Pupil Premium
At Lexden Springs we are extremely proud of the achievements all pupils make, including those who are eligible for Pupil Premium.
Our therapy team work tirelessly to support our pupils to develop fundamental skills which are the basis of all learning; effective communication skills and effective emotional regulation.
The focus is in line with the SCERTS framework which encompasses social communication, emotional regulation and transactional supports.
Progress is monitored through the creating and implementation of individual programmes and outcome tools. The management of pupil premium funding will be reviewed in July ready to be implemented at the start of the new academic year in September.
Purpose of Pupil Premium Funding
The government believes that the pupil premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most.
The pupil premium was introduced in April 2011 and is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years (known as ‘Ever 6 FSM’).
Pupil Premium Strategy Statement 2021-2022
School Overview
| Detail | Data |
|---|---|
| School Name: | Lexden Springs Residential Special School |
| Number of pupils in school: | 249 |
| Proportion (%) of pupil premium eligible pupils: | 53.4% |
| Academic Year or Years Covered by Statement: | 2021-2022 2022-2023 |
| Publish Date: | December 2021 |
| Review Date: | December 2022 |
| Statement Authorised by: | Simon Wall |
| Pupil Premium Lead: | Luke Frances |
| Governor / Trustee lead: | Shirley Croft |
Funding overview
| Detail | Amount |
|---|---|
| Pupil premium funding allocation this academic year | £87,720 |
| Recovery premium funding allocation this academic year | £9,570 |
| Pupil premium funding carried forward from previous years | £24,917 |
| Total budget for this academic year | £120,107 |
Part A: Pupil premium strategy plan
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
| Challenge number | Detail of challenge |
|---|---|
| 1 | Barriers to communication. |
| 2 | Adverse experiences the child may have encountered which have an impact on behaviours and regulation. Change of familiarity and routine has happened due to the continued impact of COVID 19. |
| 3 | Medical/physical development which continues to be hindered by ongoing restrictions around the pandemic, Including the impact from medical appointments which have either been back logged and/or cancelled. |
| 4 | Staff identifying individual barriers unique to each pupil. |
| 5 | The support pupils have received from their family, particularly as classes continue to have been impacted by COVID 19 and on occasions required to close. |
Intended outcomes
This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.
| Intended outcome | Success criteria |
|---|---|
| Pupils make progress towards securing and generalising EHCP targets | Pupils will make progress towards securing and generalising EHCP targets which will be monitored using Individual Progression charts. |
| To improve the engagement of pupil premium pupils | Fewer behaviour incidents for these students.
Increased engagement monitored through EFL. |
| To support the emotional regulation of our pupil premium pupils | Fewer behaviour incidents for these students.
All staff trained and then refreshed yearly with Essex Steps |
| To improve the social communication of our pupil premium pupils. | Fewer behaviour incidents for these students.
Progress highlighted through observations, home school discussions, Individual Progression charts and Speech and Language Therapist reports |
Teaching (for example, CPD, recruitment and retention)
Activity in this academic year
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed below.
Budgeted cost: £ £60,107
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
|---|---|---|
| Supporting teachers to practice and refine therapeutic approach towards communication and social interaction within their classrooms. | Positive feedback from Emily Rubin (external consultant, devisor of SCERTS programme, commented on skills of staff.
Pupils better able to communicate wants and needs through visuals, sign and speech. Improved social skills – observation, school reports school increase in spontaneous peer to peer interaction | 1, 2, 4 |
| Speech and Language Therapy: Training for Staff | Staff feel more skilled and demonstrate a better understanding of the needs of pupils. Clear evidence that incident rates for tracked pupil premium pupils are declining. Positive feedback from training.
Sessions videoed so that they can be shared. | 1, 2, 4 |
| Sensory Occupational Therapy: Training for Staff | Staff feel more skilled and demonstrate a better understanding of the needs of pupils. Clear evidence that incident rates for tracked pupil premium pupils are declining. Positive feedback from training.
Sessions videoed so that they can be shared. | 1, 2, 3, 4 |
| Whole school CPD led by Jo Grace- ‘Exploring the Impact of the Senses on Behaviour’ | Staff are more skilled and gave positive feedback from training. | 1, 2, 3, 4 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £ 30,000
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
|---|---|---|
| Speech and Language Therapy: Direct Work With Pupils | Pupils better able to communicate wants and needs through visuals, sign and speech. For some pupils clear links to improved sentence construction and improved literacy skills, using wider vocabulary. Improved social skills – observation, school reports school increase in spontaneous peer to peer interaction. Monitoring of individual SALT reports and EHCP targets. | 1, 2, 4 |
| Sensory Occupational Therapy: Direct Work With Pupils | Clear reduction in difficult and dangerous behaviour for Pupil premium pupils. Evidence through number of Iris report.
OT reports and robust Well-being plans which monitor the individual. | 1, 2, 3, 4 |
| Targeted group work to embed communication skills in daily routines. | Pupils better able to communicate wants and needs through visuals, sign and speech. For some pupils clear links to improved sentence construction and improved literacy skills, using wider vocabulary. Improved social skills – observation, school reports school increase in spontaneous peer to peer interaction | 1, 2, 4 |
| Targeted teaching on attention and listening skills. | Pupils better able to communicate wants and needs through visuals, sign and speech. For some pupils clear links to improved sentence construction and improved literacy skills, using wider vocabulary. Improved social skills – observation, school reports school increase in spontaneous peer to peer interaction | 1, 2, 4 |
Wider Strategies for Current Academic Year
Budgeted cost: £ 30,000
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
|---|---|---|
| Engage parents, particularly those harder to reach, with our online and virtual: parent groups, training videos and coffee mornings. | Parents give 100% positive feedback from parents group. | 2, 4, 5 |
| Training and refreshing staff in Essex STEPS approach following inconsistencies brought about due to COVID 19. | Staff feel more skilled and demonstrate a better understanding of the needs of pupils. Clear evidence that incident rates for tracked pupil premium pupils are declining. Positive feedback from training. | 1, 2 |
| Counselling/Play Therapy | 1 to 1 sessions, pupils have managed difficulties or changes in their lives, e.g. new sibling, bereavement, anxiety- pupils more willing to play/communicate in class.
Small group work where suitable to support with play therapy. | 1, 2, 3, 4 |
Part B: Review of outcomes in the previous academic year
Pupil premium strategy outcomes
This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.
| Aim | Outcome |
|---|---|
| Embedding therapeutic approach to teaching communication and Emotional Regulation in all classrooms – direct work with pupils. | We are a non – restraint school and deal with behaviours therapeutically. All classrooms are teaching communication therapeutically and using active sensory diets for pupils in class. |
| Targeted group work to embed communication skills in daily routines. Targeted teaching on attention and listening skills. | Classes using ‘Attention Bucket’ successfully across the school. Reduced incidents of behaviour compared to last academic year. |
| Training new staff in a therapeutic approach, STEPS training, course run by therapists “Sense to communicate”. Offer play therapy to younger pupils who are presenting as anxious. | ‘Sense to Communicate’ delivered to all teachers and link workers.
Face-to-face STEPS training delivered to all staff members PowerPoint and questionnaire delivered virtually. Play Therapy in place in school for a small number of pupils across year groups. |
Pupil Premium Strategy Statement 2020-2021
School Overview
| Metric | Data |
|---|---|
| School Name: | Lexden Springs Residential Special School |
| Pupils in School: | 220 |
| Proportion of Disadvantaged Pupils: | 108 |
| Pupil Premium Allocation this Academic Year: | £63,522 |
| Academic Year or Years Covered by Statement: | 2020/2021 |
| Publish Date: | 04/05/21 |
| Review Date: | April 2020 |
| Statement Authorised by: | Simon Wall |
| Pupil Premium Lead: | K Eksen |
| Governor Lead: | Shirley Croft |
Disadvantaged Pupil Barriers to Success
| Outcomes and progress can be related to; |
| The support pupils have received from their family, particularly this year as classes have been required to isolate due to COVID 19 |
| Any adverse experiences the child may have encountered which have an impact on behaviours and regulation |
| Medical/physical development hindered by the restrictions around the pandemic |
| Staff identifying individual barriers unique to each pupil. |
Strategy Aims for Disadvantaged Pupils – Academic Achievement
| Aim | Evidence of Impact | Target Date |
|---|---|---|
| Pupils make progress towards securing and generalising EHCP targets | Individual SIMs records Individual Progression charts. | July 2022 |
Strategy Aims for Disadvantaged Pupils – wider outcomes (e.g. independence)
| Aim | Evidence of Impact | Target Date |
|---|---|---|
| To improve the engagement of pupil premium pupils | Fewer behaviour incidents for these students. Increased engagement monitored through EFL | July 2022 |
| To support the emotional regulation of our pupil premium pupils | Fewer behaviour incidents for these students Sensory OT reports | July 2022 |
| To improve the social communication of our pupil premium pupils. | Fewer behaviour incidents for these students Speech and Language Therapist reports | July 2022 |
Teaching Priorities for Current Academic Year
| Measure | Activity |
|---|---|
| Priority 1: | Supporting teachers to practice and refine therapeutic approach towards communication and social interaction within their classrooms |
| Priority 2: | Supporting teachers to practice and refine therapeutic approach towards behaviour and emotional regulation within their classrooms |
| Barriers to Learning These Priorities Address: | Working in bubbles due to the pandemic and group work/ training required to be virtual |
| Projected Spending: | £31,761 |
Targeted Academic Support for Current Academic Year
| Measure | Activity |
|---|---|
| Priority 1: | Ensure suitable targets for pupils linked to early (and very early) literacy skills and progression guidance under the EHCP heading of Cognition and in line with therapists’ assessments. |
| Priority 2: | Ensure suitable targets for pupils linked to early (and very early) maths skills and progression guidance under the EHCP heading of Cognition and in line with therapists’ assessments. |
| Barriers to Learning These Priorities Address: | Introduction of baseline assessments linked to progression and subjectivity. Ensure joined up working with therapists. |
| Projected Spending: | £15,880 |
Wider Strategies for Current Academic Year
| Measure | Activity |
|---|---|
| Priority 1: | Engage parents, particularly those harder to reach, with our online and virtual: parent groups, training videos and coffee mornings. |
| Priority 2: | Training and refreshing staff in Essex STEPS approach following inconsistencies brought about due to COVID 19. |
| Barriers to Learning These Priorities Address: | Parents who are not engaged with the school or who are difficult to make consistent contact with via email, PING or telephone. |
| Projected Spending: | £15,880 |
Monitoring and Implementation
| Area | Challenge | Mitigating Action |
|---|---|---|
| Teaching: | Accessing all teachers and pupils due to current restrictions | Online training bank, virtual classes run by SALT and OT.
Classes grouped according to bubbles and testing staff in between. Reintroduction of class link workers. |
| Targeted Support: | Joined up working with therapists with open communication. Relevant targets selected by teachers | Moderation meetings to share targets and reasoning.
Introduction of progression charts to teachers. Therapists’ |
| Wider Strategies: | Time and scheduling training.
Reaching parents who do not respond to our attempts to communicate. | Blocked time in diary. Assess priority classes.
Use of second named person supplied by parents. Initial and further home visits by Family Liaison Worker. |
Review: Last Year’s Aims and Outcomes
| Aim | Outcome |
|---|---|
| Embedding therapeutic approach to teaching communication and Emotional Regulation in all classrooms – direct work with pupils. | We are a non – restraint school and deal with behaviours therapeutically. All classrooms are teaching communication therapeutically and using active sensory diets for pupils in class. |
| Targeted group work to embed communication skills in daily routines. Targeted teaching on attention and listening skills. | Classes using ‘Attention Bucket’ successfully across the school. Reduced incidents of behaviour compared to last academic year. |
| Training new staff in a therapeutic approach, STEPS training, course run by therapists “Sense to communicate”. Offer play therapy to younger pupils who are presenting as anxious. | ‘Sense to Communicate’ delivered to all teachers and link workers.
Some face-to-face STEPS training delivered in between lock downs. PowerPoint and questionnaire delivered virtually. Play Therapy in place in school for a small number of pupils across year groups. |
Pupil Premium Strategy Statement 2019-2020
School Overview
| Metric | Data |
|---|---|
| School Name: | Lexden Springs Residential Special School |
| Pupils in School: | 180 |
| Proportion of Disadvantaged Pupils: | 67 |
| Pupil Premium Allocation this Academic Year: | £89,747 |
| Academic Year or Years Covered by Statement: | 2019 – 2021 |
| Publish Date: | January 2020 |
| Review Date: | October 2020 |
| Statement Authorised by: | Simon Wall |
| Pupil Premium Lead: | Caroline Gore |
| Governor Lead: | Lynn Lennard-Jones |
Disadvantaged Pupil Barriers to Success
| Emotional wellbeing – link to poor communication skills, not able to regulate successfully, either manage emotions or sensory needs. |
| Parents that struggle to support their children due to lack of understanding/training, their own emotional mental health needs. |
Strategy Aims for Disadvantaged Pupils – Academic Achievement
| Aim | Evidence of Impact | Target Date |
|---|---|---|
| Show increased progress in communication. | Pupils are completing targets in line with the two-year cycle. | November 2021 |
| Show increased progress in emotional regulation targets. | Pupils are completing targets in line with the two-year cycle. | November 2021 |
Strategy Aims for Disadvantaged Pupils – wider outcomes (e.g. independence)
| Aim | Evidence of Impact | Target Date |
|---|---|---|
| Improving behaviour of pupils attracting PP. | Reduced incidents for PP pupils. Robust “Well being plans” in place for these pupils. | December 2021 |
| Greater take up from parents of PP on parenting courses run by the school “Why do it differently”. | Better relationships between home and school, pupils accessing a more continuous provision. | December 2021 |
Teaching Priorities for Current Academic Year
| Measure | Activity |
|---|---|
| Priority 1: | Embedding therapeutic approach to teaching communication in all classrooms- direct work with pupils. |
| Priority 2: | Embedding therapeutic approach to teaching emotional regulation in all classroom – direct work with pupils. |
| Barriers to Learning These Priorities Address: | Complexities of pupils, high levels of need, learning is very slow. |
| Projected Spending: | £44,873.50 |
Targeted Academic Support for Current Academic Year
| Measure | Activity |
|---|---|
| Priority 1: | Targeted group work to embed communication skills in daily routines. |
| Priority 2: | Targeted teaching on attention and listening skills. |
| Barriers to Learning These Priorities Address: | High levels of need in classes and diverse range of need. |
| Projected Spending: | £44,873.50 |
Wider Strategies for Current Academic Year
| Measure | Activity |
|---|---|
| Priority 1: | Training new staff in a therapeutic approach, Steps training, course run by therapists “Sense to communicate”. |
| Priority 2: | Offer play therapy to younger pupils who are presenting as anxious. |
| Barriers to Learning These Priorities Address: | Pupils are hard to reach, and progress is slow, staff may become frustrated. |
| Projected Spending: | £89,747 |
Monitoring and Implementation
| Area | Challenge | Mitigating Action |
|---|---|---|
| Teaching: | Ensuring new staff have full understanding of a therapeutic approach. | Mandatory training, use of probation interviews to support. |
| Targeted Support: | Ensuring staff continue to feel confident to support difficult or dangerous behaviour, following communication/sensory regulation programmes. | Classes have a link worker trained by the therapy team. |
| Wider Strategies: | Ensuring a consistent whole school approach. | Whole school training on communication and regulation. |
Review: Last Year’s Aims and Outcomes
| Aim | Outcome |
|---|---|
| Speech and Language Therapy: Direct Work With Pupils The speech therapist has run the following groups:
| Positive feedback from Emily Rubin (external consultant, devisor of SCERTS programme, commented on skills of staff.
Pupils better able to communicate wants and needs through visuals, sign and speech. Improved social skills – observation, school reports school increase in spontaneous peer to peer interaction. |
| Speech and Language Therapy: Training for Staff and Parents Link worker sessions (coaching staff teachers and co-eds) Supporting Parenting Groups | Staff are more skilled and give positive feedback from training. Parents give 100% positive feedback from parents group. |
| Sensory Occupational Therapy: Direct Work With Pupils Sensory Occupational Therapist has run the following groups:
| Clear reduction in difficult and dangerous behaviour for Pupil premium pupils. Clear success in Eating group, pupils eating a slightly greater range of foods. |
| Sensory Occupational Therapy: Training for Staff and Parents Link worker sessions (coaching staff teachers and co-eds) Supporting Parenting Groups | Staff feel more skilled and demonstrate a better understanding of the needs of pupils. Clear evidence that incident rates for tracked pupil premium pupils are declining. Positive feedback from training. Parents give 100% positive feedback from parents group. |
| Counselling/Play Therapy | 1 to 1 sessions, pupils have managed difficulties or changes in their lives, e.g. new sibling, bereavement, anxiety- pupils more willing to play/communicate in class. |
Pupil Premium 2018-2019
| £43.885 based on 46 places and allocated funds as below:
Allocated towards costs of: | Number of vulnerable FSM, CLA and pupils from military families’ pupils accessing | Impact |
|---|---|---|
| Speech and Language Therapy | 46 | Positive feedback from Emily Rubin (external consultant, devisor of SCERTS programme, commented on skills of staff. Pupils better able to communicate wants and needs through visuals, sign and speech. For some pupils clear links to improved sentence construction and improved literacy skills, using wider vocabulary. Improved social skills – observation, school reports school increase in spontaneous peer to peer interaction. Staff are more skilled and give positive feedback from training. Parents give 100% positive feedback from parents group |
| Pupil Premium Individual work and equipment | 46 | Pupils supported to identify feeling calm, clear evidence that some are using strategies taught independently. |
| Sensory Occupational Therapist | 46 | Clear reduction in difficult and dangerous behaviour for Pupil premium pupils. Clear success in Eating group, pupils eating a slightly greater range of foods. Staff feel more skilled and demonstrate a better understanding of the needs of pupils. Clear evidence that incident rates for tracked pupil premium pupils are declining. Positive feedback from training. Parents give 100% positive feedback from parents group |
| Counselling | 12 | 1:1 sessions, pupils have managed difficulties or changes in their lives, e.g. new sibling, bereavement, anxiety- pupils more willing to play/communicate in class |
In the financial year 2017 – 2018 the school has been allocated the following Pupil Premium grants:
| Number of pupils and pupil premium grant (PPG) | To be received |
|---|---|
| Total Number of pupils on roll | 170 |
| Total number of Free School Meals (FSM) | 47 |
| Amount of funding received per (PP) pupils ……Primary age pupils at £ ……Secondary school pupils at £ | Primary: 26 x £1,320 = £34,320 Secondary: 15 x £935 = £14,025 |
| Total number of Looked after children (CLA) ……x £ | 6 x £1,900 = £11,400 |
| Total number of pupil premium plus ……x £ | NA |
| Total amount of funding to be received other |
| Nature of Support 2017-2018 funding to support all eligible pupils by |
| Staff Costs – Speech & language Therapist – Occupational Therapist – Pupil Premium Key Worker • Resources for communication and sensory regulation ( Therapy service and classrooms) |
| £59.735 based on 47 places and allocated funds as below:
Allocated towards costs of: | Number of vulnerable FSM, CLA and pupils from military families’ pupils accessing | Impact |
|---|---|---|
| Speech and Language Therapy | 47 | Developing pupils’ communication, spoken language, visual systems, social skills, feeding. Pupils gaining improved skills in communication and independence skills (see individual reviews.) Supporting parents Parent learning activities and staff training to support pupils’ needs |
| Pupil Premium Individual work and equipment | 47 | Pupils showing progress in communication and sensory regulation which impacts on all areas of learning. |
| Sensory Occupational Therapist | 47 | Pupils are ready for learning. Pupils are better able to regulate, behaviour is calmer. |
| Counselling | 14 | Pupils let staff know that the sessions are important to them. Pupils are given a safe place to express themselves. |
At Lexden Springs Residential Special School we have a dedicated team of people who ensure that every child has access to tailored support regarding their social and communication, sensory processing and emotional regulation needs.
The team currently comprises of an Occupational therapist, Speech & language Therapist and a Pupil Premium Key Worker.
The therapies team works across the school supporting children with a range of complex needs. Lexden Springs aims to be an environment that blends therapeutic approaches in to the classroom to endeavour to optimise on the child’s ability to access the vast learning opportunities that are on offer at our school. We pride ourselves on our holistic approach to each individual child.
Lexden Springs uses a multi modal approach to communication e.g. the use of speech, signing, gestures, symbols pictures, photos and objects to maximise on communicative potential. We promote the essential need for a calm and alert environment to learn.
We run targeted groups in line with the changing needs of the pupils
The service provides:
- Individual assessment and intervention plans
- This incorporates a member of the team actively working with classroom staff to model intervention strategies
- Sensory Processing assessments
- Speech, language and communication assessments
- Functional behaviour assessments
- Attention and Regulation Groups
- Sensory motor programmes
- Emotional well-being work
- Counselling
- Social Skills Groups
- Soundboard
- Intensive interaction
- Colourful semantics
- Signing and play
- Early communication skills
- High tech AAC
- In touch groups
- PECS
- Makaton
- Individualised therapy sessions
- Classroom programmes
- Sensory feeding groups
The Link Worker Scheme is a new initiative in school that is aiming to assist with the generalisation of therapeutic approaches in to the classroom. The Link worker is a nominated member of the class team, who has received a six week training course facilitated by the Therapies Service. They are responsible for working with the Therapies team to ensure the implementation of therapeutic approaches in to the classroom.
The Therapies Service contribute to the “Why do it differently” Parenting Group workshops. We also contribute to individual parenting support plans and liaise with external agencies.
The Therapies service provide training programmes to the Lexden Springs staff and external agencies.