Pupil premium strategy statement for 2021/2022 -

Linden Lodge School

This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) 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 effect that last year’s spending of pupil premium had within our school.

School overview

Detail

Data

School name

Linden Lodge School

Number of pupils in school

149

Proportion (%) of pupil premium eligible pupils

33%

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

3 years

Date this statement was published

September 2021

Date on which it will be reviewed

September 2022

Statement authorised by

Deborah Rix

Pupil premium lead

Monika Gaweda

Governor / Trustee lead

Mark Foster

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Funding overview

Detail

Amount

Pupil premium funding allocation this academic year

£50,863

Recovery premium funding allocation this academic year

£13,195

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

£64,058

 

 

 

 

 

 

 

 

 

 

 

 

Part A: Pupil premium strategy plan

Statement of intent

At Linden Lodge School our vision is for all sensory-impaired learners to access, engage and achieve. Our pupils face numerous challenges which impact on their attendance, access and outcomes. The curriculum is specially designed to enable sensory-impaired pupils to gain access and through personalised programmes achieve the knowledge, skills and approaches that will equip them for adult lives.

The Pupil Premium 2021-2022 funding priorities ensure the best support is in place for maximising progress for the most vulnerable learners in addition to our core provision. As a school, we have the responsibility to use this funding to ‘narrow the gap’ for this specific cohort of learners. This is core to our inclusive ethos where we believe that every pupil deserves a personalised offer to enable them to reach their potential through ambitious and specialist teaching and learning opportunities.  

Challenges

This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number

Detail of challenge

1

Pupils’ access needs

2

Medical vulnerability

3

Access to the community/extra-curricular activities

4

Ability to access alternative forms of on-line learning

5

Pupils medical needs which can impact on curriculum access and school attendance

 

 

 

 

 

 

 

 

 

 

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 further improve pupil performance in reading and phonics.

 

  • Improved participation in wider community.
  • Removing barriers to learning and increased accessibility.
  • Raised achievement and attainment.
  • Increased enjoyment for learning.
  • Further improved preparation for adulthood.

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

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

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

 

 

 

 

 

 

 

 

 

 

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: £19,058

Activity

Evidence that supports this approach

Challenge number(s) addressed

Reading and phonics training and implementation across the school via allocated reading and phonics leads.

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

1, 3, 4, 5

Maths Mastery training for staff across pathways to further develop specific interventions programmes.  

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

1, 3, 4, 5

Technology training for staff across the school to support development of learning to access and access to learning approach.

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

1, 4, 5

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £30,000

Activity

Evidence that supports this approach

Challenge number(s) addressed

Technology access within core subjects. 

Support for accessibility in lessons and core activities.

1, 2, 3, 4, 5

Tutoring – core subjects.

Personalised interventions and support for students with specific sensory and leaning needs.

1, 2, 3, 4, 5

Development of the learning mentor role to support students with engagement and accessibility.

EEF research indicating improved engagement and participation in leaning through targeted and specialists support.

1, 2, 3, 4, 5

Development of the behaviour mentor role.

EEF research indicating improved engagement and participation in leaning through targeted and specialists support.

1, 2, 3, 4, 5

Development of targeted music therapy support.

Baseline of sensory needs across the school indicated a need for targeted development of music and sensory integration provision and programmes.

1, 2, 3, 4, 5

Development of the provision for the sensory integration support for individual students.

1, 2, 3, 4, 5

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £15,000

Activity

Evidence that supports this approach

Challenge number(s) addressed

Further development of extra-curricular activities including poetry, drama and music.

Holistic integrated approach that impacts engagement and mental health wellbeing.

1, 3, 5

Development of the sensory integration support across the school. 

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

1, 3, 5

Drama and poetry focus across the school via specific projects and links with external organisations.

Focus on mental health and well-being support following the recovery phase and work on well-being passports.

1, 2, 3, 4, 5

 

 

 

 

 

 

 

 

 

 

 

 

 

Total budgeted cost: £64,058

 

Part B: Review of outcomes in the previous academic year

Pupil premium strategy outcomes

This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.

Aims

Outcomes

Pupils will continue to demonstrate an increased engagement with learning by accessing a personalised curriculum and specialists support.

Pupil attainment showed that 97% of pupils met or exceeded their curriculum targets, and made at least expected progress.

Targeted pupils will have access to Literacy and Maths specific interventions.

Pupils made at least expected progress within subjects related to Literacy and Maths.

Staff knowledge will develop and increase through attending targeted CPD to support individuals or groups of pupils

Deventio Evaluations and individual staff performance management reviews evidence increased knowledge and understanding around specific areas related to curriculum, assessments and engagement.

Increased specialist support staff for specific classes with a high % of pupils who qualify for pupil premium funding.

Targeted classroom-based interventions. Pupil attainment was at least at the expected level. 

Specialists’ technologies and resources to support VI accessibility. 

Increased levels of engagement in learning. Lesson observation data on engagement (Summer 2021) showed that: 81% of pupils were observed as fully or mostly engaged in lessons, 17% of pupils observed to be partly engaged in observed lessons, 2% of pupils paid emerging/fleeting engagement and 0% of pupils showing no focus.

Targeted support for parental engagement where the priorities will lead to narrowing of the gap through specific training and focused support.

Increased parental engagement evident through parental surveys and feedback.

Specialist interventions and therapy sessions.

Intervention sessions led to improved attainment. Pupils made at least expected progress towards meeting their EHCP outcomes.

Additional resources for class groups with a high % of pupils who qualify for pupil premium funding.

Increased accessibility and engagement in lessons. Annual reviews feedback, lesson observation data, summer reports, parental feedback.