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.

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}

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}

^{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} 

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}

<sup>Success criteria:

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

^{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}

Social Interaction

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

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}

Independence

Skills

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

Residential
 

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

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