How Premium Funding is used at Pear Tree Specialist school to narrow the gap Extensive research has proven

that children from poorer backgrounds do less well than their peers academically and this impacts upon further educational and employment opportunities. For this reason, the Government have ploughed into schools the Pupil Premium Funding for those pupils who currently receive free school meals and those who have previously received free school meals within the last 6 years (Ever 6 pupils , !ervice children and children looked after. "t is intended that this funding will enable schools to narrow the gap by putting into place targeted interventions. #ore recently, the Government launched the Year 7 Catch-up Funding which is allocated to all year $ pupils who did not achieve a %evel & in %iteracy and'or (umeracy at the end of )ear 6 !*+!. Funding is intended to enable schools to boost %iteracy and (umeracy for this target group and accelerate progress to narrow the gap on attainment as ,uickly as possible. "n addition to -upil -remium and )ear $ .atch/up, the School Sports Premium has been launched this academic year for all primary aged pupils. +he ultimate aim is to, very simply, improve the provision and accessibility of -E and sporting activities for all. !o what does this funding mean for our pupils at -ear tree !chool0 "t is ,uite obvious that there is a gap between our pupils and their mainstream peers but with the best will in the world, innovative and well targeted interventions are not going to close that attainment gap. 1owever, that does not mean that we can use our pupils2 !E( as an excuse and ignore the premium funding and spend it as 3ust another pot of the whole school budget. "t actually means that we have to work that much harder to identify what the gaps are for our children and young people, ensuring that our young people and their families are fully prepared for life beyond -ear +ree. -remium funding does not have to be spent on an individual level and in fact research has proven that whole school interventions actually have a powerful impact on pupil progress. *s an outstanding school, we go to great lengths to ensure that where there are potential gaps to learning and achievement, we put in well targeted and successful interventions4 nothing is left to chance. *s a school, we have identified the 5 main barriers to our pupils2 learning and progress6 1ealth4 7ehaviour %ow aspirations #ental health -arental engagement 7y identifying at a whole school level what we do to narrow each of these gaps and remove the potential barriers, we can successfully and creatively

direct our funding appropriately to close the gap for our pupils and young people. 8hat needs to be emphasised is that the needs of our pupils and young people are highly individual and ever changing and, as such, so are the barriers to their learning and achievement. 8hat worked one year might not be the best use of funding the next and so as a senior leadership team and governing body, we are constantly reflecting and analysing our provision to ensure that we are getting it right and that together we are moving forward and achieving the best we can in everything we do. "n the table below are the identified interventions at a whole school level that we have put in place to ensure we narrow the gap for all of our vulnerable children and young people.

-ear +ree !pecialist !chool 9*chieving the best we can in everything we do.: .losing the Gap for our pupils and young people. %ow aspirations *ttendance -arental engagement .hallenging behaviour #ental health

Contributing factor: Low aspirations "t has long been the view held by successive governments (and many educationalists that raising aspirations and changing attitudes to school are a key way to improve attainment of poorer children. 1owever, research by the ;<F has shown that a crucial barrier is not 3ust the aspiration of families and young people but a lack of parental understanding of how the education system works and what choices are available for their children. #any pupils and their families want a further education but the barrier for many is realising their ambitions. Le el !: "hole School #nter entions $chie ement of pupils +he school motto of 9*chieving the best we can in everything we do: underpins our commitment to raising aspirations for all of our pupils and families. %ualit& of Teaching and Learning =utstanding teaching and learning throughout school, ensuring pupils receive the best possible education. 'eha iour and Safet& 1igh staffing levels within all classes which identifies additional support as re,uired to ensure all pupils are supported to achieve their very best. Leadership and (anagement -arent !upport *dvisor to provide the following support to all pupils and families6 "nformation sharing regarding future pathways with parents from year > onwards. %iaise with colleges to both arrange and support visits. <egular informal ongoing support. -oint of contact within school. !ignposting to relevant services'agencies. %iaise with the transitional team on behalf of parents. !upport to fill in applications.

Early "ntervention to target pupils and families who are at risk of falling into this category.

=utstanding teaching of all key skills with an emphasis on developing independent living skills and vocational learning.

*ll staff are trained in +eam +each, ensuring that behaviour is not a barrier to high aspirations.

FE curriculum updated to include functional and vocational learning and accredited with relevant ,ualifications. 1igh expectations of staff leads to challenging extra/ curricular activities planned for pupils e.g. 8akeboarding <igorous tracking system in place to monitor and evaluate progress.

+aster days at college start at @!& in vocational areas to enable young people to make informed option choices at post A6. =ptions6 *ll young people choose two vocational options each year at post A6 which includes accessing courses in local colleges. 1igh tech communication aids in place to support individual pupils to achieve their best.

-ositive handling plans in place for all pupils throughout school, ensuring high expectations of behaviour and learning at all times. "ntensive !upport .entre

?eveloping relationships with parents. -ositive and high aspirations that are shared with parents, encouraging realistic and positive pathways. *ssistant headteacher with responsibility for FE, ensuring all young people access a personal learning pathway which prepares them for adult life and is linked to appropriate ,ualifications. =utreach and support work in the .hildren2s .entre.

"nvestment in staff .-? at all levels to ensure a high ,uality workforce who can promote learning and high aspirations. <igorous tracking system in place to monitor and provide detailed analysis of individual and group progress.

Emphasis on developing effective communication to reduce frustration and in turn, open up access to education.

.hallenging targets are set for all pupils at *nnual <eviews. -upils aim to achieve at least BCD of targets. -ear +ree 1oliday club provides free places to pupils on free school meals, ensuring that targets can be worked on over the holidays. <outes for learning embedded throughout the curriculum and across @ey !tages ensuring small steps in progress are recognised and celebrated.

Emphasis on -!? and communication throughout the whole curriculum/the key elements for our pupils to be successful.

Early intervention e.g !eedlings'!pecial !tay and -lay.

.*F

"nclusion throughout school for all pupils, co/ordinated on an individual level to meet individual learning needs. * differentiated and age appropriate curriculum that reflects the learning needs'styles'ages of all pupils.

<ole of independent travel co/ #ulti/agency approach to ordinator in developing achieving best outcomes for individual pupil2s independence all. in travelling to and from school and social events. .rucial role in raising parent expectations. *dult learning courses provided for parents through the .hildren2s .entre.

Contributing Factor: $ttendance Extensive evidence shows that children with poor attendance are unlikely to succeed academically and are more likely not to be in education, employment or training ((EE+ when they leave school. +here is a clear link between poor attendance at school and lower academic achievement. *t -ear +ree, we have identified that health is the biggest barrier to pupils attending school regularly. Le el !: "hole School #nter entions $chie ement of pupils +*s trained to deliver out of school learning for children not well enough to attend school. %ualit& of Teaching and Learning +eachers plan appropriate learning activities for pupils who are not well enough to attend school. 1igh staffing ratios to ensure implementation of care and health plans, ensuring pupil health is maintained. "ndividual learning targets to track pupil progress. 'eha iour and Safet& -ersonalised timetables for pupils with extreme challenging behaviour, enabling them to continue to access school. +eam +each'-1- in place for all children resulting in limited exclusions for inappropriate behaviour. Leadership and (anagement !chool improvement priority ECAA'ECAE

+argets set and evaluated for pupils who are accessing education at home.

.hildren who are not well enough to attend school procedures

.lassroom environment set up within the home for pupils who are not well enough to attend school. .arers and parents trained to deliver educational activities at home.

8hole class attendance award *ttendance figures for each term for the class with the individual pupils shared at best attendance. annual reviews.

.lose liaison with physiotherapists and =+ ensuring high standard of postural management to maintain pupil health and improve access to education.. .linics (medical'orthotics'wheelchair held at school reducing impact of absence for appointments

*dopted %ancashire attendance policy.

Fse of pupil premium to ensure interventions to maintain pupil health can be implemented. Early "ntervention

<igorous assessment and tracking pupil progress procedures. .omplex medical needs group has been created within the attendance record to allow for greater analysis of attendance data.

Contributing Factor: Parental engagement +he ;oseph <owntree Foundation, a social 3ustice charity, commissioned three pieces of research, looking at whether schemes intended to raise the aspirations of disadvantaged pupils and their parents had any impact on their ultimate attainment. Evaluating the different schemes, the researchers found that interventions that emphasised parental involvement in children2s education had a definite impact on those children2s attainment. +hese schemes focused on involving parents in their children2s schooling, and in their own learning. +hey encouraged parents to put in the necessary time and effort to support their children2s learning. #ore to the point, the aim of these schemes was not to change parents2 attitudes, but to give them advice on how to support their children2s education. Le el !: "hole School #nter entions $chie ement of pupils Early "ntervention +raining where appropriate for parents 8hole school productions %ualit& of Teaching and Learning *ppropriately levelled homework for all pupils 1ome visits undertaken for all new pupils. 'eha iour and Safet& Early "ntervention .linical psychologist within school to provide targeted support work with individual children'families. .lose liaison with .*#1! to support individual pupils and families. Leadership and (anagement .hildren2s .entre Early "ntervention

-arents engaged in supporting and developing work placements for FE students.

1ome visits offered routinely at -arents evenings the start of each school year =pen evenings and then on an ad hoc basis at parents re,uest or if concerns are raised. !chool blog to support learning <ole of "ndependent travel co/ at home. coordinator in working with and %--* engaging parents in supporting

1ome visits offered by therapists working within school to strengthen provision within the home and improve home/school links. 1ome school diaries updated daily for each pupil. <egular phone calls to parents.

+heme days that encourage parents to get involved e.g. 8orld 7ook ?ay. -ear +ree .ommunity .hoir -ersonalised'individualised resources created to support learning within the home.

their child to become more independent. -ersonalised'individualised <obust induction procedures resources created to support for new pupils learning and positive behaviour within the home. !chool blog <ole of parent support advisor in6 "nformation sharing regarding future pathways with parents from year > onwards. %iaise with colleges to both arrange and support visits. <egular informal ongoing support. -oint of contact within school. !ignposting to relevant services'agencies. %iaise with the transitional team on behalf of parents. !upport to fill in applications. ?eveloping relationships with parents. -ositive and high aspirations

+ermly headteacher2s letter to parents with updates of achievements over the school year. !peech and language therapy workshops are provided on a small group'individual level for parents. Follow up support is provided within the home to engage parents in their child2s learning. =pportunities fair hosted every year to support transition from A&/A> and empower parents. !ummer disco

-ear +ree 1oliday .lub provides reduced price holiday care for pupils through receipt of funding via !hort 7reaks. -ear +ree 1oliday .lub currently provides free places for pupils in receipt of 7est !tart %ancashire Funding.

that are shared with parents, encouraging realistic and positive pathways. +*F

.*F

Flexibility in timings for annual reviews'appointments'medicals etc.

Contributing Factor: Challenging 'eha iour 7ehaviour interventions seek to improve attainment by reducing challenging behaviour, including aggression, violence, bullying, substance abuse and general anti/social activities. Extensive research makes it clear that reducing challenging behaviour in schools can have a direct and lasting effect on pupils2 learning, particularly when parents are actively engaged. Le el !: "hole School #nter entions $chie ement of pupils -ersonalised timetables %ualit& of Teaching and Learning !ensory integration'diets'sensory learning co/ordinator *ll staff highly skilled in developing communication skills and ensuring that all pupils are given a voice. 1ighly trained support staff 'eha iour and Safet& *ll staff trained in the !olihull *pproach -1Leadership and (anagement -upil -remium funding is directed appropriately at a whole school and individual level. .-? opportunities and in school training.

*ction and "mpact framework used

*ppropriate staffing levels to enable access to education.

*ll teaching and support staff are trained in +eam +each

.hildren2s .entre/positive parenting

.ommunication is incorporated 8hole school curriculum, into the whole curriculum and evolving to meet the school day. educational needs of all pupils.

1olistic approach

*ppointment of a new sensory learning co/ordinator with an investment in training for them to become a sensory

integration advanced practitioner +otal communication environment 1ome visits to discuss behaviour management and to support implementation of strategies within the home. "ntensive !upport .entre 1igh expectations 1igh tech communication aids in place for individual pupils. .lose partnerships and liaison with respite providers. +he whole school community embrace the school motto of 9*chieving the best we can in everything we do:. #ulti/professional approach to managing challenging behaviour. *ction and "mpact framework used -arental engagement -rovision mapping

?aily transitions are carefully planned for and supported. #ulti/agency working e.g .*#1!, clinical psychologist. .lose partnerships and liaison with respite providers. .arefully planned and managed transition between classes and future providers.

Contributing Factor: (ental Health -oor mental health in childhood is strongly linked to poor mental health later in life and has been shown to have a serious impact on life chances (<ichard and *bbott,ECC> . #ental health problems may impact on human capital accumulation by reducing both the amount of schooling and the productivity level, which may in turn have lifelong conse,uences for employment, income and other outcomes (Eisenberg,Golberstein,and 1unt,ECC> . Le el !: "hole School #nter entions $chie ement of pupils .lose liaison with educational psychologist #ulti/agency working with .*#1!, clinical psychologist, health professionals -arental engagement %ualit& of Teaching and Learning -ersonalised timetables developed for individual pupils. 1igh staffing ratios within class to support individuals. E members of staff trained in !.E<+!. 'eha iour and Safet& "nvolvement with .*#1! Leadership and (anagement #ulti/agency working promoted

-1- in place to support all pupils .are plans in place for all pupils .ircle of adults "ntensive support centre !.E<+!

+*F

.*F

+argeted training for staff as re,uired