Pupil Premium
Pupil premium strategy statement – Talbot Specialist School
This statement details our school’s use of pupil premium (and recovery premium) funding to help improve the attainment of our disadvantaged pupils.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the outcomes for disadvantaged pupils last academic year.
School overview
| Detail | Data |
| Number of pupils in school | 217 |
| Proportion (%) of pupil premium eligible pupils | 53% |
| Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 3 years |
| Date this statement was published | December 2022 |
| Date on which it will be reviewed | October 2023 |
| Statement authorised by | Tricia Bennett |
| Pupil premium lead | Karen Halford |
| Governor / Trustee lead | Debbie-Grainger-James |
Funding overview
| Detail | Amount |
| Pupil premium funding allocation this academic year | £74,860 |
| Recovery premium funding allocation this academic year | £79,283 |
| Pupil premium (and recovery premium*) funding carried forward from previous years (enter £0 if not applicable)
*Recovery premium received in academic year 2021 to 2022 can be carried forward to academic year 2022 to 2023. Recovery premium received in academic year 2022 to 2023 cannot be carried forward to 2023 to 2024. |
£0 |
| Total budget for this academic year
If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year |
£154,143 |
Part A: Pupil premium strategy plan
Statement of intent
| The curriculum at Talbot is rich and varied, and personalised to meet the needs of each student. The focus on individual students ensures that barriers to learning are identified and appropriate interventions and support are put in place so that students are able to enjoy their learning and achieve.
Pupil Premium is used to close any gaps in attainment between pupils in receipt of pupil premium and others. Talbot has no attainment gap to narrow between pupils in receipt of free school meals or Looked After and pupils not in receipt of free school meals and not Looked After. However, all our students are vulnerable due to their severe and complex learning difficulties and this budget is used broadly in the following ways: · to develop communication skills · to provide nurture groups which will develop emotional resilience and improve mental health and well-being · to develop and deliver intervention strategies to enable students to make good progress in functional literacy skills. · to enable students to access sporting and cultural activities.
A key area for students’ development in Talbot is communication. Pupil Premium is used to ensure that communication strategies are embedded and implemented throughout school in order that pupils can maximise their communication skills, both verbal and pre-verbal. This includes using a range of communication strategies including Makaton, PECS and where appropriate assistive communication technology and aids.
We also use Pupil Premium to offer enrichment and extra-curricular activities which promote self-confidence, independence skills and physical and mental well-being. These include access to sport, outdoor activities and performing arts. This provides essential opportunities to increase cultural capital for students and their families.
The student well-being team identify need and provide personalised support around behaviour, attendance and mental health to students and their families. They are a multi-skilled team who work in partnership with internal and external agencies.
Our aim for our students is that they become confident and resilient young people. We use pupil premium to offer nurture provision for vulnerable students in order to support them to develop resilience and to communicate and manage their emotions.
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Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Intended outcomes
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
| Intended outcome | Success criteria |
| To support the development of communication skills so that all students have effective means of communication and can express their views verbally and pre-verbally | Students have effective methods of verbal or pre-verbal communication which they are able to use in a range of settings and situations in order to express their needs and choices. |
| To provide nurture groups which will develop emotional resilience and improve mental health and well-being. | The student well-being team identify need and provide personalised support which impacts positively on behaviour, attendance and mental health. |
| To enable students to become confident, independent readers and develop functional literacy skills | Students make good progress in reading and develop functional reading skills. |
| To enable students to become confident, independent writers. | Students make good progress in writing and develop functional writing skills. |
| To offer a wider range of enrichment and extra-curricular activities which promote self-confidence, independence skills and physical and mental well-being. | Enrichment and extra-curricular activities promote self-confidence, independence skills and improve physical and mental well-being |
Activity in this academic year
This details how we intend to spend our pupil premium (and recovery premium) funding this academic year to address the challenges listed above.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: £42000
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Staff training in
communication strategies and interventions including Makaton, Pecs and core vocabulary grids. This is led by 1.5 specially trained HLTAs |
Feedback from staff training
Student Outcomes in communication |
1 |
| Training for teachers and teaching assistants in attention autism delivered by a qualified practitioner | https://ginadavies.co.uk/ | 1 |
| Training for HLTA on TAC PAC | https://tacpac.co.uk/tacpac-online-training/ | 1 & 2 |
Targeted academic support (for example, tutoring, one-to-one support, structured interventions)
Budgeted cost: £40000
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| 1:1 structured reading sessions using running reading records for Y7/8 students | Reading continuum within Birmingham Toolkit
|
3 |
| 1:1 structured reading and writing sessions to develop functional literacy skills for Y10/11 pupils | Reading and writing continuums within Birmingham Toolkit
Edexcel functional literacy https://qualifications.pearson.com/en/qualifications/edexcel-functional-skills.html |
3,4 |
| Individualised support for students across the school to develop communication skills using high tech and eye gaze technology.
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https://www.barnsleyhospital.nhs.uk/assistive-technology/resources-and-information/ | 1 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £76000
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Duke of Edinburgh Bronze Award offered to students in Y10 following the semi-formal and formal curriculum | https://www.dofe.org/ | 5 |
| Duke of Edinburgh Silver Award offered to students in Y11 following the formal curriculum | https://www.dofe.org/ | 5 |
| Kick boxing sessions delivered by trained instructors | https://www.mind.org.uk/information-support/tips-for-everyday-living/physical-activity-and-your-mental-health/about-physical-activity/ | 5 |
| Climbing sessions delivered by qualified instructors | https://climbingforallsheffield.com/about/ | 5 |
| Visits to the theatre and other cultural venues | https://early-education.org.uk/cultural-capital/ | 5 |
| Nurture provision delivered by a specially trained HLTA, including nurture groups and 1:1 support | TISUK https://www.traumainformedschools.co.uk/
Boxall profile |
2 |
| Working with families to provide advice and guidance to support good attendance | https://www.traumainformedschools.co.uk/ | 2 |
Total budgeted cost: £ 158000
Part B: Review of the previous academic year
Outcomes for disadvantaged pupils
| This details the impact that our pupil premium activity had on pupils in the 2021 to 2022 academic year.
The priorities in our Pupil premium strategy for 2021/22 were: · To support the development of communication skills so that all students have effective means of communication and can express their views verbally and pre-verbally. · To provide nurture groups which will develop emotional resilience and improve mental health and well-being. · To enable students to become confident, independent readers and develop functional literacy skills. · To enable students to become confident, independent writers. · To offer enrichment and extra-curricular activities which promote self-confidence, independence skills and physical and mental well-being. The focus was upon accurate assessment of learning through the Mapp approach to measure progress towards learning intentions which were aligned to students’ EHCP’s. We also use Birmingham Toolkit to measure progress in Maths and English for students following the semi-formal and formal curriculums. There continued to be no significant discrepancy between achievement of students in receipt of pupil premium and others. The data below shows the number of learning intentions met by students in July 2022.
The data below shows the number of learning intentions met by students in February 2022.
The number of students accessing a range of means of communication has increased in 2021-22. This is due to the work of the HLTAS for communication in identifying need and supporting class teams to implement these with students.
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