Pupil Premium

The Pupil Premium is funding provided to schools which is additional to main school funding.  It is allocated according to the number of pupils on-roll who are eligible for free school meals (FSM), children of service families and those who have 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 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. 

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 2019 2020 (CURRENT 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

 

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