0

100% (2)

Health and Self-Care

3

14% (2)

79% (11)

50% (1)

50% (1)

Literacy

Reading

4

100% (14)

85.8% (12)

50% (1)

50% (1)

Writing

4

14% (2)

86% (12)

50% (1)

50% (1)

Maths

Number

3

21% (3)

79% (11)

50% (1)

50% (1)

Shape, space and measures

4

14% (2)

86% (12)

50% (1)

50% (1)

Understanding the World

People and Communities

3

14% (2)

79% (11)

50% (1)

0

The World

4

7% (1)

93% (13)

50% (1)

50% (1)

Technology

3

14% (2)

86% (12)

50% (1)

50% (1)

Expressive Arts and Design

Exploring and using media and materials

4

7% (1)

93% (13)

50% (1)

50% (1)

Being Imaginative

5

 

100% (14)

50%  (1)

50% (1)

 

KS1 & KS2 – (34)

Subject

% of pupils making expected progress

% of pupils making more than expected progress

% of pupils making expected progress

% of pupils making more than expected progress

Disadvantaged pupils

Non-disadvantaged pupils

Reading

15%  (5)

73%  (25)

24%  (6)

56%  (14)

Speaking and listening

29%  (10)

56%  (19)

28%  (7)

44%  (11)

Writing

3%  (1)

68%  (23)

16%  (4)

52%  (13)

Mathematics

35%  (12)

38%  (13)

16%  (4)

68%  (17)

Computing

18% (6)

68%  (23)

 28% (7)

56%  (14)

Disadvantaged pupils are mostly doing better than non-disadvantaged pupils, except for Mathematics. Reasons for this are speech and language and low developmental starting points. Action plans are in place.

 

KS3 – (22)

Subject

% of pupils making expected progress

% of pupils making more than expected progress

% of pupils making expected progress

% of pupils making more than expected progress

Disadvantaged pupils

Non-disadvantaged pupils

Reading

5% (1)

77% (17)

19% (3)

69% (11)

Speaking and listening

23% (5)

68% (15)

25% (4)

63% (10)

Writing

14% (3)

68% (15)

25% (4)

69% (11)

Mathematics

27% (6)

68% (15)

19% (3)

69% (11)

Computing

5% (1)

91% (20)

6% (1)

88% (14)

In KS3, disadvantaged pupils are doing better or the same as non-disadvantaged pupils. There are no gaps.

 

KS4 – (11)

Subject

% of pupils making expected progress

% of pupils making more than expected progress

% of pupils making expected progress

% of pupils making more than expected progress

Disadvantaged pupils

Non-disadvantaged pupils

Reading

18% (2)

64% (7)

20.1% (3)

60.3% (9)

Speaking and listening

18% (2)

64% (7)

26.8% (4)

60.3% (9)

Writing

18% (2)

54.5% (6)

40.2% (6)

46.9% (7)

Mathematics

0% (0)

64%(7)

13.4% (2)

73.7% (11)

Computing

9% (1)

54.5% (6)

40.2% (6)

53.6% (8)

KS4 disadvantaged pupils are generally doing better than the non-disadvantaged pupils. The exception is Maths and this is as a result of pupils with more limited communication skills expressing their understanding. This is being addressed through targeted intervention.

 

KS5 – (13)

Subject

% of pupils making expected progress

% of pupils making more than expected progress

% of pupils making expected progress

% of pupils making more than expected progress

Disadvantaged pupils

Non-disadvantaged pupils

English

46 (6)

23 (3)

40 (4)

40 (4)

Mathematics

46 (6)

54 (7)

40 (4)

40 (4)

There is a gap between disadvantaged and non-disadvantaged pupils in English. An action plan is in place.

Data should be treated with caution as the numbers are small and percentages can be over inflated as a result.

 

Pupil Premium 2015-2016 Report 

Update September 2016.

In common with other Special schools, Drumbeat school recognises that the majority of its pupils face barriers to learning far greater than those imposed by financial deprivation. Due to their needs all pupils at Drumbeat are vulnerable. We strive to ensure that the Pupil Premium funding is used to narrow gaps in achievement by whatever means necessary. However, we also believe it is appropriate to use the funding to support other pupils who have significant areas of vulnerability, where this can be achieved in tandem with the provision made for Pupil Premium pupils.

Our pupil premium allocation for this year is £88, 810. This is based on 37 primary aged pupils receiving £1320 = £48,840 and 42 secondary aged pupils receiving £935 = £39,270.

We have committed £15,000 of the pupil premium funding to ensuring that all pupils eligible are not asked to contribute towards educational visits and opportunities for learning outside the classroom but that they access these activities as a priority. These have included the Challenger Troop program, Residential visits at each key stage, Horse riding, Theatre trips to name a few. The impact of pupils accessing these has been on raising their confidence and self esteem leading to improvements in behaviour and learning.

We also commit £20,000 of pupil premium funding towards paying for a behaviour counsellor to support pupils and their families struggling in this area. The impact of this has been a reduction of incidents in behaviour both at home and school through the specialist counsellor working closely with the family and class team on individual strategies and interventions to help pupils manage their own behaviour appropriately.

In addition to this we also commit £7,500 of funding to ensuring all staff working with our pupils are highly skilled in helping pupils to manage their own behaviour, with a focus on de-escalating and distracting techniques for behaviours as and when they occur.

As a school we believe that therapeutic input greatly benefits our pupils with autism. We employ a team of school based therapists and dedicate a proportion of our pupil premium funding (46,310) in order for us to do so.

Initiative

Success Criteria

Impact

Cost

Learning Outside the Classroom (+ 3 months Outdoor Adventure Learning)

Students to have rich cultural experiences

Raised self-esteem reflected in behaviour and learning improvements

£15,000

Behaviour Counsellor (+4 months Behaviour Interventions)

Students and families to receive direct support to target behaviours affecting the individual and family.

Improved quality of life for individual pupils and their families

£20,000

Staff Training in Team Teach (+8 months Meta-cognition and Sel-regulation)

All staff to have received the same level of training in behaviour management

Reduction in incidents of behaviour across the school due to staff using skills gained to deliver a consistent approach

£7,500

School based Therapy Team - SaLT, OT, CP, MT (+4 months Small Group Tuition) 

Pupils to have access to therapeutic input to support their learning and remove barriers

All pupils to be making expected progress or better as a result of early intervention and focus groups to support learning

£46,310

Value added based on research provided by Education Endowment Foundation & Sutton Trust.

What is Pupil Premium?

Pupil premium was introduced by the Government to provide additional funding to address the gap in educational attainment and long-term economic well being between socially disadvantaged children and young people compared to their peers. Socially disadvantaged pupils have been defined as pupils eligible for free school meals (FSM) at some point in the last six years and children who have been in care for more than six months. Currently schools will receive an additional £1320 for Reception to Year 6 and £935 for Year 7 to 11 pupils (in 2015-16). 

Principles for supporting socially disadvantaged pupils:

  • At Drumbeat School and ASD service we ensure that teaching and learning opportunities meet the needs of all pupils.
  • We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are specifically assessed and addressed.
  • In considering provision for socially disadvantaged pupils we recognise that not all pupils eligible for FSM will be socially disadvantaged. We also recognise that not all pupils who are socially disadvantaged are eligible for free school meals.

Provision for 2015-2016

Context 2015 - 2016:

Number of Pupils on roll

164

Number of Pupils eligible for FSM over the past six years

85

% of Drumbeat pupils eligible for Pupil Premium

51%

Total Amount of Pupil Premium 2015-2016

£99,454


Deployment and training of relevant staff to support the curriculum and provide additional targeted support to priority groups:

Initiative

Cost

Impact

Challenger Troop Groups

£12,000

Improve behaviour and raise self esteem

School based therapy provision

  • S&L
  • OT
  • Music Therapy
  • Clinical Psychology

£26,500

Students will continue to receive direct coordinated services to meet their individual needs and enable access to the curriculum and increased progress, including support from the school based clinical psychologist

Specialist English Teacher – 2 days a week

£9,700

Raise standards and enable pupils to reach their full potential in an accredited pathways

Specialist Maths Teacher – 2 days a week

£9,700

Raise standards and enable pupils to reach their full potential in an accredited pathways

Learning Den facilitator

£18,000

Pupil behaviour managed and reduction of serious incidents evidenced through behaviour recording system

Young Lewisham Project

£2500

Engagement for harder to reach pupils. Raised self esteem and sense of achievement

Expressive Arts curriculum enrichment to support a whole-school approach to personal, moral and spiritual development:

Initiative

Cost

Impact

Dulwich Picture Gallery visiting artist for 10 days across the year

£1000

All primary students will receive input from a professional artist and work collaboratively on a project

Storytelling artist facilitating performance at venues such as; Westminister Abbey, St Mary-Le-Bow & Rochester Cathedral

£4,700

Students experience feelings of awe and wonder at performing in iconic venues

Resident artists, 10 days across the school year, supporting teachers to enhance pupil access to the curriculum through songs written by individual and small groups of pupils

£5,000

Supporting teachers to enhance pupil access to the curriculum through performance using a range of media, including creating video clips, produced for lasting impact.

Residential school journey £5000

Students will have the opportunity to be immersed in a 24-hour curriculum where they will gain new experiences which will have a lasting impact.  

Horse riding (contribution) £5,354 Engagement, enjoyment and achievement. Opportunity open to all primary pupils.