Pupil Premium 2014-2015

How was Pupil Premium Funding allocated in 2014-15?

At Woodfield Pupil Premium is dedicated to securing our learners' inclusion in and beyond our school, both now and in their future. All funds are dedicated to staffing intervention programmes, designed to overcome barriers to our students' reaching their academic, social and vocational potential. Each year focus areas are chosen in response to pupil need.

2014-15

No of Pupils

Funding per pupil

Total

Ever-6

54

£935

£50,490

Looked After Children

5

£1,900

£9,500

Total Pupil Premium Grant for 2014-15 is £59,990


For 2014-15 our focus areas are:

 

Previous programmes have been incorporated into wholeschool provision, and all students receive access.

All intervention programmes are designed and overseen by specialist internal and external professionals and middle leaders. They are carried out by Specialist Teaching Assistants, with regular oversight and support from Therapists, Curriculum Leaders and the Senior Leadership Team.

Pupils programmes will be shared with families and staff through a 'Learning Journey' document, to recognise their achievements and help them maintain their goals.

How is information shared?

Previously information was shared through discussion in staff and professional meetings, target-setting days and the Annual Review.

From September 2014 Woodfield has adopted the Integrated Working 'Learning Journey' Format to share information.

This is written in language that should be clear for staff, but beyond that to the families and children themselves. At the start of each programme the Learning Journey details the interventions focus, difficulties that the pupil is experiencing, and the targets for the child and adults to overcome these barriers. Each programme is reviewed at the end of each term, and pupils performance and outcomes are described, with recommendations and mechanisms for sustaining this progress.

Learning Journeys are shared with families at the start and end of each term, and ongoing dialogues are welcomed. All staff should be aware of which pupils receive premium and which intervention types are in place, and this is made accessible through each pupil's profile on the SEN Database, with a hyperlink to the Learning Journeys themselves, for easy access.

Who is responsible for the programmes and their outcome?

There is a named Specialist Support Assistant who conducts the programme itself, and a named Therapist or Department Leader for oversight. All programmes are managed by a designated member of the Senior Leadership Team.

Crucially, progress must be sustained beyond these sessions, and teaching staff and families should help support the pupil meeting their targets, so that their development can be generalised. Consequently each Learning Journey details adult targets which can include specific teachers, the parents or carers or the whole school to help development.

How is progress measured for the interventions?

In various ways. Each intervention is bespoke to a pupil's needs, and as such will have different targets and areas for focus. A baseline method is chosen by the therapist or Head of Department overseeing the programme. This will be specific to each area, and can include diagnostic tests, writing samples, measured exercises, assessment tests, self-evaluation checklists, observation, and detention data.

To ease comparison this assessment is quantifiable wherever possible, and they are re-measured at the end of each term.

Outcomes are recorded in the Learning Journey, shared with staff and parents and aid evaluation of the pupil's development and the intervention itself.

If progress is defined as impacting a pupil's inclusion, it needs to be visible without a graph to staff and parents. Interventions are designed with a strong commitment to targeting what will have meaningful impact rather than what can be easily measured, and the most important change in previous years was in the pupil's day to day function and independence.

In 2013-2014 Woodfield introduced the Learning Journey format, which is built around a behaviourist model, to sets goals for changes in the learners' function outside the intervention room, in the class, school and beyond.

These goals are reviewed as 'Pupil's Achievements' at the end of each term, and listed with the mechanisms that will be put in place to ensure that this progress is sustained.

Pupil achievements should show record a difference in pupil's abilities that can be seen, by staff, home and most importantly by the pupil's themselves.

  1. Year 7 Catch Up 2014-2015
  2. Pupil Premium Report 2014-2015