Oak Lodge School, Barnet: Pupil Premium

Pupil Premium

Pupil Premium Grant (PPG) is provided by central government to support the achievement of students entitled to free school meals, who are looked after by the local authority, or who have a parent currently serving as a member of UK armed forces.

The main barriers to educational achievement for all students at Oak Lodge relate to their special educational needs. However, these barriers can be compounded by the effects of economic disadvantage, impacting in particular on emotional health and wellbeing, with the potential to further affect academic or personal development. The impact of PPG interventions is measured through comparisons of academic progress and personal development with other students at school in Years 7 to 11.

The 2018-2019 Pupil Premium grant of £58,243 was used as follows:

  • To provide mentoring and family support and Art Psychotherapy 

£51,813

  • To subsidise costs of educational visits off site for identified students who are disadvantaged 

£3, 500

  • Parent Support Group

£1,500

  • To purchase additional resources to supplement the curriculum particularly for delivery of enrichment activities in Numeracy and Personal Social Health and Education

£1,430

PPG has a positive impact on the work of the school, supporting educational aims and objectives to be met for our students and their families. As a result of this funding, we are able to continue offering a highly personalised approach to curriculum planning and delivery so that ALL students are able to make good or outstanding progress towards their academic and EHCP outcomes.
 
Analysis of progress data collected by the school provides evidence that due to pupil premium funded interventions, students for whom pupil premium is awarded, are just as likely to make or exceed progress. No student is left behind in English and Maths demonstrating our interventions that enhance active engagement with learning as part of our Social Communication Emotional Regulation Transactional Support (SCERTS) interventions along with the introduction of a more semi-formal curriculum are having a positive impact on the outcomes of all learners.
The impact of the complex intertwined symptoms that many of our students present means levels of need in social emotional and language and communication domains for students eligible for PP, are higher than national averages. This impacts on a student’s ability to self-regulate using language, we have therefore invested in a full-time Art Psychotherapist that is able to offer therapeutic interventions for minimally verbal children too to aid their personal and social development. Our cohort has changed significantly and therefore we introduced a Semi-Formal curriculum that offers activities that are more developmentally appropriate and concrete so that our students can engage in ‘real life’ learning that is topic based and utilises the outdoor spaces more.
As part of our offer to complement the curriculum with enrichment activities In the academic year of 2018-2019 the school contacted Wild Science who provide workshops within schools by bringing in a range of animals that are known to support the personal and social development of students with additional needs.

Pupil Premium students were selected from across Key Stage 3. Each week students attended the hour session where they were introduced to a range of animals and had the opportunity to hold and handle them.  The positive impact of this intervention started to show after a very time short. Students who showed a high level of anxiety sitting with a large group of students and engage in a long adult led activity were able to stay for the entire duration of the sessions. One particular student who has difficulty in staying in lessons at all times was able to stay in for the entire session and arrive early for each session. There was also clear evidence that students were more resilient in handling the animals near the end of the intervention as all students were able to hold and handle them which is not how the intervention started off.

Overall the sessions were extremely positive for students with minimum incidents of students showing signs of dysregulation. This intervention is something that we hope to continue with in the near future as part of our strategy to provide enrichment opportunities. These factors have been accounted for as part of our review and strategy for the academic year 2019- 2020.
Pupil Premium Strategy is reviewed annually as part of the school's on-going review, planning and development procedures. We aim to spend the expected £64,515 Pupil Premium Grant allocation for 2019-2010 as follows:

  • To provide mentoring and family support and Art Psychotherapy 

£51, 813

  • To purchase additional resources to supplement the curriculum particularly for delivery of enrichment activities in Numeracy and Personal Social Health and Education

£1, 430

  • To subsidise costs of educational visits off site for identified students who are disadvantaged 

£7, 772

  • To boost he delivery of our Semi -Formal curriculum purchasing of additional ‘concrete’ resources for active learning

£3, 500

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