Pupil Premium Strategy

/Pupil Premium Strategy
Pupil Premium Strategy 2018-10-08T17:57:20+00:00

Pupil Premium Statement for 2017 -2018

Guidance by DFE

Pupil Premium Money is given to schools by the Government.

Government guidance allows schools to decide for themselves how to spend Pupil Premium money as long as it is targeted towards the following groups:

  • Children in receipt of Free School Meals or who have been so in the previous six years
  • Children looked after by the Local Authority 
  • Care leavers
  • Children of Armed Forces Personnel

The amount of Pupil Premium money received by PLC for 2017 -2018 was £39,960

At PLC we support all our pupils. We do this by providing good quality classroom teaching with support workers in every group. This is supplemented by other interventions.

In 2017/18 PLC allocated the Pupil Premium to fund or part fund support for students in the following ways:

  • Individualised and additional intervention in Literacy and Numeracy for identified students
  • Additional intervention to challenge High Achieving PP Pupils (HA(PP)Ps)
  • Additional intervention to support Low Achieving PP Pupils (LA(PP)Ps)
  • Prioritised support for Year 11 leavers at risk of NEET, during and beyond their time at PLC.
  • Crisis support and counselling for significant mental health issues
  • Provision of specialist equipment to support individualised needs eg. Ergonomic keyboard
  • One-to-one mentoring – Used to develop a positive relationship with school and education
  • Alternative provision – a few pupils that are the most challenging, require alternative provision for their education. We have a range of outside agencies and provision that we work with in order to meet the needs of these
  • Parent group – support targeted at parents of anxious pupils
  • Travel consultant to support independent travel
  • Mentoring from outside agencies for those pupils who have a long history of non-attendance with some pupils exhibiting such complex needs that they find it impossible to leave their home
  • Initiatives to develop emotional literacy within children such as sand tray therapy.
  • Second Breakfast – our students achieve better if they begin the school day with a free breakfast and the opportunity to discuss the day ahead.
  • Attendance – Individualised attendance planning and support
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 Pupil Premium model

 

Impact of pupil premium expenditure

Children and young people who attend Pathways Learning Centre often require additional support to enable them to access the full school curriculum. Pupil premium funding is designed to support students from disadvantaged backgrounds to improve their attainment in core subjects by funding interventions to support them to overcome barriers to learning.

At Pathways Learning Centre we have identified that many of the barriers to learning which our students experience are associated with their feelings, with their emotional state and with the way they relate to each other, their school, their families and communities. Our students often need targeted literacy and numeracy support in order to help them progress. However for many, help with managing their feelings and with understanding who they are and where they are going, is an essential prerequisite to engaging in academic learning at school. For this reason we frequently use pupil premium funding to deliver or supplement delivery of support for social and emotional aspects of learning.  These take the form of more therapeutic and nurturing interventions. Students may for example be offered support from a mentoring professional who spends considerable amounts of time with them and through coaching, role modelling and relationship building, will support them to gain valuable skills which are transferable into a more formal school, college or work environment. Alternatively students may be offered counselling or play therapy, or may even access alternative provision if they are not able to directly access our school. In order to measure the effect of these interventions, we use (amongst other things) a “Resilience assessment” which tracks improvement in 8 measures of resilience and engagement for every pupil. Analysis of the data reveals that our interventions (which are offered to all pupils because of the very specialist requirements and needs of our student population) have considerable positive impact on student social and emotional progress.