Henry Tyndale School
Learning & achieving together
Celebrating achievement
Independence
The Children
Learning is fun
Creativity
Partnerships
Diversity
Well being
We all enjoy the successes of each individual
We support all our young people to gain greater independence
Always at the centre of all we do
School will create a myriad of positive experiences and memories for children
We think outside the box to find new ways to continuously raise standards
We work with parents and families to ensure the best for children.
We work to promote respect for individual differences, needs and disabilities
We create a safe & caring environment where all can be happy & ready to learn
Pupil Premium
Pupil premium strategy statement – Sept 2020 - 2021
School overview
|
Metric |
Data |
|
School name |
Henry Tyndale School. |
|
Pupils in school |
155 |
|
Proportion of disadvantaged pupils |
53 |
|
Pupil premium allocation this academic year |
£45,000 |
|
Academic year or years covered by statement |
Sept 2020 - 2021 |
|
Publish date |
Sept 2020 |
|
Review date |
Sept 2021 |
|
Statement authorised by |
Mehal Shah |
|
Pupil premium lead |
Tina Maskell |
|
Governor lead |
Richard Elliott |
Disadvantaged pupil barriers to success
|
Communication Skills – Ensure that all pupils make excellent progress with their communication skills. Covid 19 recovery target set if needed |
|
Readiness to learn – Ensure that all pupils are ready to learn. Covid 19 recovery target if needed |
|
Cognition and learning – Ensure that all pupils make excellent progress in English and Maths. Covid 19 recovery target set if needed |
|
PSHE – Ensure that all pupils make excellent progress in PSHE. Covid 19 recovery target set if needed |
Strategy aims for disadvantaged pupils
|
Aim |
Evidence of impact |
Target date |
|
All students on pupil premium make expected or above expected progress in English and Maths |
Use of Earwig assessment system to monitor progress. |
July 2021 |
|
All students on pupil premium that are on the pathway where phonics is taught to make expected or above expected progress |
Phonics assessment system to monitor progress alongside Earwig assessment system |
July 2021 |
|
All students on pupil premium to make expected or above expected progress with their communication skills |
Use of earwig assessment system alongside assessment systems specific to their communication needs e.g. PECs |
July 2021 |
|
All students on pupil premium to be supported to be ready to learn according to their individual needs |
Assessment systems specific to the intervention they need – IBMP, Sensory integration, ELSA, draw and talk, Yoga, Music therapy or Yoga Introduction of Zones of regulation to support students to be ready to learn |
July 2021 |
|
Aim |
Evidence of impact |
Target date |
|
Earwig assessment system embedded |
Progress of all students on pupil premium monitored and tracked on Earwig with any gaps in progress being addressed |
July 2021 |
|
Students on pupil premium to develop positive relationships and friendships with their peers through additional resources at break times and collaborative projects in school |
Students on pupil premium to make expected or above expected progress in PSHE skills |
July 2021 |
Teaching priorities for current academic year
|
Activity |
|
|
Priority 1 |
Communication interventions for all pupils on pupil premium with training provided for teachers and LSAs to improve their teaching skills |
|
Priority 2 |
Phonics interventions for all pupils on pupil premium on the relevant pathways with training provided for teachers and LSAs to improve their teaching skills |
|
Priority 3 |
Self-regulation interventions for all pupils on pupil premium according to individual needs – IBMPs, sensory integration programmes, sensory circuits, Zones of regulation, yoga, head massage, music therapy, ELSA and draw and talk |
|
Barriers to learning these priorities address |
Communication skills, cognition and learning and readiness to learn |
|
Projected spending |
£32,000 |
Wider strategies for current academic year
|
Measure |
Activity |
|
Priority 1 |
The use of Earwig assessment system to monitor progress of pupils on pupil premium |
|
Priority 2 |
Ensuring all students on pupil premium have access to a wide range of resources at break times |
|
Priority 3 |
Engagement in a collaborative project – 6th Form Project with Fernhill School |
|
Barriers to learning these priorities address |
Communication, cognition and learning, readiness to learn and PSHE |
|
Projected spending |
£13,00 |
Monitoring and implementation
|
Area |
Challenge |
Mitigating action |
|
Teaching |
Ensuring enough time is given over to allow for staff professional development |
Provide staff with training through inset days, teachers and class meetings and twilights Provide time with additional cover arrangements if needed |
|
Targeted support |
Skills and time to implement communication, phonics and self-regulation activities
|
Provide staff with training through inset days, teachers and class meetings and twilights Provide time with additional cover arrangements if needed |
|
Wider strategies |
Skills and time to input data in the Earwig assessment system |
Provide staff with training through inset days, teachers and class meetings and twilights Provide time with additional cover arrangements if needed |
Review: last year’s aims and outcomes
|
Aim |
Outcome |
|
All students on pupil premium make expected or above expected progress in English and Maths |
Expected or above expected progress until Covid 19 lockdown. |
|
All students on pupil premium that are on the pathway where phonics is taught to make expected or above expected progress |
Expected or above expected progress until Covid 19 lockdown |
|
All students on pupil premium to make expected or above expected progress with their communication skills |
Expected or above expected progress until Covid 19 lockdown |
|
All students on pupil premium to be supported to be ready to learn according to their individual needs |
Expected or above expected progress until Covid 19 lockdown |