*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.

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year

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.

communication strategies and interventions including Makaton, Pecs and core vocabulary grids. This is led by 1.5 specially trained HLTAs

Student Outcomes in communication

https://accesstoeducation.birmingham.gov.uk/product/birmingham-sen-toolkits-language-literacy-and-mathscombined/

https://accesstoeducation.birmingham.gov.uk/product/birmingham-sen-toolkits-language-literacy-and-mathscombined/

Edexcel functional literacy

https://qualifications.pearson.com/en/qualifications/edexcel-functional-skills.html

Boxall profile

https://www.nurtureuk.org/what-we-do/the-boxall-profile

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.