COVID-19 Pupil Premium

Below is the school’s intent and implementation of the DFE’s financial contribution to support pupils during the COVID-19 pandemic.

Covid 19 Report 21-22

COVID19 Impact Report 20-21

Pupil Premium

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 don’t have the ability to work independently (academically) or ability to self-motivate themselves to better support their own mental health and well-being.
Pupils communication strategies have been limited / restricted following the COVID-19 pandemic.
Potential missed learning experiences, which could impact on progress (from baseline) and expected attainment (from EKS2 and / or EKS3).
Pupils lack of understanding around reasonable endeavours and practicalities from those who care to mitigate risk.
Pupils are presented with early childhood trauma (especially sexual), which leads to increased incidents of self-harm and dis-association.

LAC Pupil Premium Strategy

To provide appropriate access and engagement to learning that supports their academic development as well as their Social, Emotional and Mental Health.
To signpost effective external agencies to enhance the Elmwood Local Offer (working in collaboration).
To provide opportunities to be independent and to practice these skills within a controlled environment.
To have access to a staffing team that are aware of Trauma Informed Practice as well as managing Post Traumatic Stress. Right Help at the Right Time (with a member of staff that cares).
Greater use of professionals to support the RULER approach demonstrated through attuned staff.
Access to High Quality Teaching (within whole group) that enables achievement at the end of year. The expectation is still to achieve at least at expected progress from baseline entry into school.
To enable pupils to access an enriching curriculum and environment that improves sense of self, sense of belonging and sense of personal power.
To support pupils thinking around a Risk Benefit Analysis approach which supports the THINK– REDUCE RISK – HAVE FUN approach to education.
Specialist SALT training to build internal capacity to meet the challenges around communication following COVID-19 pandemic.
To respond to pupil specific needs (Individual Needs Analysis) as a child’s journey isn’t linear and needs to be flexible. An allocated budget will be provided for LAC’s to show budgeting skills.

FSM / Ever 6 Pupil Premium Barriers

Pupils don’t have the ability to work independently (academically) or ability to self-motivate themselves to better support their own mental health and well-being.
Pupils communication strategies have been limited / restricted following the COVID-19 pandemic.
Pupils have requested greater use of images / videos to inspire learning.
Potential missed learning experiences, which could impact on progress (from baseline) and expected attainment (from EKS2 and / or EKS3).
Pupils lack of understanding around reasonable endeavours and practicalities from those who care to mitigate risk.
Pupils have a lack of interest around reading.
Pupils have limited experiences of developmental play in their early life, meaning they haven’t accessed one of their UNCRC Rights of a Child.
Pupils are presented with early childhood trauma (especially sexual), which leads to increased incidents of self-harm and dis-association.
Attendance lower than other groups within the school.
A lack of understanding of current affairs (locally, nationally and internationally) which leads to narrow and (potentially oppressive views).

FSM / Ever 6 Pupil Premium Strategy

To have access to a staffing team that are aware of Trauma Informed Practice as well as managing Post Traumatic Stress. Right Help at the Right Time (with a member of staff that cares).
Greater use of professionals to support the RULER approach demonstrated through attuned staff.
Access to High Quality Teaching (within whole group) that enables achievement at the end of year. The expectation is still to achieve at least at expected progress from baseline entry into school.
To enable pupils to access an enriching curriculum and environment that improves sense of self, sense of belonging and sense of personal power.
To support pupils thinking around a Risk Benefit Analysis approach which supports the THINK– REDUCE RISK – HAVE FUN approach to education.
Pupils have access to a careers education that meets their aspirational needs.
Access to a Booster Reading Intervention to correctly identify gaps in knowledge and understanding.
Specialist SALT training to build internal capacity to meet the challenges around communication following the COVID-19 pandemic.
Experience an engaging, purposeful environment that will support Learning outside of The Classroom (LoTC)

Effectiveness of Pupil Premium 2022-23 FSM & Ever 6 Group

COPIES OF PREVIOUS REPORTS ARE BELOW:

Effectiveness of Pupil Premium 2022-23 FSM & ever 6 IMPACT Report

Effectiveness 2021-22 FSM and Ever 6 Impact Report

Effectiveness of Pupil Premium 2021-21 FSM and Ever 6 Impact

Effectiveness of Pupil Premium 2021-21 LAC Group Impact

Effectiveness Pupil 2019-20 Report FSMEver 6

Effectiveness 2019-20 Pupil Premium LAC Group Impact

Effectiveness of pupil premium 2018-19 FSM and Ever 6 Impact Report

Effectiveness 2018-2019 LAC Group Impact Report

Effectiveness-2017-18-Report-LAC

Effectiveness-2017-18-Report-FSMEver-6-IMPACT (5)

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:

2022-23 Target Group Monitoring Spring Term

2022-23 Target Group Monitoring Autumn Term

2021-22 Target Group Monitoring Summer Term (Year 11)

2021-22 Target Group Monitoring Summer Term

2021-22 Target Group Monitoring Spring Term

2021-22 Target Group Monitoring Autumn Term

2020-21 Target Group Monitoring Summer Term (Year 11)

2020-21 Target Group Monitoring Summer Term

2020-21 Target Group Monitoring Autumn Term

2019-20 Target Group Monitoring Spring Term

2019-20 Target Group Monitoring Autumn Term

2018-19 Target Group Monitoring Summer Term (Year 11)