If you think your son/daughter might be entitled to Pupil Premium Grant (PPG), please see the Pupil Premium Grant page on the website and contact Gillian Coley via reception on 01392 267023
For government information on Pupil Premium including levels of funding entitlement and advice to schools on effective funding please follow this link: http://www.education.gov.uk/schools/pupilsupport/premium/a0076063/pp
Exeter Deaf Academy is committed to providing effective resources and vital support for our disadvantaged students to improve their outcomes and life chances.
Objectives in spending PPG
• To close the gap in attainment for students in receipt of Free School Meals (FSM), students who are in care and those in Forces families that are supported by the PPG when compared to the rest of the cohort.
• To provide support for PPG eligible learners, who have a barrier to learning so that the barrier can be removed through intervention, funded using the PPG.
• To improve the provision and opportunities for PPG young people in every lesson as part of an Inclusive school where every child can and will succeed.
• To raise the aspirations and confidence of young people who are targeted through the spending of the PPG leading to more successful learners.
• Improve whole staff awareness and accountability of the needs of young people, along with the interventions provided within each of the categories funded through the PPG and also provide strategies for all staff to support them in each and every lesson.
• Improve the provision to support and engage hard to reach families of children in receipt of PPG, resulting in greater engagement in the learning journey of their child.
A proportion of the PP budget is committed to maintaining the provision that is currently in place and supports teaching and learning for the most vulnerable groups.
PP interventions include*:
• Peer tutoring
• 1-to-1 tuition in English & maths
• Literacy extraction groups with higher level teaching assistants
• Alternative Curriculum
• Attendance support
• Reduced school trips
• Uniform/Equipment support
• Catering ingredient support
• Revision guides
• Rewards events
* This list is based on a section of interventions from The Sutton Trust-EEF Teaching and Learning Toolkit http://educationendowmentfoundation.org.uk/toolkit/
|2015 to 2016||£1,320 for eligible primary school students.
£935 for eligible secondary school students.
£1,900 for each LAC who meets the criteria.
Pupil Premium Entitlement 2015-16: £23,225 (for 17 students – 6 in Primary and 11 in Secondary)
Received by March 2016: £10,866 (for 9 students)
Not received: £12,359 (9 students have not yet received PPG, from 6 Local Authorities. LAC students are often paid on request but at set times of the year; some students were not eligible until the January census; some students’ applications are in the process of being submitted. There are some Local Authorities who do not provide PPG for students in Non-Maintained Special Schools.)
|Objective||Rational||Action||Success criteria||Person responsible||Monitoring and evaluation|
|To improve outcomes for PPG students to bring attainment in line with expected levels of progress within English and maths in particular,
Literacy: to establish a reading/mentoring scheme to improve the reading ages of PPG students who are below the national average
To provide 8 hours of 1:1 specialist Teacher of the Deaf time for maths and English. Cost £6,980
1:1 support from specialised English and Numeracy HLTA’s for 6 hours a week. Cost £5000
Cueing: To continue to train staff in cueing as a phonic intervention tool. Cost £2000 would be funded by pupil premium
|A reduction in the attainment gap of PPG and non-PPG students from September 2015 to July 2016 in all subjects with a specific focus on maths and English
To support the development of students English word order in a programme supported by the NDCS.
To record signing and cueing ideas in real time to play back to support writing in English word order.
|Emily Snape and Paul Roberts Heads of English and maths||Baseline date compared to spelling and reading ages for students at the end of the academic year.
Progress towards accreditations in English and maths.
Individual intervention programmes including measured outcomes
|Extra-curricular: to increase the number of PP students participating in extra-curricular activities||To provide £1000 of funding to support students who might otherwise not be able to afford to attend.||All PPG students attend all activities on offer||Keith Stevens|
|To provide support for PPG eligible learners, who have a barrier to learning so that the barrier can be removed through intervention, funded using the PPG.||For students who are disengaged with education the Learning 2 Work/Lindfield Farm programme has significantly reduced exclusions/provides students with an enriched education, which improves outcomes.||£750 to cover part of the costs of a student’s Learn to Work programme and £200 for materials for an enrichment programme which is part of a re-engagement programme for a highly disaffected student.||Student attends all sessions and is actively involved in the learning.||Alison Rawlings and Sonia Manesta|
|To provide support for PPG eligible learners, who have a barrier to learning so that the barrier can be removed through intervention, funded using the PPG||To augment the curriculum to ensure that students have sufficient enrichment opportunities to overcome barriers to learning||Students have a weekly opportunity to attend Forest School to have the following impact Cost £2000
• changes in self-esteem and self-confidence
• changes in ability to work co-operatively and in awareness of others
• changes in levels of motivation and attitudes towards learning
• changes in language skills (communicating listening and mark making)
• improves physical motor skills
• improves motivation and encourages concentration
• contributes to children’s knowledge and understanding of the environment
|Child Involvement Scale (to be read in conjunction with the Signals for Involvement)||Alison Rawlings|
Catch-up 7 Funding
Students in Year 7 are entitled to £500 Catch-Up 7 funding. This is Government funding to improve literacy for students in Year 7. Currently there are 3 students who reach the criteria to receive funding for 2015-16.
Key Stage One and Two
(note: students are not necessarily chronologically within the correct year group for the key stage but for educational reasons, such as significant physical and cognitive difficulties, with the agreement of LAS, placement is based upon ability not age)
This document contains a summary statement of the areas of need to be addressed to narrow the achievement gap through the provision of intervention and support. The students identified for Pupil Premium in the group have needs in literacy and numeracy. The specific needs are outlined in the table below.
|Curricular area: LITERACY||
‘Talk’ / Sign- Communication. Intervention / input. Wave 3 – Communication and vocabulary building through small world play. Aim to develop missing early communication skills – e.g. turn taking, eye contact, attention and listening skills, understanding of language, expressive language, vocabulary, and self-esteem, improved social interaction.
Reading and Writing
|Gap / support needed and rationale||
Language deprivation caused by experiencing non-signing environments in the early years has restricted the development of a language of thought through communication. There is a need to fill this communication ‘talk’ gap and develop shared experience to increase the students’ vocabulary.
Students identified for Pupil Premium are working at pre-literate and the early stages of literacy. In order to develop an enthusiasm for reading and increase motivation they require additional stimulating texts both fictional and non-fictional.
It has been demonstrated that boys are more likely to learn to read when the reading material is linked to interests and they develop a desire to independently engage in text.
Reading materials need to be fresh and stimulating. I plan to develop this interest through comic books that will be shared with peers and staff.
Phonetic development will be supported through additional cued speech sessions lead by an external Cued Speech specialist.
Handwriting: focus on writing formation and fluency to aid writing.
Writing: linked to the underdevelopment of pre literacy skills.
Symbols programmes to support access to print and encourage independent writing.
|Resource & Costing||
Resources: additional age appropriate small world and construction materials. Additional Speech & Language Therapy time for assessment and monitoring.
Teaching Assistant time to make personal reading books linked to the students’ interest using symbol supported text.
Address handwriting and letter formation gaps through handwriting support materials.
Widget - Communicate: Symwriter 2 Communicate: Ideas and BSL Symbols CD for symwriter.
|Intervention’s impact / benefit||
Wave 2 and Wave 1 interventions:
More positive attitude towards writing and reading, and creating a reading culture.
Increased fluency of letter formation.
|Curricular area||To provide support for PPG eligible learners, who have a barrier to learning so that the barrier can be removed through intervention, funded using the PPG.|
|Gap / support needed and rationale||To augment the curriculum to ensure that students have sufficient enrichment opportunities to overcome barriers to learning|
|Resource & Costing||
Students have a weekly opportunity to attend Forest School to have the following impact:
• changes in self-esteem and self-confidence
|Intervention’s impact / benefit||Child Involvement Scale (to be read in conjunction with the signals for Involvement)|
Total spend: £19,824
Pupil Premium Grant Received
|Pupil Premium Entitlement||£13,706||£19,765||£24,680||£58,151|
|Pupil Premium Received||£6,957||£6,496||£24,181||£37,634|
NB: Some payments are received out of the academic year in which the student is entitled to receive Pupil Premium Grant.