Statement of pupil premium strategy – Woolston Brook School
1. Summary information
School
Woolston Brook School
Type of SEN (e.g. PMLD/SLD/MLD etc.)
Academic Year
2016/17
Total PP budget
£53,000
Date of most recent PP Review
Total number of
pupils
72
Number of pupils eligible for
PP
57
(85% on
roll)
Date for next internal review of this
strategy
SEMH
Sept. 2017
2. Current attainment
Pupils eligible for PP
% of pupils meeting or exceeding their personal progress targets in Eng
% of pupils meeting or exceeding their personal progress targets in
Maths
3. Barriers to future attainment (for pupils eligible for PP)
In-schoolbarriers
A.
Lack of pupil progress in literacy prevents progress across the curriculum
B.
Lack of pupil progress in numeracy prevents progress across the curriculum
External barriers
85%
85%
Pupils not eligible for PP
66%
66%
A.
Attendance is below the school target figure of 90%.
B.
The fragmented school history has led to many pupils being disenchanted by school before they arrive with us. Curricular relevance is paramount to reengagement
4. Outcomes
Desired outcomes and how they will be measured
Success criteria
A.
Improve the personal progress in literacy for PP pupils with 80% meeting or exceeding their personal
targets.
By the end of academic year 2016/17 our data will
show that 80% off PP pupils met or exceeded their
personal targets in literacy
B.
Improve the personal progress in numeracy for PP pupils with 80% meeting or exceeding their personal
targets.
By the end of academic year 2016/17 our data will
show that 80% off PP pupils met or exceeded their
personal targets in numeracy
C.
Increase attendance rates for pupils eligible for PP.
Attendance of PP pupils will improve to the level of
the non PP pupils
5. Planned expenditure
Academic year:
2016 - 2017
The two main areas below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted
support and support whole school strategies.
i. Specific approaches
Desired outcome
Chosen
action/approach
What is the evidence & rationale
for this choice?
How will you ensure it
is implemented well?
Staff
lead
When will you
review
implementation?
Improve the attendance
rate for all pupils to 90% for
the school year.
Using accurate base
lining the in house
attendance manager will
identify those pupils
whose attendance is
below our target figure
of 90%. Particular
attention will be given to
those pupils eligible for
PP. The school will
implement a variety of
interventions to ensure
attendance improves
Improve curricular
relevance to ensure that
pupils re-engage with
learning and attendance
improves
School will put in place,
A wide variety of
curricular enhancements
and staffing increases in
the pastoral area

Last year our attendance figure
across the school was 88%
 If they are not in school it is
unlikely they will make the
expected progress targets.
 The LA Attendance Officer will be
tasked to
 Produce weekly reports for
SLT and form tutors
 First day of absence will
trigger a phone call from the
school office.
 Recommend prosecution
where appropriate
Pupils on arrival at our school are
frequently already disengaged from
school and learning we aim to
address this with
 Increased pastoral support
 Interventions rather than
exclusions
 RESPECT course
 Princes Trust
 College and alternative education
opportunities
 The Achievement Group for our
most vulnerable/at risk of not
engaging.
We will link this to the
monitoring work of the
governors CSI committee.
Rewards will be resourced.
Head
and CSI
chair
Safeguarding
meetings weekly
CSI meetings
Full governors
PP governor
monitoring
The resources will be made
available for the additional
staffing, cost of courses
and the resourcing of the
interventions
HT
SB
AHT
Pastoral meetings
linked to Safeguarding
committee, Curriculum
Committee and CSI
committee (data)
Full review at the end
of the year which will
feed into our
evaluation of the use
of PP funding.
Improve numeracy and
literacy across the school
so that the pupils can
better access the
curriculum.
Continue to fund a Level
4 HLTA for in house
interventions. Fund
Read Write Inc.
Timetable interventions
on a weekly/daily basis.
Support staff where
needed 1-1
Emphasis upon Numeracy and
literacy across the curriculum.
Extended writing opportunities in all
areas. Supportive marking policy.
These are all areas that will help
pupils to access the curriculum in all
area
This will be resourced full
and will be supported by
the development across the
school of Growth Mindset
approaches and Future in
Minds awareness,
particularly in relation to
self-worth and emotional
well-being.
DHT
Data
Manager
S+L
HLTA
Core subject meetings
Teachers meetings
ii. Additional supporting work across the school (although everything we do is linked to reducing the level of disadvantage)
Desired outcome
Chosen
action/approach
What is the evidence & rationale
for this choice?
How will you ensure it is
implemented well?
Staff lead
When will you
review
implementation?
Improved emotional
wellbeing and self-worth
Growth Mindset
Future in Minds
Achievement
Group
The pupils in the school frequently have
difficulty sustaining confidence in their
own abilities and have resorted to work
avoidance in the past which included
some very poor behaviours
This will be fully resourced,
training for staff, sessions for
pupils. This will be monitored
by the safeguarding
committee
MF, SE
Safeguarding
meetings weekly
Pastoral meetings
weekly
Governors meetings
Improved curricular
relevance for the older
pupils via access to
alternative ed opportunities
and IAG support
Collegiate
Cornerstones
Motorbike Bob
Mploy 1-1
Mploy work exp
St Roccos
Refugee centre
Community links
Older pupils who have lost faith in
mainstream settings prior to arriving with
us place little importance upon school
work, however frequently want to leave
and get a job. This approach remotivates them in both areas.
This will be fully resourced
and staff will be made
available for this to take place
in a supported manner
MF, NS, SB
KLS
Finance committee,
Safeguarding
committee,
Curriculum
Committee and CSI
committee all
monitor different
elements of this
work
Intervention support for
pupils who are hard to
reach
Off-site tuition
Home visits
Intervention tts
Integration planning
There are a number of pupils for whom it
is very difficult to engage with school eg
complex home issues, medical issues,
and Mental health concerns. To prevent
these pupils becoming long term nonattenders we put in place support for
them and encourage re -engagement
Overall budgeted costs for 2016-2017
 Support teacher supply basis =
£39,000
 2 x support staff @£6000 =
£12,000
 Temp TLR =
£1200
 4 ipads =
£1200
 Work exp, IAG,link courses =
£23,388
 Princes trust
£2000
 RESPECT
£1500
 Misc support (PEP led eg EP visit or specific interventions)
£5000
Total Pupil Premium Grant available for 2016-2017
His is staffed and timetabled
KLS,SH
This is monitored by
the safeguarding
committee,
safeguarding team
(weekly) and the
CSI committee
(Data)
£85,288
£53,000
6. Review of expenditure
2015/16 - Pupil Premium Grant - £,36,000
Previous Academic Year
F
E
L1
L1
G
Entry Level
L1
A*-G equiv
F
A*-G
E
E
E
F
F
A*-C equiv
Princes trust
M1
M1
P
P
M1
A*-C
U
L1
L1
Sports studies
U
L1
Sci GCSE equiv
D/
E3
E3
C
D
F
E
E
U
F
Prep for work
P2
E3
Maths
D
D
F
E
E
Humanities
D
E
F
E
E
Eng lit
Catering
M2
P1
M1
P1
P1
Science
L1
English
A
A*
E3
ICT GCSE equiv
A
Computer use
Pupil 1
Pupil 2
Pupil 3
Pupil 4
Pupil 5
Pupil 6
Pupil 7
Beauty
ART
Data for previous year
Progress achieved
2
0
1
1
0
0
0
2
0
1
1
0
0
0
4
2
3
4
3
0
2
8
3
6
7
6
0
3
1
1
0
1
1
0
0
G
A
B
C
D
E
F
G
LEVEL 1
ENTRY
3
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
1
0
0
0
2
2
1
0
0
0
0
0
0
0
0
0
0
0
3
0
0
1
1
2
2
0
0
0
0
0
0
0
0
0
0
3
0
0
0
0
0
3
2
0
0
0
0
0
0
0
1
2
1
0
0
0
0
0
0
0
0
0
3
0
Did not attend for any of year 11
Progress/Achievement analysis 2014/5
English
On or over 2 levels this year
Cohort
Pupils on roll but else where
Less than one year
Less than one year one or over progress
% Less than one year made one or two sub
Full year cohort
Full year pupils Achievement
27
52
4 (c,d,b,d)
21
8 (3 at 2)
38%
31 – 4 =27
27-3 = 24/27x100=89%
Making expected or above progress
Adjusted figure taking into account 12 pupils with only one measure
27+8 = 35/48x100 = 73%
35/36x100 = 97%
+2 pupils
Variance from 90%
Previous year
79.%
Maths
On or over 2 levels this year
Cohort
Pupils on roll but else where
Less than one year
Less than one year one or over progress
% Less than one year made one or two sub
Full year cohort
Full year pupils Achievement
25
52
4
21
6 (all 2)
29%
31 – 4 =27
25-6 =19/27x100= 70%
25+6 = 31/48x100= 65%
Making expected or above progress
Adjusted figure taking into account 12 pupils with only one measure
31/36x100=86%
-2 pupils
Variance from 90%
Previous year
85%
Science
On or over 2 levels this year
Cohort
Pupils on roll but else where
Less than one year
Less than one year one or over progress
% Less than one year made one or two sub
23
52
4
21
6 (all at1)
14%
Full year cohort
Full year pupils Achievement
31 – 4 =27
23/27x100=85%
23+6=29/48x100=60%
Making expected or above progress
Adjusted figure taking into account 12 pupils with only one measure
29/36x100=81%
-4 pupils
Variance from 90%
Previous year
Average progress for whole school across core
68%
89.3%
Average achievement for whole school of two levels or above
8
Percentage of total cohort attending for less than 6 ½ terms
43.75%
i. Specific support
Desired outcome
Chosen
action/approach
Estimated impact: Did you meet the
success criteria? Include impact on
pupils not eligible for PP, if appropriate.
Lessons learned
(and whether you will continue with this approach)
Improve progress
across the curriculum
Interventions
Numeracy and
Literacy in every
area
Pupils would make improved progress
Progress measured against national expectations rather than against
personalised progress targets. This was intended as aspirational
targeting but had a negative effect. Lots of circumstantial data needed
to be considered to arrive at an accurate figure. In the future progress
will be measured against expected progress based upon teacher
assessment and baseline.
ii. Additional Support
Desired outcome
Chosen
action/approach
Estimated impact: Did you meet the
success criteria? Include impact on
pupils not eligible for PP, if appropriate.
Lessons learned
(and whether you will continue with this approach)
Progress improved
and pupils prepared
well for life after
school
Alternative
opportunities and
IAG and Work Ex
Pupils left school with good range of
qualifications
All pupils left with a destination
7. Additional detail
The level of deprivation for this school places us in the highest quintile
The pupil premium does not accurately reflect the level of disadvantage the pupils have, they are complex pupils often with complex homes.
They have social, emotional and mental Health issues which lead them to behave in ways that are unacceptable and beyond which a mainstream
school can accommodate safely.
The disadvantage that all these pupils start with means that it is very infrequently that a pupil will be excluded from any intervention, whether they attract
pupil premium funding or not.