Pupil Premium

The Pupil Premium is funding provided to schools which is additional to main school funding. It is It is allocated according to the number of pupils on-roll who are eligible for free school meals (FSM), a smaller amount allocated according to the number of children of service families, and an allocation for each pupil who has been ‘Looked After’ (in care) for 6 months or more. In 2012, funding was extended to include pupils who have been eligible for free school meals within the past 6 years.

It is for schools to decide how the Pupil Premium is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility. However, schools are to be held accountable for how they have used the additional funding to support pupils from low-income families. From September 2012, this information must be published on the school website.

Please see the  information below regarding how the pupils premium was spent in the last financial years, the impact of this funding, and the plans for future spending.

How the money was spent......

Pupil Premium 2018-2019 (Current Year) 

Pupil Premium Projected Spend - 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

What are we investing in to narrow these gaps?

 

Area to address:

 

Area of investment:

Desired outcome

Success criteria /
Measurement system

Low Attendance
 
Free breakfast for vulnerable pupils with persistent absence

 

Attendance awards / incentives

 

Taxi to school for vulnerable pupils with persistent absence
Pupils with persistent absence will be coming to school every day

 

Pupils will be motivated to attend school

 

Pupils will form good morning routines leading to them being able to arrive to school on time
 
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
 
Mental health first aid kits

 

 
Boxall profile resources and training

 

 
Individualised positive behaviour support training and resources

 

 
 
Alert training
 
Pupils do not reach a ‘crises’ point and are able to implement positive strategies
A system will be in place to ensure the identification of areas of need for pupils who have more complex difficulties ensuring pupils needs are better met
Staff to have a better understanding of the purpose of behaviours to enable them to put more effective strategies in place to support more appropriate socially acceptable behaviour and decrease pupil anxiety
Staff will have a better understanding and associated strategies to support pupils whose Alert states are not optimum to engage with learning
Success criteria
-
Decrease in behaviours associated
with poor regulation or anxiety
 
Measurement system
Boxall profile /
Applied Behaviour Analysis
Independence Skills
 
Travel training
 
 
Independent living skills development
 
Residential
 
SILSAF
 
Pupils will make progress towards or successfully become independent travellers
Pupils will make progress towards or have gained identified independent living skills
Pupils will experience time away from the home environment
Staff will have a framework to baseline, identify gaps in knowledge and track progress towards independent living skills leading to more successful outcomes for pupils
 
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
- SILSAF framework
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
 
Success criteria
Pupils will communicate more effectively
Measurement system
- SCERTS framework
Cognition and Learning
 
Trial lead for Assistive Technology  (AT)













Clicker 7


Dyslexia screening program


 
Training for dyslexia screening lead






Staff training for GCSE maths teaching
 
 
 
Evidence for learning app
 
 
IPods for Evidence for Learning TAS
 
There will be a dedicated experienced, knowledgeable person
who ensures that suitable pupil assessments are carried out, identifying which pupils require AT, sourcing the most appropriate AT, training staff to support the use of AT, monitoring the use and effectiveness of AT, monitoring the impact of AT.
Pupils will have made better progress in Literacy
Pupils with dyslexic traits are identified enabling staff to identify appropriate strategies to support better pupil progress
Having a lead person trained to screen pupils, provide guidance and strategies for staff and run interventions leading to better provision and outcomes for pupils
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
Success criteria
Pupils who will access learning or
communicate with the use of assistive
technology will have had their needs
assessed, met and will be making
better progress and communicating
more effectively
 
Measurement system
B squared; Evidence for Learning;
Provision Map; External exam results
Movement and Mobility
 
Portable hoist and changing table
 
 
Second electric hoist
 
 
Alternative PE provision for identified pupils
 
 
Yoga
 
 
Pedals sets for keeping focus

Standing desks, yoga balls, wobble stools, bean bags, cushion mats


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

Movement ABC
Pupils will be able to access venues and events they cannot currently access due to lack of hoist facilities for toileting and personal care
Pupils will have reduced time out of lessons as they do not have to travel to a central point to access suitable changing facilities
Pupils with more complex gross motor or physical conditions will have a bespoke provision leading to increased or maintained movement and mobility
Pupils will have better core strength, flexibility and mindfulness allowing them to access all aspects of the school day independently
Pupils will require less time out of class for movement breaks
Pupils will be able to access a range of work station and seating solutions leading to better engagement and progress
Pupils will increase or maintain their mobility whilst also improving social interaction
Pupils will increase or maintain their health and wellbeing as well as reduce the need for movement breaks outside the classroom
Staff will have a framework to assess motor function impairment, to identify strategies to address any shortfalls in function, to baseline a pupils functionality and to record progress
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
 
Summer school
 
Training and development of play leaders
Hillingdon 8th Meadow Scout group resources
 
 
 
Lego therapy, training and resource
Wet break class games
Outdoor interactive play equipment
New dining / seating solutions for lunchtimes
 
Pupils will maintain and / or develop their function over the summer period
Pupils will engage in social play
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
Pupils will engage in social play
Pupils will develop social dining skills
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 
 
Refurbishment of house kitchen and dining area to a functional kitchen
 
 
Off-site education in the community
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
Success criteria
Pupils will have increased
independence
Measurement system
SILSAF

 

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

 

Pupil Premium Analysis of Spend (to be completed at year end)

 

Class

% of class benefitting from PP

Aspects of spend accessed by class

 

T-IC

 

 

T-FB

 

 

T-YA

 

 

T-JE

 

 

T-LD

 

 

T-JR

 

 

7CH

 

 

7FM

 

 

7SK

 

 

7LP

 

 

8MS

 

 

8CB

 

 

9CL

 

 

9LB

 

 

9LO

 

 

10MS

 

 

10MC

 

 

10JT

 

 

11ZK

 

 

11BA

 

 

11AM

 

 

DH

 

 

VL

 

 

KN

 

 

HP

 

 

DL

 

 

CM

 

 

TW

 

 

Project Search

 

 

 

 

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