Pupil Premium
Pupil Premium Strategy Statement 2022-2025
This statement details our school’s use of pupil premium (and recovery premium) 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 outcomes for disadvantaged pupils last academic year.
Hilltop School overview
|
Detail |
Data |
|
Number of pupils in school |
134 |
|
Proportion (%) of pupil premium eligible pupils |
40% |
|
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) |
2022 – 2023 2023 – 2024 2024 -2025 |
|
Date this statement was published |
June 2022 |
|
Date on which it will be reviewed |
July 2023 |
|
Statement authorised by |
Rob Mulvey |
|
Pupil premium lead |
Rob Mulvey |
|
Governor / Trustee lead |
Paula Williams |
Funding overview
|
Detail |
Amount |
|
Pupil premium funding allocation this academic year |
£59,679 |
|
Recovery premium funding allocation this academic year |
£42,118 |
|
Pupil premium (and recovery premium*) funding carried forward from previous years (enter £0 if not applicable) |
£0 |
|
Total budget for this academic year
|
£101,797 |
Part A: Pupil premium strategy plan
Statement of intent
Hilltop School is a designated SLD (Severe Learning Disability) school which has over 130 students on role. The need for additional places is ever growing.
Our core values are the make-up of our ethos and culture and what we as staff,
endeavour to model and instil amongst our children and young people and go hand in hand with our curriculum intent.
All staff at Hilltop School believe in and the importance of TEAM WORK in supporting our young people and each other. Children and young people at Hilltop School are treated with the utmost CARE and EMPATHY. We strive to enable our students to be as INDEPENDENT as they possibly can be. All staff at Hilltop School are CHILD CENTRED and treat every child and young person as an individual. We want every child and young person to feel VALUED and HAPPY during their time at Hilltop School and to be the best that they can be. We want our students to become empowered whilst with us in preparation for the next phase or stage in their life. Preparation for adulthood is a key driver in all we do.
Our aim is to use pupil premium funding to help us achieve and sustain positive outcomes for our disadvantaged learners.
We understand that all young people are individuals and need bespoke learning opportunities that are rooted in their individual needs and therefore craft a bespoke curriculum that is broad, balanced and purposeful. For our most disadvantaged young people, we work to remove barriers to their learning to allow them to close their gaps and raise attainment in accordance with their Education Health Care Plans. Our Pupil Premium strategy is designed to enable children to make accelerated progress from starting points, through equipping them with the resources, skills and strategies to overcome challenges. We expose our children to a wide range of enrichment experiences and ensuring our children develop crucial communication skills.
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
|
Challenge number |
Detail of challenge |
|
1 |
All our students have communication difficulties. A number of our students are non-verbal or have limited use of language. Staff having poor knowledge of how to support these students is an issue. |
|
2 |
A number of our students have sensory processing needs and find the world we live in a challenging environment. We need staff trained to be able to support these needs. |
|
3 |
Our students have a range of complex learning difficulties that require specialist teaching approaches and techniques. Our students require a specific tailored and challenging curriculum that is resourced to support high quality teaching and learning. |
|
4 |
A number of our students have complex physical and medical needs which in turn leads to difficulties accessing experiences in the community. Many students are unable to access community enrichment and cultural capital activities due to social deprivation. |
|
A high proportion of our students require specialist staff knowledge and experience to support their SEMH. Techniques to enable then to achieve sensory regulation are vital. |
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 |
|
Communication – Makaton trained staff All PP students will make progress in their communication skills, as a result of staff CPD in communication strategies specific to their individual needs. This will be embedded throughout the school with specific high-quality interventions in all classes. Behaviour will improve due to students having a secure and meaningful method of communication to enable them to successfully express their needs and wants |
Progress data towards communication Progress against curriculum frameworks Evidence uploaded on Evidence for Learning PP students are secure or exceeding their communication targets Improvement in phonics data Reduction in incidents of dysregulation |
|
Sensory Integration JH/SW PP students will have opportunity to undergo thorough sensory processing assessment by the school sensory occupational therapist PP students with a sensory diet will have access to the relevant sensory equipment as recommended by the school sensory occupational therapist Staff will receive sensory circuit training which will be implemented across school |
Pupils with sensory processing needs will be better able to concentrate, engage in learning and display less dysregulated behaviour due to having the right sensory equipment to participate in a sensory diet. Progress data towards engagement in learning Progress against curriculum frameworks Reduction in the incidents of dysregulation |
|
Curriculum development – CPD budget Students will access a variety of bespoke interventions that are designed to meet their specific and individual complex needs. This will improve their overall access to education SaLT, Let’s Verbalise, Forest School, Sensory Massage, Music Therapy etc. Dependent on individual need students will follow a number of different curriculum pathways Therapeutic Curriculum Academic Curriculum Preparation for Adulthood Re-stabilisation Curriculum Engagement Curriculum |
Students are able to access a variety of individual activities to support their cognitive and communication development Specialist teaching techniques allow students to make greater progress towards individualised targets Progress against curriculum frameworks As a result of students being more engaged in learning there will be a reduction in the incidents of behaviour that challenges. |
|
Community access – mini buses PP students with complex physical, medical needs and behavioural needs will be able to access enrichment experiences via community visits, trips or by having visitors come in to school. |
PP students going out on community access trips (including residential trips where appropriate) and engaging with the community. Where school trips are planned PP students are carefully considered and targeted support is offered to those students. |
|
SEMH – ELSA trained staff Zones of regulation training will be delivered by the ELSA team to support emotional regulation and expression. |
Progress data towards engagement in learning Progress against curriculum frameworks Reduction in the incidents of dysregulation |
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: £10,000
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
CPD budget to develop and support high quality teaching and a broad and balanced knowledge based curriculum £10,000 |
The different curriculum pathways (as well as the development of the Phonics and reading strategy) have been developed to ensure that all students are stretched and challenged. On-going staff training ensures this happens |
3 |
Targeted academic support (for example, tutoring, one-to-one support, structured interventions)
Budgeted cost: £31,654
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
Full time Makaton trainer in school CM - £26,654 CPD in Communication £2,000 |
The regular input from our Makaton trained member of staff ensures that students communication needs are being met and that all students develop their own effective mode of communication |
1,3,5 |
|
Communication resources £3,000 |
Resources support the development of communication and independence and this in turns ensures that students targets are being met |
1,3,5 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £67,988
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
Part time Sensory Occupational Therapist and full time Level 3 Teaching Assistant delivering Sensory Integration sessions JH - £10.046 SW - £24,823 |
Sensory sessions help increase engagement, build resilience, stimulate and develop sensory awareness, supports self-regulation and ultimately helps to reduce incidents of challenging behaviour |
2,5 |
|
Designated full time ELSA staff member £24,119 |
More effective emotional regulation amongst students leads to a reduced level of dysregulation which in turn leads to a higher level of engagement and progress |
1,2,5 |
|
Sensory Resources Budget £5000 |
Allocation to support purchase of sensory equipment which in turn leads to increased engagement and progress made towards targets |
2,5 |
|
Breakfast club staff cost £4000 |
An effective start to the day enables students to focus, regulate and engage more effectively in learning. This leads to improves progress and attainment. |
2,4 |
Total budgeted cost: £109,642