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 2019-2020
|
School name |
Henry Tyndale School. |
|
Pupils in school |
154 |
|
Proportion of disadvantaged pupils |
49 |
|
Pupil premium allocation this academic year |
£42, 890 |
|
Academic year or years covered by statement |
Sept 2019 – Sept 2020 |
|
Publish date |
Sept 2019 |
|
Review date |
Sept 2020 |
|
Statement authorised by |
Mehal Shah |
|
Pupil premium lead |
Tina Maskell |
|
Governor lead |
Ann Baty |
Disadvantaged pupil barriers to success
|
Communication Skills – Ensure that all pupils make excellent progress with their communication skills |
|
Readiness to learn – Ensure that all pupils are ready to learn. |
|
Cognition and learning – Ensure that all pupils make excellent progress in English and Maths |
|
PSHE – Ensure that all pupils make excellent progress in PSHE and independence skills |
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 2020 |
|
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 2020 |
|
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 2020 |
|
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 |
July 2020 |
Strategy aims for disadvantaged pupils – wider outcomes
|
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 2020 |
|
Students on pupil premium to develop PSHE skills that include developing play skills, turning taking skills and friendships at break times |
Students on pupil premium to develop friendships, play and turn taking skills |
July 2020 |
|
Students on pupil premium to have full access to community activities that help develop their PSHE and independence skills |
Students on pupil premium to make expected or above expected progress in PSHE skills |
July 2020 |
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, yoga, head massage, music therapy, ELSA and draw and talk |
|
Barriers to learning these priorities address |
Communication skills, cognitions and learning and readiness to learn |
|
Projected spending |
£30,000 |
Wider strategies for current academic year
|
Measure |
Activity |
|
Priority 1 |
Embedding 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 community based learning activities |
|
Priority 3 |
Ensuring all students on pupil premium have access to a wide range of resources at break times |
|
Barriers to learning these priorities address |
Communication, cognition nd learning, readiness to learn and PSHE |
|
Projected spending |
£13,000 |
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 embed the use of Earwig assessment system |
Provide staff with training through inset days, teachers and class meetings and twilights Provide time with additional cover arrangements if needed |