Pupil Premium

 

Pupil Premium Strategy Statement - 2023-2024 - CURRENT YEAR 

Pupil Premium Strategy Statement – Meadow High School

This statement details our school’s use of pupil premium (and recovery premium) funding to help improve the attainment of our disadvantaged pupils. 

It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the outcomes for disadvantaged pupils last academic year.

School Overview

Detail

Data

Number of pupils in school 

266 (actual number of students fluctuates regularly) 

Proportion (%) of pupil premium eligible pupils

47% 

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)

3 years: 

September 2023- August 2026. 

Date this statement was published

September 2023

Date on which it will be reviewed

September 2024 

Statement authorised by

Mrs Jenny Rigby 

Pupil premium lead

Miss Amy Willis 

Governor / Trustee lead

Currently unfilled due to parent governor vacancy 

Funding overview

Detail

Amount

Pupil premium funding allocation this academic year

£75,532.00 

Recovery premium funding allocation this academic year

£69,276

Pupil premium (and recovery premium*) funding carried forward from previous years (enter £0 if not applicable)

*Recovery premium received in the academic year 2021 to 2022 can be carried forward to academic year 2022 to 2023. Recovery premium received in the academic year 2022 to 2023 cannot be carried forward to 2023 to 2024. 

£70,000

Total budget for this academic year 

£214,808

Part A: Pupil premium strategy plan

Statement of Intent

Our aim is to use pupil premium funding to help us achieve and sustain positive outcomes for our disadvantaged pupils. Whilst socio-economic disadvantage is not always the primary challenge our pupils face, we do see a variance in outcomes for disadvantaged pupils across the school when compared to their peers (and those who join us at similar starting points), particularly in terms of:

  • Academic attainment
  • Progression to further and higher education
  • Employability
  • Social opportunities

At the heart of our approach is high-quality teaching focussed on areas where disadvantaged pupils require it most, targeted support based on robust diagnostic assessment of need, and helping pupils to access a broad and balanced curriculum.

Although our strategy is focused on the needs of disadvantaged pupils, it will benefit all pupils in our school where funding is spent on whole-school approaches, such as high-quality teaching. Implicit in the intended outcomes detailed below, is the intention that outcomes for non-disadvantaged pupils will be improved alongside progress for their disadvantaged peers.

We will also provide disadvantaged pupils with support to develop independent life and social skills and continue to ensure that high-quality work experience, careers guidance and further and higher education guidance is available to all.

Our strategy will be driven by the needs and strengths of each young person, based on formal and informal assessments, not assumptions or labels. This will help us to ensure that we offer them the relevant skills and experience they require to be prepared for adulthood.

 

Challenges

This details the key challenges to achievement that we have identified amongst our disadvantaged pupils.

Challenge number

Detail of challenge 

1

Attendance: we have a significant amount of persistent absence. SDP 2

2

Emotional regulation and resilience: Many pupils have challenges in this area. 

3

independence skills: Most pupils have challenges in this area.

4

communication skills: All pupils have challenges in this area.

5

cognition and learning: All pupils have challenges in this area.

6

social interaction: Many pupils have challenges in this area.

7

community based learning: All pupils require support generalising and practising skills and applying knowledge in the community. 

8

Safeguarding: we have had several incidents that appear racially motivated. SPD 5

 

Intended Outcomes 

This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.

Intended outcomes 

Success criteria

A: To reduce persistent absence and lateness. 

  • Persistent absence will have been significantly reduced and the whole school attendance percentage will be at least 95%.
  • Persistent lateness will have been addressed.

B: For our staff and students to feel safe and well supported in the school community. 

  • There will be a range of measurable interventions in place for pupils which support their emotional wellbeing and development.
  • The school will develop its curriculum approach to ensure it is reflective of the school and wider community demographic. 

C: For all our students to access community based learning opportunities on a termly basis and residential experience within their time in the school. 

  • All pupils in years 9-14 to have the option to attend a residential trip for four nights, appropriately subsidised to make it affordable and accessible. 
  • Pupils have the opportunity to access the  Duke of Edinburgh bronze, silver and gold awards. 
  • All pupils in Key Stages 3 and 4 have access to lessons in the community. 
  • All teachers to indicate and demonstrate they are confident in taking pupils out on local area trips. 

D: For all our learners to access social opportunities to develop and generalise age and developmentally appropriate social skills. 

  • All pupils in the school are encouraged to experience and develop hobbies and interests through enrichment. 
  • All pupils are able to access age and developmentally appropriate social opportunities to develop and maintain appropriate social behaviours. 

 

Activity In This Academic Year

This details how we intend to spend our pupil premium (and recovery premium) funding this academic year to address the challenges listed above.

Teaching (for example, CPD, recruitment and retention)

Budgeted cost: £10000

Activity

Evidence that supports this approach

Challenge number(s) addressed

Racial Diversity Consultancy Package 

These resources will upskill staff in recognising racism and encourage and work towards a anti-racist environment. 

4, 5, 8 

Phonics Training for all staff 

We have relaunched new phonics based schemes for all pupils and ensured all staff have had appropriate training. 

5

 

Targeted academic support (for example, tutoring, one-to-one support, structured interventions) 

Budgeted cost: £74,000 

Activity

Evidence that supports this approach

Challenge number(s) addressed

Educational Psychologist  

Invested in increased time with the educational psychologist to offer training to upskill staff in delivering curriculum that meets the needs of learners. 

2, 5 

Virtual School Lessons/ Tutoring 

Online or face to face tutoring to reach students who are unable to attend. 

1, 5 

Additional Teaching Assistant Support in Key Stage 3  

Recruited an additional teaching assistant to offer more 1:1/ small group support to students in Key Stage 3 to support their learning/ emotional regulation, as needed. 

2,3,4,5,6

Additional Occupational Therapy Support 

We have has 2 additional part-time Occupational Therapists supporting student specific approaches, such as sleep specialist OT supporting students with attendance difficulties and another supporting emotional regulation groups for students exhibiting behaviours of challenge. 

1, 2, 3 

Purchasing of Phonics Programs and associated resources 

The purchasing of new, updated phonics programmes for students in all Pathways to encourage the development of reading skills with a wider range of age and ability appropriate resources. 

5

 

Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £65,000 

Activity

Evidence that supports this approach

Challenge number(s) addressed

School Uniform Purchases 

Expectations raised and increased self confidence of students leading to an increased attendance and student wellbeing. Review of learner attitudes and pride in their school

1, 2 

Development of a warm welcoming welfare space to encourage pupil/ parental engagement. 

The Family Support Officer engages with families and pupils to encourage school attendance, identifying students requiring intervention for low or non-attendance. Interventions are carried out by the Family Support Worker or the wider school community. Ongoing analysis of whole school attendance data is carried out by the Family Support Officer and will be used to demonstrate improvements in attendance.

Purchase of a ULEZ compliant vehicle. 

The vehicle can be used to offer discreet, safe and ULEZ compliant community access to individuals and small groups- facilitating community based learning and work experience opportunities. 

3,5,6,7

Purchase of simulation babies and accessories.  

Targeted support provided for small groups and individuals to make responsible social decisions. 

2,5,6,8

Prom 

Subsidising food and decorations and offering a free hair, nail and outfit lending services to make our Prom accessible to all. 

3,5,6

Residential Trips 

A programme designed to give each student access to out of school activities such as: residential holidays and the Duke of Edinburgh Programme. This will provide engagement, experiences and skills to promote subjects in a fun way.

3,5,6,7 

Curriculum based Day Trips 

We have subsidised trips to ensure all pupils are able to access a range of day trips to local places of interest to support the curriculum in community based learning. 

3,5,6,7

Taxi/Oyster Cards 

Individual targeted support to facilitate school attendance for individuals whose attendance is a concern and transport is identified as a temporary barrier to access. 

1,8

School Councillor 

To work directly with students who are experiencing a range of psychological and emotional difficulties and provide in class strategies that can be cascaded down to teaching staff working with those pupils with the aim to enhance their well-being and prevent barriers to their education and learning.

2,4 

Re-launching of the School reward Program 

We have purchased some vending machines and age/ability appropriate rewards to celebrate pupil successes and encourage good order throughout the school. 

1,2,3,4,5,6

Total budgeted cost: £149,000
 


Part B: Review Of The Previous Academic Year

Outcomes For Disadvantaged Pupils

Pupil Premium - April 2022-March 2023 (This document follows the financial year)

Introduction Meadow High School is committed to ensuring the best progress and outcomes for all its pupils, including those who are identified as vulnerable.

Which gaps are we narrowing? Meadow High School has identified key ‘areas’ that contribute to pupils making the best possible progress towards the outcomes of their EHCP and in achieving the highest levels of skill leading to independence and a positive and fulfilling ‘Life after Meadow’.

The specific areas for development are:

  • Attendance 
  • Emotional Regulation and Resilience
  • Independence Skills
  • Communication Skills
  • Cognition and Learning
  • Movement and Mobility
  • Social Interaction
  • Community Based Learning
  • Safeguarding

What are we investing in to narrow these gaps?

Area to address:

Area of investment:

Specifics:

Desired outcome:

Impact:

Attendance 

Awards for 100% / 95% and improved attendance

Vouchers at the end of each term

Encouraging excellent or improved attendance

The most success is for pupils who need to improve their attendance. Generally, pupils with attendance around or above 95% attend well even without incentives. We plan to continue rewarding excellent attendance but to increase the scope of incentives for improved attendance. 

Emotional Regulation and Resilience

Student reflection journals

Student reflection journals were used widely across the school to support students to explore, recognise and communicate how they were feeling to staff. 

To provide access to mindfulness activities and also support reengagement with literacy skills and learning. To provide  students with a place for story-writing or recording information on favourite topics.

Feedback received from staff indicated that these were very successful; many students came to collect a second/third book during the year. We have been able to use the same strategy at the start of this year to support transition back to school and also through the build process.

 

Pupil counselling 

A councillor one day a week to work with identified pupils

To work directly with students who are experiencing a range of psychological and emotional difficulties and provide in class strategies that can be cascaded down to teaching staff working with those pupils with the aim to enhance their well-being and prevent barriers to their education and learning.. 

Recent restructure of the inclusion team has highlighted the need for an on site qualified counsellor, one day a week, to support pupils with poor mental health and other factors impacting their emotional well-being.

 

Intervention support

A full time Specialist Teaching Assistant to run a range of supportive interventions for pupils, both individuals and small groups.

To work with students one to one or in small groups to deliver holistic and personalised interventions. LAC/PLAC and students with identified behavioural needs are prioritised. Interventions are designed to promote positive mental health behaviour and well-being. All interventions are focused on an area of the PLIM. 

Children who come under the remit of the designated teacher will have interventions and support in place for identified areas of need. These pupils will be making at least expected progress towards their PLIMS and subject frameworks. Their attendance will be good and they will be engaging successfully across the curriculum and wider school.

Communication 

First news subscription

To have an electronic and paper based accessible news format for staff and pupils to use in tutor time, as part of reading intervention and for pupils library - choosing.

Pupils will be engaged with reading and world events. This subscription supports development of reading/reading comprehension skills through access to appropriate non-fiction texts. The news topics and resources promote discussion of key issues in the news safely, building core communication skills and understanding of the world beyond school.

Students are accessing age and developmentally appropriate new sources, lowering student anxiety about world events. 

 

Library resources

To develop our library into an exciting, inviting space and encourage students to engage in reading for pleasure. 

To develop students love of reading through the purchasing of new books. 

The number of books allowed to be lended out has had to be increased to 4 per a week due to a 120% increase in book loans over the last academic year. 

The library is open at break times and lunch times, as per student council request. 

 

Reading engagement prize

Student reading prizes given out termly to a student from each tutor group to recognise engagement and enthusiasm for reading. 

Movement and Mobility

Playground equipment

Playground equipment to allow students to safely take part in various activities during break and lunchtimes.

Students can safely access structured and unstructured play during their playtimes.

 

Encourage active play and social interaction.

 

Reduce the risk of injuries and / or challenging behaviours 

A reduced amount of Iris reports recorded for P3 and P5 lessons.

 

Students show an increase in social skills (the ability to engage in conversation), imagination and working on self regulation skills. 

 

Students have a positive attitude towards break and lunchtimes. 

Social Interaction

Stamp out bullying campaign in year 10

Following some sustained bullying amongst year 10 pupils we are using an incentive scheme to support good choices and excellent behaviour. 

There will be no bullying (or a significant reduction) by the end of the summer term.

  • Better mental health for those being bullied or intimidated
  • More socially acceptable behaviour from those perpetrating bullying
  • A genuine change in pupils attitudes

Community Based Learning 

Pathway 1 (years 9-14) residential 

A 4 night residential stay where pupils can take part in a range of activities and develop their home skills

Students have an opportunity to stay away from their family, largely for the first ever time. They had the opportunity to follow OT and SaLT supported plans to increase self help skills whilst having fun and undertaking a range of new physical exercise opportunities. 

Pupils will have the opportunity to develop their self help skills and independence away from the school and home environment to extend the pupils capabilities and experiences. 

 

Pathway 1 Duke of Edinburgh Silver

2 night camping experience for KS5  pupils completing Silver DofE

Pupils to have the opportunity to attend a 2 day camping style experience. 

Pupils will leave Meadow having achieved their Silver Duke of Edinburgh as a minimum. 

Pupils will have access to opportunities outside their typical routine which will better prepare them for adulthood.  

 

Devon residential 

4 night adventure activity residential trip. 

Pupils have the opportunity to attend a 4 day residential trip. 

The cost of this trip was subsidised for 11 families, enabling 11 young people to have the experience alongside their peers. 

 

Centre Parcs Life Skills Residential 

4 night residential life skills trip to Centre Parcs, Woburn Forest. 

Pupils have the opportunity to attend a 4 day residential trip to generalise life skills taught in the curriculum.  

The cost of this experience was subsidised for 8 families, enabling 8 young people to have the experience alongside their peers. 

Independence Skills

Breakfast for individual PP pupils

Where it has been identified that a PP pupil would like to access breakfast club, this is funded from Pupil Premium 

Pupils have access to a hearty breakfast

Pupils are able to access lessons and engage

Safeguarding

Anti racism

Following recent incidents within our School. Educating students through workshops and intervention. Whole School survey to be completed. 

Better understanding resulting in none or a reduction in racial incidents within our community. Workshops and intervention groups will benefit

Students have accessed diversity sessions on a whole school, year group cohorts,  as well as targeted small groups to discuss what racism is and how to be part of an actively anti-racist community. 

Students and staff have filled in a FLAIR survey, which will be repeated to see if there is less reported direct and indirect racism within the school community. 

 

Rights respecting school

Learning the rights and responsibilities of young people and their wider communities 

Young people become aware of their rights in the community, coinciding with their responsibilities. 

Students will become familiar with what rights they are entitled to as outlined by the United Nations. They will be empowered to ask for what they are entitled to and be familiar with what services they are entitled to. 

Externally Provided Programmes

Please include the names of any non-DfE programmes that you used your pupil premium (or recovery premium) to fund in the previous academic year. 

Programme

Provider

   
   
   
   
   

 

 

Pupil Premium 2022 - 2023 

Pupil Premium - April 2022-March 2023 (This document follows the financial year)

Introduction Meadow High School is committed to ensuring the best progress and outcomes for all its pupils, including those who are identified as vulnerable.

Which gaps are we narrowing? Meadow High School has identified key ‘areas’ that contribute to pupils making the best possible progress towards the outcomes of their EHCP and in achieving the highest levels of skill leading to independence and a positive and fulfilling ‘Life after Meadow’.

The specific areas for development are:

  • Attendance 
  • Emotional Regulation and Resilience
  • Independence Skills
  • Communication Skills
  • Cognition and Learning
  • Movement and Mobility
  • Social Interaction
  • Community Based Learning
  • Safeguarding

What are we investing in to narrow these gaps?

Area to address:

Area of investment:

Specifics:

Desired outcome:

Impact:

Attendance 

Awards for 100% / 95% and improved attendance

Vouchers at the end of each term

Encouraging excellent or improved attendance

The most success is for pupils who need to improve their attendance. Generally, pupils with attendance around or above 95% attend well even without incentives. We plan to continue rewarding excellent attendance but to increase the scope of incentives for improved attendance. 

Oyster care top up

Where a pupil or family has identified difficulties in topping up oyster cards the school does this whilst supporting the family to access other public funds and support

To ensure the pupil can attend school and arrive punctually. 

Pupils continue to attend school.

Emotional Regulation and Resilience

Student reflection journals

Student reflection journals were used widely across the school to support students to explore, recognise and communicate how they were feeling to staff. 

To provide access to mindfulness activities and also support re-engagement with literacy skills and learning. To provide  students with a place for story-writing or recording information on favourite topics.

Feedback received from staff indicated that these were very successful; many students came to collect a second/third book during the year. We have been able to use the same strategy at the start of this year to support transition back to school and also through the build process.

Pupil counselling 

A councillor one day a week to work with identified pupils

To work directly with students who are experiencing a range of psychological and emotional difficulties and provide in class strategies that can be cascaded down to teaching staff working with those pupils with the aim to enhance their well-being and prevent barriers to their education and learning.. 

Recent restructure of the inclusion team has highlighted the need for an on site qualified counsellor, one day a week, to support pupils with poor mental health and other factors impacting their emotional well-being.

Intervention Support 

A full time Specialist Teaching Assistant to run a range of supportive interventions for pupils, both individuals and small groups.

To work with students one to one or in small groups to deliver holistic and personalised interventions. LAC/PLAC and students with identified behavioural needs are prioritised. Interventions are designed to promote positive mental health behaviour and well-being. All interventions are focused on an area of the PLIM. 

Children who come under the remit of the designated teacher will have interventions and support in place for identified areas of need. These pupils will be making at least expected progress towards their PLIMS and subject frameworks. Their attendance will be good and they will be engaging successfully across the curriculum and wider school.

Communication 

First news

Subscription to paper, online and picture news

Pupils will use the range of accessible publications to engage in reading and to prompt communication between peers.

Reading champions will be responsible for collecting, distributing and encouraging peers to access.

Pupils have an accessible news publication.

Cognition and Learning

New group reading test

A test which can baseline and then measure progress in a standardised way. 

To support Whole School assessment in Reading, Baseline testing for all new students including Year 7s; whole school annual assessment (Summer term) to monitor progress in Reading and plan next step targets.

All Year 7 and new students were tested as part of the baseline process.  All students from Years 7 - 14 were tested in June to identify progress and next steps for the following academic year.  This information is disseminated to all staff.

Scholastic book club class prize

Termly Class Reading Prize

To motivate classes to encourage each other to have a positive approach to reading. 2 x Class Reading Champions per class wil be working closely with the librarian to support this work.

Most classes will improve their focus on Reading, developing a positive dialogue around this and building understanding of the importance of building their reading skills for their future plans (life beyond MHS).

Books and library resources

Restocking and updating of the library resources (following an extended closure due to Build Phase 2)

To ensure that our library has appropriate and engaging fiction and non-fiction books  that fully represent our diversity school community; supports wider learning across the curriculum and understanding of themselves and others in preparation for life beyond MHS.

Most students to be excited to visit the school library and have the opportunity to build their Reading skills; exploring personal interests and important texts.

Pathway 1 art resources

Art resources suitable for Pathway 1 pupils 

Pathway 1 pupils to engage in sensory art lessons. 

Pupils will receive a high quality curriculum where they can be active in their learning. 

Class reading corners

To support the reading champions and class reading

Every classroom will have a class reading corner that encourages and supports group and self directed reading. The new reading champions will have responsibilities according to their level (Bronze / Silver / Gold). 

Pupils will have even more opportunities to engage with reading. Many of these books will be familiar and easy to engage with, promoting a love of reading.

Movement and Mobility

Playground equipment

Floor markings

Various equipment

Refurbished trampoline

A new swingset

Benches to increase socialising

Roof netting for the MUGA

Football goals for the MUGA

To provide various activities/ games to keep the students engaged throughout break and lunchtimes.

A reduced amount of Iris and medical tracker entries during break and lunchtimes indicating that pupils are better regulated during these times.

Trainers

Trainers for students who are not wearing the correct/ appropriate footwear.

To ensure that pupils are wearing the correct attire in line with the uniform policy. And for pupils to be able to complete everyday tasks, as well as the curriculum,  safely

Students engagement will increase in PE as well as reduced number of incidences where students are required to return home to collect the appropriate footwear.

Social Interaction

Stamp out bullying campaign in year 10

Following some sustained bullying amongst year 10 pupils we are using an incentive scheme to support good choices and excellent behaviour. 

There will be no bullying (or a significant reduction) by the end of the summer term.

  • Better mental health for those being bullied or intimidated
  • More socially acceptable behaviour from those perpetrating bullying
  • A genuine change in pupils attitudes
 

Resources for holiday clubs

Craft and other resources to support social interaction for pupils attending holiday club

Pupils will be engaged in activities which promote fine motor skills and social communication.

Pupils made new friendships and practised their social communication. All pupils reported their enjoyment of the activities and many reported that it was easier to chat whilst completing fun activities together.

Community Based Learning 

Buying lunch

A looked after pupil needed support in learning where to go to buy lunch and how to buy a filling, healthy lunch within their budget

The pupil will know a safe route to two local shopping options, they will have successfully planned and bought a healthy lunch within their budget.

The pupils will be able to independently go out with friends at lunch time to purchase lunch from the local shops.

Pathway 1 (years 9-14) residential 

A 4 night residential stay where pupils can take part in a range of activities and develop their home skills

Students have an opportunity to stay away from their family, mostly for the first ever time. They had the opportunity to follow OT and SaLT supported plans to increase self help skills whilst having fun and undertaking a range of new physical exercise opportunities. 

The cost of this experience is subsidised to bring it in alignment

Pathway 1 Duke of Edinburgh Silver

2 night camping experience for KS5  pupils completing Silver DofE

Pupils to have the opportunity to attend a 2 day camping style experience. 

Pupils will leave Meadow having achieved their Silver Duke of Edinburgh as a minimum. 

Pupils will have access to opportunities outside their typical routine which will better prepare them for adulthood.  

Devon residential 

Families who would not normally be able to afford to send their child on a residential trip have the opportunity to do so. If a pupil is PP then the school fund the cost of the trip.

That all students, regardless of their household income, have the opportunity to attend this trip if they desire to do so.

Students have the opportunity to access an experience they may never have normally had the opportunity to. They learn valuable life skills and independence skills which will equip them for a life after Meadow.

Independence Skills

Breakfast for individual PP pupils

Where it has been identified that a PP pupil would like to access breakfast club, this is funded from Pupil Premium 

Pupils have access to a hearty breakfast

Pupils are able to access lessons and engage

Resources to support pupils with visual impairment

Clearvision Project is a charity which supports children with visual needs. 

All pupils have the opportunity to access and benefit from engagement with appropriate reading materials (Inclusive Reading approach.)

Pupils with visual impairment are motivated to build their reading skills through the opportunity to engage with a wide range of appropriately adapted texts that are also in their interest range (the same opportunity offered to other pupils in school).

Bike lock

A pupil had been given a bike to ride to school but wasn’t able to buy a lock for security

To support the pupil in travelling independently to school and keeping their bike secure.

The pupil travels most days independent. 

Bike for pupils to borrow

Some pupils forget their bike locks now that we have the new bike store outside the secure line of the school

To ensure that we prevent bikes being stolen from the site but to still allow pupils to ride to school

Although not used frequently, the bike locks have been borrowed several times by pupils

Safeguarding

Intervention TAs

To provide additional support and interventions for LAC / PLAC and other pupils beyond the classroom

To provide interventions for LAC and PLAC pupils as well as those who require a targeted intervention. 

Pupils will be making good SEMH, independence and educational progress.

Food parcel

For a pupil who was put into emergency housing

To provide the pupil with lunches during the transition to the new housing. 

The family reported that they were able to provide food during the period of upheaval and were now in a more stable position and no longer required support.

Anti-Racism

Following recent incidents within our School. Educating students through workshops and intervention. Whole School survey to be completed. 

Better understanding resulting in none or a reduction in racial incidents within our community. Workshops and intervention groups will benefit

There will be a clear action plan to educate staff and pupils and to reduce issues around racism. The school will be an actively anti racist environment, encouraging and welcoming a diverse range of people to work / study here. 

Fleece, coat and trousers

For pupils on free schools meals who were not dressed in the correct uniform 

This was to support families in the purchasing of school uniform for those who were expressing difficulty. 

All pupils in these circumstances have been provided uniform and the school keeps some spare on site for emergencies.

Replacement glasses

For a pupil who sat on his glasses at school

This was to support the family who expressed difficulty in immediately replacing the glasses.

The pupil has their glasses and wears them every day.

Jenny Rigby, Headteacher

 

 

April 2021 - March 2022 - How we spent the money 

The total amount of Pupil Premium money received this year:  £78, 741.00

How we will spend the money .......

Pupil Premium - April 2021-March 2022 (This document follows the financial year)

Introduction Meadow High School is committed to ensuring the best progress and outcomes for all its pupils, including those who are identified as vulnerable.

Which gaps are we narrowing? Meadow High School has identified key ‘areas’ that contribute to pupils making the best possible progress towards the outcomes of their EHCP and in achieving the highest levels of skill leading to independence and a positive and fulfilling ‘Life after Meadow’.

The specific areas for development are:

  • Attendance
  • Emotional Regulation and Resilience
  • Independence Skills
  • Communication Skills
  • Cognition and Learning
  • Movement and Mobility
  • Social Interaction
  • Community Based Learning

Money allocated to the school this year:

What are we investing in to narrow these gaps?

Area to address:

Area of investment:

Specifics:

Desired outcome:

Impact

Attendance

 

Awards for 100% / 95% and improved attendance

Vouchers at the end of each term

Encouraging
excellent
or improved
attendance

The most success is for pupils who need to improve their attendance.   Generally, pupils with attendance around or above 95% attend well even without incentives.  We plan to continue rewarding excellent attendance but to increase the scope of incentives for improved attendance.

Taxi to and from school

To help a pupil transition back into school after moving house and no longer being eligible for transport.

The pupil to attend 100%

The pupils' attendance during this time period was 96.4%

Replacement ties

Schwalbe marathon tires for a PP pupils bike to enable him to ride to school

 

The pupils' late arrivals decreased.

Emotional Regulation and Resilience

 

Student reflection journals

Student reflection journals were used widely across the school to support students to explore, recognise and communicate how they were feeling to staff.

To provide access to mindfulness activities and also support reengagement with literacy skills and learning. To provide  students with a place for story-writing or recording information on favourite topics.

Feedback received from staff indicated that these were very successful; many students came to collect a second/third book during the year. We have been able to use the same strategy at the start of this year to support transition back to school and also through the build process.

Communication

 

First news

Purchase of an annual subscription for First News digital newspaper and activity sheets to support the new-look daily Form Tutor-based Reading Intervention lessons.  These are  reading age and content appropriate for our learners, providing safe and appropriate resources.  An  online resource which provides accessibility for students with visual difficulties; it can be viewed via a number of devices.

 

To support students to build reading comprehension skills as part of catch-up work following COVID; to safely have access to the news to build greater understanding of the world beyond school including news stories providing valuable PSHE/Vocational topics for discussion as well as provide cross-curricular learning and reinforcement opportunities e.g. should wrapping fruit and vegetables be banned to help the environment? In addition, to build social communication skills through a range of activities and topics  - understanding how to express opinions and listen to the ideas of others appropriately and build confident Speaking, Listening & Communication skills in preparation for a life beyond MHS and a range of examinations including English exams where this is a key component.  First News is well resourced to support teachers make the transition to becoming confident Reading Intervention practitioners.

This initiative has just started, impact to be evaluated at key points in the year.

Feedback from learning walks is that these resources are proving to be very successful, engaging our students in current events and issues in a positive and safe way.

Cognition and Learning

 

Reading Intervention

Introduction of the RAPID reading scheme to be used across reading intervention lessons for some of pathway 1 KS3 and 4 and a separate scheme for 6TH form

All pupils engaging with age and ability appropriate resources during reading intervention lessons.

Pupils fully engaged with reading intervention lessons now that they are more age appropriate and contain current themes.

 

6th form reading scheme

Introduction of a range of appropriate ‘Shared Reading’ materials for KS5 as part of new reading intervention lessons. KS5 had been identified as an area needing a boost to increase engagement with reading. AH, KS5 staff and selected students helped identify the best resources.

To increase engagement in reading in KS5 through providing books that are engaging and have topics relevant for their stage of development. To provide opportunities to learn how to talk; expressing personal opinions appropriately and considering ideas of others. To build reading comprehension and core literacy skills through a range of activities related to the text.

Pupils fully engaged with reading intervention lessons now that they have more age appropriate and relevant content.   (Feedback from staff and students during learning walk from RI Manager and KS5 Assistant Headteacher).

 

E-books

Purchase of digital copies of the Teen Reads, Two Sides, WOW! Facts, Young Adults and Teachers Resource Books.

To support access to resources for students with visual SEN and provide greater engagement with the text (highlighting/notes/group work etc.) and teacher access for planning.

E-books purchased where possible for all KS5 Reading Intervention resources to support access and engagement.  (Positive feedbacks during learning walks, see above).

 

New group reading test

To support Whole School assessment in Reading: Baseline testing for all new students including Year 7s; whole school annual assessment (Summer term) to monitor progress in Reading and plan next step targets.

To provide detailed information on reading progress including reading comprehension, identify gaps and plan next steps including specific Reading Intervention for particular students identified in the process (RI Manager). Information to be shared with all staff via EfL.

This provides information to monitor pupil progress and identify gaps in learning.

Pathway 1 adapted reading resources

Rapid Phonics online subscription for Pathway 1.

 

Colourful semantics resources

 

To support Pathway 1 pupils access suitable Reading Intervention. This will enable all Pathway 1 pupils to engage with age and ability appropriate resources during reading intervention lessons.

Lexia purchased with training for staff on how to use.  Pupils now have a reading program which targets their specific area of need.  Teachers and TAs are able to run smaller intervention sessions to support specific gaps in pupils' learning.  This has meant pupils are reading more and are finding reading via Lexia an enjoyable part of the day where they are motivated and enthused to read.  Early stages to assess data but as we move through Autumn term data is provided by Lexia so we can track pupils' progress. Pupils will also be able to use this at home during th course of this year.

Movement and Mobility

 

Arts Department

Ballet Barre and Dance mirrors

 

Students to have larger rehearsal space for practical lessons. School clubs can be set in this space with the correct equipment and mirrors. Accreditation support for the teaching of Ballet.

Students rehearsals/body awareness using fixed mirrors to support them with practicals will develop their skill set. Pupils will have better dance etiquette within performing arts lessons.

Students have more space and were able to experiment with movement with use of mirrors.  Work such as poses and timings have been effective.  Enrichment lessons have larger group numbers which are appropriate in this hall to support the range of different abilities and ages.  Pupils are safe and understand the professionalism within performing arts.

Storage racks

A rack for the fitness room to hold the current and future free weights.

To ensure the safe storage and accessibility of weights in the fitness room. This will also allow further weights to be added, expanding the range available for pupils.

Allows pupils to use a variety of different weights.  Pupils to remain safe when using the fitness room.  Increased space in the fitness room to allow more space for pupils to use.

Social Interaction

 

Display book

A large book to be used for group reading which allowed the class to follow along without having individual copies.

All pupils engage with the story and group communication is facilitated.

Pupils enjoyed and engaged with this style of learning

Community Based Learning 

 

Home liaison officer

A person dedicated to working with families to overcome barriers to pupils' engagement in full time education. This includes:

  • transport applications
  • housing
  • behaviour within the home and community
  • signposting services etc

 

Issues which are affecting the pupil and family which are impacted by external factors can be resolved.

  • Improved attendance
  • Families out of crises
  • Pupils more regulated and stress levels lowered
  • Improves the school capacity to support pupils and families with a wide range of issues

 

Pathway 1 (years 9-14) residential

A 4 night residential stay where pupils can take part in a range of activities and develop their home skills

Students have an opportunity to stay away from their family, mostly for the first ever time. They had the opportunity to follow OT and SaLT supported plans to increase self help skills whilst having fun and undertaking a range of new physical exercise opportunities.

Pupils who were previously not able to attend school residential will be able to attend.  Pupils will learn independence skills, cooperative skills, experience new activities and for many, spend their first nights away from home.

Independence Skills

Breakfast for individual PP pupils

Where it has been identified that a PP pupil would like to access breakfast club, this is funded from Pupil Premium

Pupils have access to a hearty breakfast

Pupils are able to access lessons and engage.

 

Resources to support pupils with visual impairment

Clearvision Project is a charity which supports children with visual needs.

Magnifier Ruler 2.5 magnification

Handheld magnifier with LED dimmable lights

Magnifier Anti-Glare Dimmable

Table Stand Magnifier

 

The pupil was able to learn to read braille.

 

Shopping for pupil - ALDI Welfare

 

 

2 x pupils were going through a difficult time.

1 x sibling in / out of hospital, little food at home.

1 x new sibling born and difficulties, mum had to stay in hospital.

Both pupils visited Tesco and Aldi with staff members.  Choose suitable economic meals to last a few days until they have some normality back at home.

  Books - ordered by AS  

A large number of books to support the reading boxes being used whilst the library continues to be inaccessible.

 

Pupils had access to good quality books across a range of levels.

 

  Enrichment Purchases  

Resources to support the set up and running of enrichment activities.

 

Pupils can engage with a wide range of enrichment activities to support them to develop hobbies and interests that can be applied to their Life Beyond Meadow.

 

  Reading Coloured Overlays  

Additional overlays to restock.

 

Pupils can be assessed and, where appropriate, issued the correct coloured overlays.

 

  Devon residential  

Pupils have the opportunity to attend a residential trip for four nights, which will allow them to experience time away from home from  parents / guardians.  Pupils have the opportunity to experience a variety of activities that they will not be able to access at school.

 

Social interaction will be constant during the trip.  

Lots of focus on improving pupils' independence skills including washing and dressing.  Social skills are required during all activities and especially during meal time.  Building new relationships with other pupils using communication skills are encouraged.

Impact for interventions, training or resources may also be monitored through:

  1. Peer audit by an SEN Headteacher
  2. Staff and pupil audit
  3. Parent feedback
  4. External inspection
  5. School improvement partner
  6. SLT monitoring and evaluation
  7. Data analysis
  8. Case study
  9. Governing Body scrutiny
  10. Annual review

 

Jenny Rigby, Headteacher

 

How the money was spent......

 

Pupil Premium 2020 2021 

Pupil Premium Spend - 2020-2021 

Introduction: 
Meadow High School is committed to ensuring the best progress and outcomes for all its pupils, including those who are identified as vulnerable.

Which gaps are we narrowing?
Meadow High School has identified key ‘areas’ that contribute to pupils making the best possible progress towards the outcomes of their EHCP and in achieving the highest levels of skill leading to independence and a positive and fulfilling ‘Life after Meadow’.

The specific areas for development are:

  • Attendance 

  • Emotional Regulation and Resilience

  • Independence Skills

  • Communication Skills

  • Cognition and Learning

  • Movement and Mobility

  • Social Interaction

  • Community Based Learning

Additionally, over the past year, we have invested in a variety of areas where additional support or resources were required due to the pandemic.

What are we investing in to narrow these gaps? 

Area to address:

Area of investment:

Specifics:

Desired outcome:

Impact:

Attendance 

Bike, helmet, lights, high viz 

(PP child)

A pupil who was too scared to travel on public transport due to Covid

Pupil to attend school

Pupil went from no on site attendance to 98% attendance

Awards for 100% / 95% and improved attendance

Vouchers at the end of each term

Encouraging excellent or improved attendance

It is hard to measure this year due to periods of national lockdown

Taxis to school whilst schools transport is being arranged

(x5 PP children / x2 non-PP)

Put in place for 7 young people for varying lengths of time

No time missed from education

6 pupils attended 100% and 1 pupil attended 97% by taxi until transport was arranged

 

 

Emotional Regulation and Resilience

Area of investment:

Specifics:

Desired outcome:

Impact:

Individual and or / duplicate fidgets and resources 

Due to higher anxiety some pupils required additional fidgets to use within the home environment. 

All fidgets were single person use only with no sharing.

Pupils could continue to use regulation strategies and resources in a Covid safe way

All pupils were supplied with duplicate resources for home use and in school, all pupils were assessed and allocated fidgets for personal use

Additional balls / punch bags / balance boards etc

Whilst pupils were in bubbles and unable to access all areas of the school, new and additional resources were purchased for individuals and bubbles to allow pupils to regulate

Pupils able to regulate their behaviour independently or with support

For the vast majority of pupils these resources were successfully used. Where it was identified that individuals were still struggling, assessments were undertaken by the OT team and programs and / or resources put in place

Additional OT assessed resources for pupils with challenging / dysregulated behaviour

14 pupils had resources bought for them, including:

  • weighted vest

  • inflatable vest

  • specialist chew fidget

  • dark tent

  • tent lights

  • light tube

  • large bean bag

Pupils able to regulate their behaviour independently or with support

All pupils over time and with support were able to successfully use the resources and programs to regulate their behaviour and emotions

Key box

(PP young person)

A pupil was trying to abscond from home during the pandemic due to a change in his routine (was successful twice). The school purchased a key box for the home to prevent him having access to keys, travel cards etc

The pupil would be safe.

After having the key box fitted, the pupil was not able to abscond any further times. The school, social care and other support groups also worked with the pupil and family to reduce the risk.

 

 

Communication 

Area of investment:

Specifics:

Desired outcome:

Impact:

Invested through the covid catch up fund

     

 

 

Cognition and Learning

Area of investment:

Specifics:

Desired outcome:

Impact:

Pastel mini whiteboards

To support pupils with SEN related to visual stress. A4 white whiteboards trigger visual stress symptoms in the 50+  pupils currently identified with visual stress and others with milder symptoms. 

Provide greater access to learning for students experiencing visual stress symptoms.  Pupils to engage comfortably and positively in whiteboard-type tasks in all lessons.

All classes were issued with a set of pastel whiteboards; teachers reported that giving students the option to choose a ‘whiteboard’ increased pupil engagement in tasks and helped them to identify students who potentially may be suffering from visual stress.  Requests have been made from staff for more of these resources for 2021-22 as they have been so popular.  [Due to the nature of our school, it is likely that at least half our students suffer with some symptoms of visual stress.]

Coloured overlays

To provide the necessary resources for pupils identified as suffering with symptoms of visual stress to be able to access their learning.  In addition, to be able to continue to identify pupils with VS and monitor those already assessed. 

Provide greater access to learning for pupils experiencing symptoms of visual stress; coloured overlays can effectively eliminate all symptoms.  

Through assessment, pupils were able to identify which coloured overlay eliminated all symptoms and supported access to texts; additional strategies were highlighted and shared with all staff via a google doc.  The number of students now being identified by staff as potentially experiencing visual stress continues to increase as understanding of this improves across the school.  Staff are now actively looking at what is happening when a student is struggling to access text. [See Coloured Overlays Pupil List 2021-22 for further details.]

New group reading test

To assess and monitor reading comprehension progress for all pupils including new pupils, identify gaps and plan next steps.

Information to be shared via EfL.  

Reading comprehension progress for all pupils to be assessed and monitored to provide best outcomes in developing core literacy skills. Information to be shared to support Reading Intervention work and  generalisation of these skills across the curriculum. 

NGRT formed part of the package of measurements put in place to support students returning to the classroom after the disruption caused by COVID.  All students were assessed, gaps noted and next steps identified. Pupils identified as potentially having lost skills were monitored and retested in March ‘21; all students completed their annual NGRT in June 2021 to monitor progress, identify gaps and plan next steps for 2021-2022.

Pastel tints

To ensure a range of different coloured printing paper is available to support pupils who find white paper too bright/triggers a range of visual stress symptoms. 

To support access to learning and printed resources for pupils with SEN related to visual stress; to promote continued discussion of the visual stress in school to continue to support pupils currently on the list and identify others who would benefit from visual stres assessment.

Staff and students feedback how much using coloured paper benefited pupils who suffer with visual stress symptoms; many students were able to engage in a discussion with staff and state clearly which paper they found helped most.  

 

 

Movement and Mobility

Area of investment:

Specifics:

Desired outcome:

Impact:

Scooters

Additional scooters across the range of physicality 

Pupils to engage in physical activity during break times

Pupils were using scooters and moving more, but this has been temporarily suspended due to the build work on site and safety issues with scooters and pedestrians sharing spaces.

 

 

Social Interaction

Area of investment:

Specifics:

Desired outcome:

Impact:

Nurture resources for bubbles / tutor groups

Cups, plates, squash, biscuits, bread, and sundries

Pupils to make snacks in the classroom and engage in joint working and communication. Eating and drinking and the preparation of food and drink are great motivators for the vast majority of our pupils. Being able to work and eat together enables social interaction in a low pressure environment.

The vast majority of Form Teams reported that pupils positively engaged with snack time. Many built this into their daily routine alongside games, news, circle time etc.

Where individual pupils were not social interacting Form Teams were able to identify other strategies / motivators which were resourced (where needed) from PP.

Individual resources / motivators for social interaction

Games

Wet play resources

Hairdressing head and accessories

Hama beads and templates

etc

Pupils to interact with staff and peers. Pupils to develop turn taking, sharing, communicating need.

Where staff were able to identify positive motivators to engagement and interaction this was very successful. In a few cases, pupils still found social interaction challenging and this is being addressed vai a SCERTS assessment and PLIMS.

Fiesta

Usually we have one whole school event / celebration each year eg Queens Jubilee, Royal wedding, Schools 50th birthday, International Day etc. As we had not been able to do this whilst the restrictions were in place, an event was organised for the end of term. The day brought together the school community across a series of events including:

  • picnic

  • stalls and games

  • live music

  • dance performance

  • ice cream van

  • face painting and henna

  • whole school photo (from the top of the new build)

Typically these events are not across a whole day but an extended lunchtime. However, we felt it was important to celebrate how well the pupils had coped with the extremely unusual circumstances of the last 16 months, to make up for all the school and family events they had missed during that time and to enjoy being together to celebrate the end of term.

Thanks to the tireless efforts of the staff team to not only ensure that the event was 100% accessible to all pupils, whatever their age, ability or preference but also to ensure that individual pupils were able to regulate and enjoy the day without being over-stimulated, the day was a huge success. Many pupils gave direct feedback to staff and myself to report how much they had enjoyed themselves and their wishes for the day to be repeated every year. We also had many parents and families contact us to report how animated their child was about the event.

 

 

Community Based Learning 

 

Area of investment:

Specifics:

Desired outcome:

Impact:

Home liaison officer

A person dedicated to working with families to overcome barriers to pupils' engagement in full time education. This includes:

  • transport applications

  • housing 

  • behaviour within the home and community

  • signposting services etc

Issues which are affecting the pupil and family which are impacted by external factors can be resolved.

  • Improved attendance

  • Families out of crises

  • Pupils more regulated and stress levels lowered

  • Improves the school capacity to support pupils and families with a wide range of issues

       

 

 

Independence Skills

Area of investment:

Specifics:

Desired outcome:

Impact:

Dance department

Basic equipment required within dance. particularly relevant for pupils new to Meadow for whom background/level of need is not immediately clear 

(i.e water bottles/t-shirts/leggings/tracksuit trousers/water etc)

Students to feel more confident attending Dance lessons and partake in all tasks in comfortable dance wear

-Due to Covid students were unable to access borrowing Dance kits so the implementation was carried over to this September. Feedback from class staff on which students would require this support and find it beneficial

-In prep for coming out of Covid students felt reassured and understood the procedure 

Vision assessment and glasses

Due to the high level of visual stress being experienced by some pupils, further assessment and tinted glasses were purchased.

To reduce the symptoms of visual stress not only when reading individual ‘desk’ resources but also reduce more general symptoms of visual stress experienced when pupils look at the staff whiteboard and also their reaction to daylight/classroom light which can trigger physical symptoms such as headache, upset stomach and increase in anxiety levels.

Pupils identified as needing this resource now able to access their curriculum and the school environment more comfortably to support learning. One student identified has been able to achieve their next step higher level accreditation, English Functional Skills Level 1.

Maths Resources 

Storage tubs and storage trays with lids, labelled with images and names clearly marked. 

This will allow for staff and students  to clearly see which resources are available and which strand of maths they link to, the clarity of finding resources will increase independence of pupils when borrowing and returning resources. 

There will also be a great impact on pupils' learning as staff will be clearer on the different resources available to them, they can use these to plan and deliver creative and hands-on practical lessons with less reliance on worksheets. As most pupils are visual and tactile learners, having clearly marked resources allows for teachers to see what is available to support pupils' learning needs. 

 

 

Covid catch up (pre-dedicated catch up funding)

Area of investment:

Specifics:

Desired outcome:

Impact:

Pupil packs

Plastic wallets

Large envelopes

Coloured pens / felt tips

Rulers

Glue sticks

Scissors

Accessible scissors

Coloured paper

Card

Bespoke resources for individuals

Pupils engaging from home to have all resources needed to complete the weekly work packs

Families reported  that pupils were able to engage with and complete work packs. Where families and pupils identified the need for replacement resources, these were supplied.

Where families and pupils requested resources for individual interests / projects these were supplied.

Additional Art resources for pupil packs and individual art projects

Paint

Brushes

Palettes

Pupils engaging from home to have all resources needed to complete the weekly work packs

Pupils were able to complete art projects many of which were shared in photos with class teams

Care package

(PP child)

A home visit was completed the first week of lockdown and it was noted that the family had little food and were having financial difficulties. A week's food supplies were bought and delivered to the family. During this time the school team were able to help the family register for a food bank charity that delivered food to the house.

The child did not go hungry and the family had basic food to ensure their health and ability to care for their child.

The pupil and family had sufficient basic food stuffs to ensure their health for one week and then they were supported by the charity.

Food vouchers (prior to the Government system)

The first week of lockdown the school decided to give each young person eligible for FSM a £15 voucher with which to purchase lunches for the week. Some families also needed an initial kick start care package whilst other charitable food sources were sourced and arranged.

Pupils have access to at least one substantial meal a day.

No family reported any difficulties feeding their child after the initial support or ongoing food voucher support.

 Impact for interventions, training or resources may also be monitored through: 

  1. Peer audit by an SEN Headteacher

  2. Staff and pupil audit

  3. Parent feedback

  4. External inspection

  5. School improvement partner 

  6. SLT monitoring and evaluation

  7. Data analysis

  8. Case study

  9. Governing Body scrutiny

  10. Annual review 

 

Jenny Rigby
Headteacher

Pupil Premium 2019 2020 
 

Introduction

Meadow High School is committed to ensuring the best progress and outcomes for all its pupils, including those who are identified as vulnerable.

Which gaps are we narrowing?

Meadow High School has identified key ‘areas’ that contribute to pupils making the best possible progress towards the outcomes of their EHCP and in achieving the highest levels of skill leading to independence and a positive and fulfilling ‘Life after Meadow’.

The specific areas for development are:

  • Attendance 

  • Emotional Regulation and Resilience

  • Independence Skills

  • Communication Skills

  • Cognition and Learning

  • Movement and Mobility

  • Social Interaction

  • Community Based Learning

 

What are we investing in to narrow these gaps?

Area to address Area of investment: Specifics Desired
outcome
Impact Success criteria / Measurement system

Attendance

 

Taxi to school for vulnerable pupils with persistent absence

 

 

 

 

 

Arranged and facilitated whilst out of borough transport organised.

 

 

 

 

 

Pupil will not be absent from school.

 

 

 

 

 

 

 

The pupil had 100% attendance during this period

 

 

 

 

 

 

Success criteria: Improved attendance of all pupils (particularly PP pupils), allowing more teaching and learning time, leading to better holistic progress


Measurement system: SIMS attendance
  Attendance incentives / rewards Reward vouchers for winners of the 100% attendance draw. Pupils will be keen to maintain or improve their attendance due to the nature of the rewards    
  Oyster card top up Periodic top ups of KS5 pupil (PP) Oyster card Pupil will not be absent from school During this period the pupils attendance went from 62.43% to 79.27%  
  New zip card Purchased to replace the lost card of a PP pupil Pupil will arrive at school on time    
  Taxi to/from school Short term measure to encourage attendance and break habitual behaviour Pupils will attend school and staff can set up positive systems    

Emotional Regulation and Resilience

Sensory Regulation Fidget Boxes

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Tactile kit
Sand turtles
Boxes

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Each classroom will have a regulations box which pupils can access with ‘generic’ items to help them self regulate (this is in addition to any individual items)

Working with the school’s therapies team, a range of sensory support tools were identified and trialled.  A ‘menu’ to guide staff and pupils was produced and necessary purchases made. Pupils have been fully engaged in this project and it has ensured that the learning  completed last year on the Zones of Regulation + SCERTS has been embedded for staff and students. The project has been particularly successfully in supporting the needs of ASD students with higher levels of anxiety and students with anxiety related mental health issues.                  Next Steps:  To continue to embed the use of the ‘Zones Help Boxes’ to support students to gain maximum access to their learning and continue to develop independence recognising and managing their emotions. To  ensuring that the resources fully meet the needs of our students; new resources identified and consumable resources replaced as required

Success criteria: Decrease in behaviours associated with poor regulation or anxiety


Measurement system: SCERTS; PHP; pupil and staff feedback
 

Specialist equipment

Weighted lap pads

Ear protectors

     

Communication

 

Speech and language software

To support a LAC pupil with a degenerative condition who required specific software for communication purpose

The pupil will be able to make themselves understood

The pupil is becoming more familiar with the software (unable to make more specific judgements at this point)

Success criteria: Pupils will communicate more effectively 


Measurement system: SALT assessments; staff feedback; SCERTS framework

Cognition and
Learning

Literacy

 

Coloured overlays

 

Pupils will be able to access the written word easier

Students suffering with visual stress  symptoms have continued to be identified and supported.  We currently have 55 students requiring coloured overlays; we now have A5 and A4 overlays available to support higher ability students engage with longer, more detailed examination texts.  Staff training was given in recognising the symptoms of visual stress in December 2019. Next Steps: On-going purchase of these resources will be needed

Success criteria:

Measurement system: Evidence for Learning; Provision Map; External exam results; pupil and staff feedback

  Literacy Pastel tinted paper Staff can print directly onto tinted paper to make work more accessible to pupils This purchase has given staff the opportunity to extend the work above and support students with milder symptoms who find black text on whitepaper stressful.  Coloured paper is now used consistently in school where needed. Next Steps:  On-going purchase of this resource will be needed.  
  Reading Sound absorbing partition for the library To facilitate the setting up of a quiet reading  / comfortable corner Establishing a permanent reading corner has been effective in encouraging greater engagement and enjoyment of reading. Learning Walks focused on reading during tutor time report an improvement in the consistency of reading.  The school’s librarian has noted an increase in groups of students visiting the library to share read and discuss a wide range of books. Next Step:  Continued development of the termly themed reading corner and  further development of the Swap Shop initiative to establish small reading and communication games libraries in all classrooms, resources swapped/ refreshed on a termly basis  
 

Evidence for learning resources

Additional I-pods and carry cases / lanyards for EfL

Additional I-pads and cases

 

Staff are able to safely carry i-pods and collect evidence of pupil progress to share with teachers / families

   

Movement and Mobility

Safe travel to school

Bike helmet

 

To ensure that a pupil (PP) had the correct safety equipment for travel to school and to encourage exercise

The pupils attendance has been good and they have lost a considerable amount of weight

Success criteria – Pupils will have increased movement and mobility leading to more time spent in structured learning


Measurement system -  Provision map; Information gathered from staff re: trip access; PE development plan; Class based ‘soft’ tracking document

Social Interaction

 

       

Success criteria – Pupils will have developed their social skills and will be applying these in all situations and social groups


Measurement system – Hillingdon Community Trust evaluation; On line Scout Manager (OSM); SCERTS

Community Based
Learning

Residential to Devon

Pupils will access outdoor activities, overnights stay away from home, different foods, social interaction with unfamiliar peers

   

Success criteria:  Pupils will have increased independence


Measurement system: SILSAF
  Resources for the studio flat Shelving, tables, chairs, blinds, paint, plates, cutlery Pupils will consolidate and embed practical learning in the community eg shopping, travel, leisure, health Pupils are making significant progress in their independent house based skills. This has been assessed by staff and commented on by pupils and families.  
  History trip Coach for Tower of London      

Independence

Skills

         
All Of The Above Home liaison To facilitate the new Home Liaison role Families will be better supported with issues that affect our pupils (eg housing / behaviour / attendance / transport etc)    

Impact for interventions, training or resources will also be monitored through:

  1. Peer audit by an SEN Headteacher

  2. Staff and pupil audit

  3. Parent feedback

  4. External inspection

  5. School improvement partner 

  6. SLT monitoring and evaluation

  7. Data analysis

  8. Case study

  9. Governing Body scrutiny

  10. Annual review 

 

Jenny Rigby
Headteacher

Pupil Premium 2018-2019
 

Introduction

Meadow High School is committed to ensuring the best progress and outcomes for all its pupils, including those who are identified as vulnerable.

Which gaps are we narrowing?

Meadow High School has identified key ‘areas’ that contribute to pupils making the best possible progress towards the outcomes of their EHCP and in achieving the highest levels of skill leading to independence and a positive and fulfilling ‘Life after Meadow’.

The specific areas for development are:

  • Attendance

  • Emotional Regulation and Resilience

  • Independence Skills

  • Communication Skills

  • Cognition and Learning

  • Movement and Mobility

  • Social Interaction

  • Community Based Learning

Many of the items that have been invested in below will support progress across a range of these identified areas.

A decision to spend PP money will be made using the following criteria:

  1. The success criteria fall within one of the categories above

  2. There will be impact on all pupils

  3. There will be impact on at least one group of pupils

  4. The individual is in receipt of free school meals

 

Area to address Area of investment: Desired
outcome
Impact Success criteria / Measurement system

Low Attendance

 

Free breakfast for vulnerable pupils with persistent absence

 

 

Attendance awards / incentives

 

 


Oyster card for KS5 PP pupil


 


Bike helmet for PP premium

 

 

 

 


Taxi to school for pupil who had moved out of borough and was still awaiting schools

Pupils with persistent absence will be coming to school every day

 

 

Pupils will be motivated to attend school

 

 


Pupil will have the means to get herself to school

 


Pupil will be able to ride to school safely and will arrive on time






Pupil will be back to attending every day

 

One pupil has reasonable attendance. The other still has sporadic attendance.


Attendance still below what would be hoped for but slightly better than previously.


Attendance still below what would be hoped but slightly better than previously. 


Pupils attendance for the comparable time period the previous year went from 66.24% to 73.33%

 

Once the taxi was arranged the pupil attended school every day with no absences.

 

Success criteria:

Improved attendance of all pupils (particularly PP pupils), allowing more teaching and learning time, leading to better holistic progress

 

Measurement system:

SIMS attendance

 

Emotional Regulation and Resilience

 

Zones of regulation
support
materials

 

 

 




Thinking books





 

 

 


 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Emotional regulation and communications aids

 

 

 

Staff and pupils will share a common language and framework to understand and talk about levels of regulation leading to pupils becoming better self regulated.


To support all pupils to gain a greater understanding of themselves and others positive strategies

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Pupils will engage with positive / sensory play with their peers. They will eventually becoming more self directed and regulated.

 

All staff and pupils have received training in the Zones of Regulation and transactional supports are displayed in every classroom.  [A new scheme of work was created for Signing & Communication lessons Students to ensure that students had a clear understanding ‘feelings’ words] and staff are now using a common language leading to students gaining a greater understanding of themselves and others and greater access to learning.  Parents have also been informed of this work through the school newsletter and via parent meetings - very positive response noted. Further work will be needed to embed this practice and continue with the SCERTS programme. Further training for parents also planned.



Supported students communicated with one another and use free play to interact.  2 students in particular used the equipment to self regulate when they were anxious or angry and as a good communication aid and distraction technique. This de-escalated behaviours that might otherwise have escalated and reached crises point.

 

Success criteria:
Decrease in behaviours associated with poor regulation or anxiety

 

Measurement system:
Internal behaviour monitoring systems and PHPs

 

SCERTS framework

 


Independence Skills


Residential
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Pupils will experience time away from the home environment and be able to partake in activities they have not experienced before

The trip was made more affordable for all students which meant more from impoverished backgrounds (but not PP)  attended. In addition x5 PP were fully funded (previous year 2 PP). 

Students' independent skills improved as did their organisational skills. Some hadn’t been apart from their parents, but due to the success of the trip they have already put their name down for next year. Some tried foods they have never had before (fussy eaters who tried a wide range of foods)).

Success criteria:
Progress towards EHCP outcomes

More PP pupils who have not accessed the school residential before will have accessed the 2019 trip

 

Measurement system:

Staff feedback

 


Communication

SCERTS training and implementation time

Staff will have a framework to baseline, identify gaps in social communication, emotional regulation and transactional support, strategies will be more accessible to make positive change and the tracking of progress will be clear and measurable leading to more successful outcomes for pupils

Each teacher has undertaken at least one ‘case study’ using the SCERTS framework. They identified a pupil whom they judged would benefit from more targeted work either in relation to their communication or emotional regulation. 

In 92% of cases progress was made in the desired area. When compared to teacher expectations, this was significantly better progress than would have been expected without the use of the framework.

Success criteria:
Pupils will communicate more effectively
 

Measurement system:

 SCERTS framework

 

Cognition and Learning

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Talk time cards and Easi speak

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


NGRT guides and reading booklets

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



Clicker 7

 

 

 

 

 

 

 

 

 

 

Staff training for GCSE maths teaching

 

 

 

 

 

Evidence for learning app

 

 

 

 

 

 

IPods for Evidence for Learning TAS

 

 

 

 

 

 

 

Reading rulers

 

 

 

 

 

 

 

 

 

 

 

 


Coulored whiteboards

 

 

 

 

 

 

Whiteboards

 

Specific SEN resources purchased to support development of core literacy skills.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reading assessment tool which enables the school to assess  students’ reading and comprehension skills in a single test – helping to identify those students who may need further support and benchmarking their performance against other students of the same age. Particularly useful to identify EAL students who may appear to be competent readers but who could have weak comprehension skills.    

 



Assistive technology designed to provide extensive support for emergent, developing and struggling readers and writers. 

 

 

 

 

 

Staff will have the knowledge and skills to teach higher level maths allowing higher attaining pupils (for Meadow) to access high quality maths teaching


Staff will be able to share evidence, learner profiles,  journeys and progress grids with other teachers, key staff and parents

 

 

Teaching assistants will be able to capture evidence of learning towards  targets / outcomes

 

 

 

 


Coloured overlays in a range of colours to support students who suffer with reading stress.  

 

 

 

 

 

 

 

 

 

A set of pastel coloured A4 whiteboards were purchased for every classroom in the school.






A4 regular white dry-wipe boards purchased to replace discoloured old boards.  

 

 

A4 Recordable TalkTime Cards. To add to the range A4 whiteboards we are developing to support the varied SEN of our pupils encouraging greater confidence and independence. This resource is designed to support students across this school with SEN related to memory [verbal sentences get lost in the written recording process.].  This will also benefit our EAL learners to reflect on and develop sentence construction. Students can replay the sentence to support memory and also use the wipeable whiteboard to sound out more challenging words in the sentence before writing independently. Easi-Speak 2. To support confidence with developing Spoken Language skills including listening skills.  This resource will be targeted towards our thematic groups and all English classes initially.Each microphone records up to 4 hours worth of speaking and can be used to support a wide range of speaking and listening tasks including discussion work (without the distraction of being videoed,over-awareness of the visual aspect can be a distraction) the microphone acting as a strong visual cue as to who is speaking and therefore where students should be looking to support concentration.  All recordings can be downloaded as well as played back to support the review process [students/staff].



All Year 7 and new students were tested as part of the baseline process.  All students from Years 7 - 14 were tested in June to identify progress and next steps for academic year 2019-20.  This information was disseminated to all staff.

 

 

 

 

 

 

 

 

 


This resource was purchased in the Summer term and successfully installed on computers in all classrooms.  Staff training on Clicker will be run in the Autumn term to ensure that it is used to support access and progress across the curriculum in all key stages.


The member of staff undergoing training has reported greater confidence and skills in teaching to this level.

 

 


Initiative planned and researched in the Autumn/Spring term, purchase completed in the Summer term.  App now installed on all staff iPads and iPods. Staff training completed at the start of Autumn term 2019 to ensure Evidence for Learning can now be used by MHS staff to record key pupil progress in areas across the school including off-site and playground

 

On-going training and advice given to staff/parents related to recognising the symptoms of visual stress and referring pupils.  2018-19 there were 52 students with a range of issues related to visual stress who were helped to be able to access their learning through the use of coloured overlays.


 

2018-19 there were 52 students diagnosed with visual stress symptoms.  Other students have also reported that the coloured boards are much easier to see.


All students now have access to clean and clear whiteboards to support a range of tasks related to schemes of work across the curriculum.

Success criteria:

Pupils will be making better progress and have a more enriched learning experience

 

Measurement system:

SIMS data; Evidence for Learning;

NGRT and English teacher assessment; Provision Map; External exam results

 

Movement and Mobility

 

Replacement electric hoist



 

 

 

 

 

Games suitable to encourage movement and mobility (both indoor and outdoor)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Ensure access to PE with appropriate kit

 

 

 

Staff will be able to facilitate personal care easier and with less strain on their musculoskeletal system. 

 

 


Headbandz- good for S+L.

Snap- lots of editions disney/Ben10 etc.

BrainBox- memory game.

Puzzles- My form enjoy completing in small groups.

Jenga- Helps hand-eye coordination and requires teamwork.

Operation/Snap Trap- Summer Explorers really enjoyed these games.

Sort it out/ Pictionary- Higher ability groups. 

Scene it - It's a quiz type board game with an interactive DVD. So many versions - Disney, Harry Potter, Dr Who, The Simpsons etc etc

Connect 4

Frustration

Ludo

Uno

Guess Who - descriptive language and turn taking

Charades for kids - non-verbal communication skills/attention, comes with differentiated 3 levels 

Buckaroo - fine motor and turn taking

Snakes & Ladders - counting, following instructions, turn taking, fine motor

Logo and Uno have proved very popular with older students.

"Perfection"

Timeshock

Etch a Sketch 

Drafts

Downfall 

 

 


PE kit and equipment for PP pupil

 

Staff report the new hoist is much easier to use, there are no reported strains or injuries and they also report that the personal care is slightly quicker.

 

School forum (pupils) report that the new games/activities are more engaging and they are enjoying them. Staff are reporting that pupils are independently engaging in the games / activities. Some pupils are more mobile and there is a significant increase in social interaction / communication.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Previously, this pupil would either not attend on PE days or would escalate their behaviour to avoid PE lessons. Neither of these things are now happening and they attend more regularly and participate in lessons.

 

Success criteria: Pupils will have increased movement and mobility leading to more time spent in structured learning

 

Measurement system: Provision map; Information gathered from staff

re: trip access; PE development plan;

Class based ‘soft’ tracking document

 

 

Social Interaction

 

 

 

 

 

Hillingdon 8th Meadow Scout group resources

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Lego therapy, training and resource

 

 

Horrible Histories trip, Year 8

 

To build and develop young people’s confidence, sense of adventure, communication and outdoor skills, as well as encouraging them to explore their beliefs and attitudes and be creative

 

 

 

 

 

 


 

 

 

To develop pupils social communication skills



To reduce the overall cost of the trip to make it accessible for all and to fully fund all PP pupils.

 

There are x 26 Year 7/8/9 pupils who are now invested as Scouts. The group is about to expand to 35 pupils and the planning is in place for an explorer unit. Pupils are extremely engaged with the group and are now engaging with district events. The Scout group has a mixture of pupils from all Pathways and across the 3 year groups leading to greater integration and social interaction.



There is little data on this at present

 

 

All pupils attended the trip to enhance classroom learning and to make historical concepts more ‘real’.

Success criteria: Pupils will have developed their social skills and will be applying these in all situations and social groups

 

Measurement system: On line Scout Manager (OSM); SCERT

 

Community Based Learning

 

Refurbishment of house kitchen and dining area to a functional kitchen.

 

 

 

 

 

 

Off-site education in the community

 

 

 

 

 

 

 

 

 

Pathway 1 incentive and reward: A voucher for a trip to HOAC for 1 student and a supporting adult

 

More pupils will have better access to facilities enabling them to develop and maintain the skills required to prepare themselves a range of food and drink.

 


Pupils will consolidate and embed practical learning in the community eg shopping, travel, leisure, health

 

 

 

 

 


Students who have collected 150 merits throughout the year can ‘spend’ their merits in the school shop (should they choose to)

 

Pupils are showing significant improvement in skills related to self care and independence in the home.  Not only is this identified by school staff but has been reported by parents/families that their children and applying skills at home that they did not previously (eg stripping their bed / sorting laundry / making drinks / basic cooking / going to the shops / independent short journeys etc

 

 

Pupils have been motivated by the incentive. They have had to make choices about ‘spending’ their merits and if the voucher was chosen, they have benefited from access to the leisure facilities that they may potentially continue to access. Pupils have shown a great sense of pride in achieving the required merits for the voucher.

Success criteria: Pupils will have increased independence

Measurement system: SILSAF; staff and family feedback

 


Survey monkey - This was historically paid for from PP money but the subscription is being stopped. This was the final subscription

Impact for interventions, training or resources will also be monitored through:

  1. Peer audit by an SEN Headteacher

  2. Staff and pupil audit

  3. Parent feedback

  4. External inspection

  5. School improvement partner

  6. SLT monitoring and evaluation

  7. Data analysis

  8. Case study

  9. Governing Body scrutiny

  10. Annual review

 

Mrs J Rigby
Headteacher

 

Pupil Premium 2017-2018 
 

The Pupil Premium 2017/2018 - How The Money Was Spent

Dear Reader,

It has been identified that virtually all pupils eligible for Pupil Premium require access to additional support services such as Speech and Language Therapy, Occupational Therapy, Physiotherapy and Nurture Provision (specialist support for a wide range of topics including bereavement, social skills, independence and life skills).  

The strategy involves the School providing a Multi-Disciplinary Team (MDT) made up of school-based staff including Physiotherapy, Occupational Therapy and Speech and Language Therapy.  These therapists are qualified practitioners.    Additionally, there is a team of Rehabilitation Assistants whose function is to support and train pupils with suitable strategies, overseen by the qualified therapists.   The key function of this Team is to enable pupils to access education and wider skills including independent training.   (These strategies are in addition to standard teaching interventions around numeracy / literacy / emotional development).

This strategy helps them overcome a wide range of barriers including raised confidence, emotional strength, managing emotions, meeting physical needs (allowing access to education), sensory needs and regulation.

For this current school year (2017/2018) the school has budgeted £386,931.00 on this provision, receiving £60,140.00 from the Pupil Premium funding.  

The school also has a Nurture Provision to deal with significant emotional and self-care issues. This provision is delivered by a Higher Level Teaching Assistant (HTLA).  The number of pupils accessing this provision on a regular basis is in excess of 40.

The number of pupils accessing  the provision in 2016/2017 is:

Occupational Therapy:  218 (including screening/assessments)
Speech and Language Therapy: 230 (including screening/assessments)
Physiotherapy: 40
Nurture: 40

The impact is measured through the individual progress gains within the learning environment for which individual data is available.  Progress measures for the school have indicated, over time, the vast majority of pupils with Pupil Premium support make good or better progress.  The School tracks all the pupils with Pupil Premium and the number of contacts they have received.  Other pupils also benefit from the service by having their needs met in a similar way.  Individual case studies can be made available should they be required.

Planned intervention for 2017-2018 will be broadly in line with this year's provision.

Mr. R. Macdonald
Head Teacher

Pupil Premium 2016/2017 

The Pupil Premium 2016/2017 - How The Money Was Spent

Dear Reader,

It has been identified that virtually all pupils eligible for Pupil Premium require access to addional support services such as Speech and Language Therapy, Occupational Therapy, Physiotherapy and Nurture Provision (specialist support for a wide range of topics including bereavement, social skills, independence and life skills).  

The strategy involves the School providing a Multi-Disciplinary Team (MDT) made up of school-based staff including Physiotherapy, Occupational Therapy and Speech and Language Therapy.  These therapists are qualified practitioners.    Additionally, there is a team of Rehabilitation Assistants whose function is to support and train pupils with suitable strategies, overseen by the qualified therapists.   The key function of this Team is to enable pupils to access education and wider skills including independent training.  

This stragegy helps them overcome a wide range of barriers including raised confidence, emotional strength, managing emotions, meeting physical needs (allowing access to education), sensory needs and regulation.

For this current school year (2016/2017) the school has budgeted £340,459.00 on this provision, receiving £62,310.00 from the Pupil Premium funding.  

The school also has a Nurture Provision to deal with significant emotional and self-care issues. This provision is delivered by a Higher Level Teaching Assistant (HTLA).  The number of pupils accessing this provision on a regular basis is in excess of 40.

The number of pupils accessing  the provision in 2016/2017 is:

Occupational Therapy:  122
Speech and Language Therapy: 162
Physiotherapy: 22
Nurture: 40

The impact is measured through the individual progress gains within the learning environment for which individual data is available.  Progress measures for the school have indicated, over time, the vast majority of pupils with Pupil Premium support make good or better progress.  The School tracks all the pupils with Pupil Premium and the number of contacts they have recieved.  Other pupils also benefit from the service by having their needs met in a similar way.  Individual case studies can be made available should they be required.

Planned intervention for 2017-2018 will be broadly in line with this year's provision.

Mr. R. Macdonald
Head Teacher

Pupil Premium 2015/2016 

The Pupil Premium 2015/2016 - How The Money Was Spent

Dear Reader,

The School provides a current Multi-Disciplinary Team (MDT) made up of school-based staff including Physiotherapy, Occupational Therapy and Speech and Language Therapy.  These therapists are qualified practitioners.    Additionally, there is a team of Rehabilitation Assistants who's function is to support and train pupils with suitable strategies, overseen by the qualified therapists.   The key function of this Team is to enable pupils to access education and wider skills including independent training.

The school spends £275,928.65 on this provision, receiving £64,815.00 from the Pupil Premium funding.  

The school also has a Nurture Provision to deal with significant emotional and self-care issues. This provision is delivered by a Higher Level Teaching Assitant (HTLA).  The number of pupils accessing this provision on a regular basis is in excess of 40.

The number of pupils accessing  the provision in 2015/2016 is:

Occupational Therapy:  112
Speech and Language Therapy: 91
Physiotherapy: 14
Nurture: 40

Planned intervention for 2016-2017 will be broadly in line with this year's provision.

Mr. R. Macdonald
Head Teacher

Pupil Premium 2014/2015 

The Pupil Premium 2014/2015 - How The Money Was Spent

Dear Reader,

In line with the agreed reporting systems, I am writing to notify all interested parties as to how the school has spent the funding the school received for the Pupil Premium in the school year 2014-15.  

The total funding received for Pupil Premium for this period was £65,790.

We are advising you that, as in similar years, our Pupil Premium has been used to support the provision of Therapy Services which can be accessed by all pupils with an identified need.

The School has used some additional funding to establish a Support Teaching Assistant for Children Looked After.

The funding ensures a range of activities including Speech and Language provision, Occupational Therapy, Physiotherapy, additional teaching assistant time as well as specialist support for key issues (keeping safe, bereavement support, stranger danger).

The current spend in the above areas exceeds £300,000 per year and all of the Pupil Premium is utilised.  

During the period 2014-15 the following numbers of pupils were able to access Speech & Language, Physiotherapy, Occupational Therapy and Nurture provision.

Speech & Language            170  Pupils accessing
Physiotherapy                        65  Pupils accessing
Occupational Therapy          73  Pupils accessing
Nurture                                   60  Pupils accessing

It is the School's intention to look at a similar support level through the 2015-16 funding, as well as additional areas being considered that again support pupil development.

Ross Macdonald
Head Teacher
For Meadow High School

Pupil Premium 2013/2014 

The Pupil Premium 2013/2014 - How The Money Was Spent

Dear Reader,

In line with the agreed reporting systems, I am writing to notify all interested parties as to how the school has spent the funding the school received for the Pupil Premium in the school year 2012-13.  The total funding received for this period was £56,000.

During this same period the school was in receipt of £37,777 to provide therapy services for the school (same as 2011-12 and 2012-13).   Every child at Meadow High School has a ‘Statement of Special Educational Needs’ and, as a result, have a range of needs beyond the standard education requirement.

During the period 2013-14 the following numbers of pupils were able to access Speech & Language, Physiotherapy, Occupational Therapy and Nurture provision.

Speech & Language         TBA  Pupils on register
Physiotherapy                   TBA  Pupils on register
Occupational Therapy     TBA  Pupils on register
Nurture                              TBA  Pupils supported

The total cost of staffing the Therapy Services for the school for the period 2013-14 was actually £207,509 (less the £37,777 from the Local Authority).  These services provide essential support to allow our children to access learning.   Our children cannot access learning in the standard way.

The School already provides individual learning programmes for the children.  The funding received was utilised to continue the necessary additional staff costs and, in view of the school, was money extremely well spent and directed to help raise achievement and support our learners.

The School has now trained all staff in "The Alert Programme for Self Regulation" - How Does Your Engine Run?"

It is the School's intention to look at a similar support level through the 2014-15 funding, as well as additional areas being considered that again support pupil development.

Ross Macdonald
Head Teacher
For Meadow High School

Pupil Premium 2012/2013 

The Pupil Premium 2012/2013 - How The Money Was Spent

Dear Reader,

In line with the agreed reporting systems, I am writing to notify all interested parties as to how the school has spent the funding the school received for the Pupil Premium in the school year 2012-13.  The total funding received for this period was £50,090.

During this same period the school was in receipt of £37,777 to provide therapy services for the school (same as 2010-11 and 2011-12).   Every child at Meadow High School has a ‘Statement of Special Educational Needs’ and, as a result, have a range of needs beyond the standard education requirement.

During the period 2012-13 the following numbers of pupils were able to access Speech & Language, Physiotherapy, Occupational Therapy and Nurture provision.

Speech & Language         140   Pupils on register
Physiotherapy                     36   Pupils on register
Occupational Therapy     112   Pupils on register
Nurture                                45   Pupils supported

The total cost of staffing the Therapy Services for the school for the period 2012-13 was actually £207,509 (less the £37,777 from the Local Authority).  These services provide essential support to allow our children to access learning.   Our children cannot access learning in the standard way.

The school already provides individual learning programmes for the children.  The funding received was utilised to continue the necessary additional staff costs and, in view of the school, was money extremely well spent and directed to help raise achievement and support our learners.

The School sent seven staff on a two-day pilot of "The Alert Programme for Self Regulation" - How Does Your Engine Run?"

It is the schools intention to look at a similar support level through the 2013-14 funding, as well as additional areas being considered that again support pupil development.

Ross Macdonald
Headteacher
For Meadow High School

Pupil Premium 2011/2012 

The Pupil Premium 2011/2012 - How The Money Was Spent

Dear Reader,

In line with the agreed reporting systems, I am writing to notify all interested parties as to how the school has spent the funding the school received for the Pupil Premium in the school year 2011-12.  The total funding received for this period was £17,524.

During this same period the school was in receipt of £37,777 to provide therapy services for the school.  Every child at Meadow High School has a ‘Statement of Special Educational Needs’ and, as a result, have a range of needs beyond the standard education requirement.

During the period 2011-12 the following numbers of pupils were able to access Speech & Language, Physiotherapy, Occupational Therapy and Nurture provision.

Speech & Language         149 Pupils on register
Physiotherapy                     36 Pupils on register
Occupational Therapy        30 Pupils on register
Nurture                                 45 Pupils supported

The total cost of staffing the Therapy services for the school for the period 2011-12 was actually £158,169 (less the £37,777 from the Local Authority).  These services provide essential support to allow our children to access learning.

The school also spent £25,000 on equipping a ‘Sensory Integration’ room to support pupils with a range of sensory needs.

The funding received was utilised to continue the necessary additional staff costs and, in the view of the school, was money extremely well spent and directed to help raise achievement and support our learners.

It is the school's intention to look at a similar support level through the 2012-13 funding, as well as additional areas being considered that again support pupil development.

Ross Macdonald
Headteacher
For Meadow High School