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Henry Tyndale School

Learning & achieving together

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

Measure

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

 

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