Detail

Data

School name

Linden Lodge School

Number of pupils in school

146

Proportion (%) of pupil premium eligible pupils

36%

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)

3 years

Date this statement was published

September 2022

Date on which it will be reviewed

September 2023

Statement authorised by

Monika Gaweda and Sarah Norris

Pupil premium lead

Monika Gaweda

Governor / Trustee lead

Julie McLynchy 

Detail

Amount

Pupil premium funding allocation this academic year

£48,540

Recovery premium funding allocation this academic year

£46,652

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£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

£95,192

Challenge number

Detail of challenge

1

Access to learning via specialists technology

2

Pupils medical needs and vulnerability

3

Access to the community

4

Absence related to pupils health and medical needs

5

Well-being, mental health and behaviour support

Intended outcome

Success criteria

To further develop access to learning and learning to access via specialists’ technology.

• Improved engagement using specialists’ technologies.
• Removing barriers to learning and increased accessibility.
• Raised achievement and attainment.
• Increased enjoyment for learning.
• Improved participation in wider community.
• Increased support for health and well-being.
• Increased attendance.

To further improve pupils’ outcomes across the curriculum, especially linked to communication and cognition skills.

To further increase access to community activities.

To enhance remote learning opportunities for pupils not attending due to medical vulnerability.

To further support development of independence living skills.  

To further support pupils social, emotional and mental health wellbeing.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Staff training around sounds of intent to support development of pupil communication and cognition skills.

Implementation of engagement model and further focus on the increase of engagement in curriculum.

1, 3, 4

Staff training and development on the use of specialists’ technologies to support engagement in the curriculum. 

On-going developments within specialists VI/MSI technologies that supports learning to access and access to learning.

1, 2, 3, 4

Staff training and development on the CFVI and specialists curriculum to sensory-impaired children and young people.

Personalised approaches needed for pupils with VI, MSI needs to develop conceptual learning. Staff requires addiotnal support and training.  

1, 2, 4, 5

Trauma training and positive behaviour approach.

Inter-disciplinary baseline assessments that indicated support needed for specific students.

2, 4, 5

Staff training on supporting development of independence living skills through core, specialists and waking day curriculum.

Specific priority identified through observation process. Focus on increase of independence skills through transitions.

1, 2, 3, 4, 5

Activity

Evidence that supports this approach

Challenge number(s) addressed

Technology access within core subjects and curriculum areas.   

Support required for accessibility in lessons and core activities.

1, 2, 4

Tutoring and individualised support.

Personalised interventions and support for students with specific sensory and leaning needs evident via lesson observations.

1, 2, 4

Specialists support staff deployment and interventions.

Deployment of specialists’ support staff to support pupils’ specific learning priorities.

1, 2, 3, 4, 5

Specialists’ behaviour support for individual students.

Behaviour support required to access learning for specific students.

2, 3, 5

Inter-disciplinary support for mental health and well-being.

New cohort of students needing support with mental health and well-being.

2, 3, 5

Activity

Evidence that supports this approach

Challenge number(s) addressed

Development of community access activities.

Return to the community based learning, independence skills data and qualitative information.

1, 3, 5

Supporting pupils’ social, emotional and behavioural needs through targeted support.

Changing population of students across the school with increased complexity of sensory needs.

1, 3, 5

Targeted support through interventions, access to creative activities for individuals and small groups.

Focus on mental health and well-being support following inter disciplinary assessment.

1, 2, 3, 4, 5

Supporting attendance and engagement for pupils accessing remote education.

Support for pupils not attending due to complex health and medical needs.

1, 2, 3, 4, 5

Lunch club activities including sports, outdoor activities, arts and visits

Holistic integrated approach that impacts engagement and mental health wellbeing.

2, 3, 4, 5

Communicating with and supporting parents about pupils mental health and well-being

Parental feedback on areas of support required in the home setting. 

1, 2, 3, 4, 5

Aims

Outcomes

To further improve pupil performance in reading and phonics.

Improved staff knowledge and skills of how to facilitate phonics sessions for pupils.

A new phonics programme was implemented across the school – Little Wandle.

A new (small steps) assessment programme for phonics was introduced.

Expansion of phonics resources.

Pupils on phase 2 phonics made expected or exceeded progress.

Pupils made expected or exceeded progress in communication and reading.

To continue and further enhance access to extra-curricular activities.

Expanded access to extra-curricular activities e.g. after school clubs, summer schemes, creative sessions and visits. Increased attendance in joint and small group creative activities such as well-being day, zoo day, and mental health awareness day.

To further support development of self-help and independence skills across the school population.

Increased levels of independence around transitions, off-site visits and trips, access to learning, habilitation, work experience, life skills, and community access. 

To further develop access to learning and learning to access via specialists’ technology.

Purchase of new technologies supporting pupils’ independence in learning and accessibility. Introduction of CFVI framework. Revision of target setting related to CFVI areas to ensure access to learning. Increased staff knowledge and skills in new technologies and specialists curriculum.