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 Barriers
· Pupils have a lack of understanding around “naming and taming” their emotions and using appropriate practical strategies, thus impacts on their mental health and wellbeing.
· Pupils are presenting with early childhood traumas, which leads to increased incidents of self harm.
· Pupils are at a growing risk of having vulnerable or very low Self-Esteem, which leads to depressions or challenging behaviours.
· A reduction of attendance during the Spring Term (when compared to other 2 terms).
LAC Pupil Premium Strategy
·To offer peer support and guidance for pupils who have experienced Rational Emotional and Behavioural Therapy (REBT) principles to better label emotions and select the appropriate strategy for that emotion. This will support positive engagement with CAMHS and the growing need to understand Mental Health within the school.
· To enable pupils to access an enriching curriculum and environment that improves their sense of self, sense of belonging and sense of personal power.
· 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 conduct childhood trauma assessments (where appropriate) to enable staff greater strategies in supporting the child.
· 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.
FSM / Ever 6 Pupil Premium Barriers
· Pupils have gaps in prior learning, poor attendance and negative personal experience’s around reading, writing and maths (upon arrival to Elmwood School).
· Pupils have a lack of interest around reading for enjoyment.
· Pupils have low aspirations and a lack of choice / options at Post 16 (and beyond) who support their needs.
· Pupils haven’t experienced developmental play in their early life, meaning they haven’t access one of their UNCRC Rights of the Child.
· Pupils have limited experience of a risk and play dominated curriculum experiences that enable them to formulate appropriate decision making skills.
· Pupils are presenting with early childhood trauma’s, which leads to increased incidents of self harm.
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 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).
To build capacity within Family Support Workers to work with “Need to Reach” families across the year to break down barriers to learning for those identified as having below 80% attendance.
· To conduct childhood trauma assessments (where appropriate) to enable staff greater strengths in supporting the child.
COPIES OF PREVIOUS REPORTS ARE BELOW:
Copies of our blank pro formas are below for any interested party to use if of interest.
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: