Pupil premium strategy statement for 2022/2023

This statement details our school’s use of pupil premium (and recovery premium for the 2022 to 2023 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



School name

Linden Lodge School

Number of pupils in school


Proportion (%) of pupil premium eligible pupils


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 

Funding overview



Pupil premium funding allocation this academic year


Recovery premium funding allocation this academic year


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


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


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 2022-2023 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.  


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

Challenge number

Detail of challenge


Access to learning via specialists technology


Pupils medical needs and vulnerability


Access to the community


Absence related to pupils health and medical needs


Well-being, mental health and behaviour support

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 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 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: £30,000


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


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

Budgeted cost: £35,192


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


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

Budgeted cost: £30,000


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

Total budgeted cost: £95,192

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 2021 to 2022 academic year.



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.