PUPIL PREMIUM

PUPIL PREMIUM AT ELMWOOD

As a School all of our children are valued and nurtured regardless of whether they are LAC/FSM and EVER 6 students.    We believe that as well as financial support, students, especially those in care need love and guidance to help them on their journey through life.

We want our students to appreciate that material items and money are not everything and other factors such as a positive attitude, honesty and commitment are equally as important.

Through the use of pupil premium money we aim to address all of the above and at the same time set safe boundaries to learn right from wrong helping to develop their life skills and provide academic success.

All students should have access and opportunities and not be discriminated against purely for financial or their care situations.

LAC Pupil Premium Strategy

· To enable another avenue for those “need to reach” pupils who DNA or refuse to engage positively with CAMHS, supporting the growing need of Mental Health within the school.

· To enable pupils to access standardised tests to ascertain whether they require access arrangements for their examinations.

· To place an emphasis on early intervention of any pupil falling below expected progress within any area of the core curriculum, aligned to the School’s Progress and Achievement termly events.

· To celebrate 100% attendance during the Spring Term (historically a term where LAC’s attendance drops).

· To respond to pupil specific needs as and when they arrive. A child’s journey is never linear and flexibility is acknowledged within the strategy.

Effectiveness-2017-18-Report-LAC

FSM / Ever 6 Pupil Premium Strategy

·  To place an emphasis on early intervention of any pupil falling below expected progress within any area of the core curriculum, aligned to the school’s Progress and Achievement termly events.

·  To provide a literacy bank for pupils to maintain the timetabled slot of social reading. This is supported through pupil voice.

·  To promote pupils individual talents, in doing so improving the whole school environment through murals.

·  To address the new demands within the SEND Code of Practice to support greater depth and clarity around careers education and work experience.

·  To add an element of therapeutic support for those students who have been identified as having extremely low SDQ scores.

· To experience a diverse curriculum centred around expertise within their field.

· To create an engaging, purposeful environment that will support Learning outside of The Classroom (LoTC).

Effectiveness-2017-18-Report-FSMEver-6

COPIES OF PREVIOUS REPORTS ARE BELOW:

 Effectiveness 2013-14 Report

Effectiveness 2014-15 Report

Effectiveness-2015-16 Report LAC Effectiveness-2015-16 Report

Effectiveness-2016-17-Report-LAC updated (4)

Effectiveness-2016-17-Report-FSMEver-6-2 (2)

Copies of our blank pro formas are below for any interested party to use if of interest.

Blank Effectiveness-2016-17-Report-LAC   Blank Effectiveness-2016-17-Report-LAC

Headline Figures:

The documents below demonstrate the positives; challenges; review of previous steps and next steps for those who are identified as being a LAC; FSM or NFSM across the key stages and core subjects. Statistical comparrison is very difficult across small cohorts but we have tried to highlight how many pupils this is when aspiring to a 0% gap analysis between FSM & LAC and the NFSM cohort.

2017-2018 Target Group Monitoring (Spring Term)

2017-2018 Target Group  Monitoring (Autumn Term)

2016-2017 Target Group Monitoring

2015-2016 Target Group Monitoring

2014-2015 Target Group Monitoring