2019/20
- School overview
| Metric | Data |
| School name | St Ann’s School London W7 3JP |
| Pupils in school | 102 (Years 7 to 14) |
| Proportion of disadvantaged pupils | 26 (Years 8 to 11) |
| Pupil premium allocation this academic year | £24,310 (26 x £935) |
| Academic years covered by statement | 2019/2020 |
| Publish date | 2nd December 2019 |
| Review date | 1st December 2020 |
| Statement authorised by | Julian Hillman |
| Pupil premium lead | Gillian Carver |
| Governor lead | Kirstie Ferrett |
- Disadvantaged pupil barriers to success
| Disadvantaged students often live in temporary rented homes which may be overcrowded and in a poor state of repair. These properties are often flats without access to a garden. Private landlords may not permit adaptations to their properties eg the creation of a wet room or the installation of tracking and an electric hoist. Such circumstances adversely affect student wellbeing and limit opportunities to generalise skills learned at school to the home setting. |
| The barriers to success experienced by disadvantaged students may be further compounded by poor nutrition. This may arise for a number of reasons including medical difficulties so that the student can only safely swallow pureed food, sensory processing difficulties so that the student has a restricted diet and can only tolerate certain textures e.g. crunchy foods or because of food poverty in low income households. |
| The progress of disadvantaged students can be maximised through appropriate access to therapeutic interventions and through teachers, class teams and therapists working together to meet each student’s identified needs. |
- Strategy aims for disadvantaged pupils – academic achievement
| Aim | Evidence of impact | Target date |
| Students make good progress against all strands of their MAPP Communication Learning Intention | The disadvantaged student cohort performs as well as or better than (as in 2018/2019) the non disadvantaged student cohort in their MAPP Communication Learning Intention scores. | July 2020 |
| Students make good progress against all strands of their MAPP Cognition Learning Intention | The disadvantaged student cohort performs as well as or better than (as in 2018/2019) the non disadvantaged student cohort in their MAPP Cognition Learning Intention scores. | July 2020 |
| Students make good progress against all five of their personalised MAPP Learning Intentions. | The disadvantaged student cohort performs as well as or better than (as in 2018/2019) the non disadvantaged student cohort in their MAPP Average Total Scores and their MAPP Average Strand Scores across all five Learning Intentions. | July 2020 |
- Strategy aims for disadvantaged pupils – wider outcomes (e.g. independence)
| Aim | Evidence of impact | Target date |
| To work with NHS and school Physiotherapists and Occupational Therapists to set up new joint PT/OT clinics at school attended by each young person’s parent/carer. | Clinics are set up so that each young person on caseload is reviewed on at least an annual basis. Class staff are released to attend part of the clinic as appropriate. Parent/Carer is able to attend and discuss any issues including difficulties faced at home. Multidisciplinary approach ensures better postural management outcomes for each young person. | July 2020 |
| To review and improve the quality, nutritional value and diversity of food provided to students throughout the school day. | Action plan has been formulated to include cessation of existing school lunch contract and partnership with Chefs in Schools to recruit our own St Ann’s Chefs who are passionate about providing high quality food for the school community. | .July 2020 |
| To recruit an appropriately experienced Occupational Therapist (two days each week) to support school based access to learning. | The multidisciplinary team has been strengthened by the recruitment of a school funded OT. The postholder has a clear focus on meeting the postural management needs of students and/or the sensory processing needs of students so that they are better supported to learn | July 2020 |
- Teaching priorities for current academic year
| Measure | Activity |
| Priority 1 | Within both the Informal and Semi-formal curriculum pathways, students will be presented with a wide range of highly motivating learning activities, personalised to their identified needs and delivered by well trained, experienced and knowledgeable staff, so that they are supported to make good progress in developing their communication skills. Close liaison with parents/carers will continue so that students are empowered to use their preferred communication strategies in all of their settings. |
| Priority 2 | Within both the Informal and Semi-formal curriculum pathways, students will be presented with a wide range of highly motivating learning activities, personalised to their identified needs and delivered by well trained, experienced and knowledgeable staff, so that they are supported to make good progress in developing their cognition (problem solving) skills. Close liaison with parents/carers will continue so that students are empowered to practise generalise and apply their cognition skills in all of their settings. |
| Priority 3 | Each student has a total of five personalised MAPP Learning Intentions in the core areas of communication, cognition, social and emotional, sensory and physical and self help and independence skills. Students are constantly assessed throughout the school day in a variety of different learning experiences so that small steps of achievement within these five areas are captured and next steps can be carefully planned. This process, underpinned by good teaching, and lots of praise and encouragement supports all students to become confident and successful learners. |
| Barriers to learning these priorities address | Highly motivating, creative personalised learning programmes capture student’s imagination so that they are immersed in learning throughout the day and consequently make good progress against their MAPP Learning intentions. Learning opportunities within the local and wider community are essential to enable students to generalise their skills and participate in a rich mix of cultural capital experiences. Many disadvantaged students do not ordinarily have these opportunities with their own families. |
| Projected spending | Hirstwood Training Online Sensory Learning Courses for TA’s £2,585 |
- Wider strategies for current academic year
| Measure | Activity |
| Priority 1 | A programme of joint OT/PT clinics will be set up to run each Wednesday morning with up to three students being assessed during each session. Class staff and parents/carers will also be present at the clinics to share information so that the student can derive maximum benefit. Families will also have the opportunity to flag up any housing structural and equipment needs that are currently unmet at home. |
| Priority 2 | A wide ranging review of ‘food in school’ will begin. The first priority will be to extract school from the current LA consortium arrangement for school lunches. We will then work with the charity Chefs in Schools to recruit our own Chef and Sous Chef during the summer term with a view to their posts commencing during August 2020. |
| Priority 3 | School will undertake research and put out ‘feelers’ to identify and recruit a local Occupational Therapist with an interest in working two days a week with secondary aged students with complex profound to severe learning difficulties.The OT postholder will be successfully inducted and ongoing support will be provided through professional supervision and input from other members of the multidisciplinary team. |
| Barriers to learning these priorities address | All three priorities will contribute to both the physical and emotional wellbeing of students so that they are better able to engage in a wide range of personalised learning opportunities and make good progress against their MAPP Learning Intentions. |
| Projected spending | Release time for members of the class team to join clinics. (Nil cost covered within class group)Contribution towards Chefs in Schools charge for recruitment, training, induction and ongoing support £5,000Contribution towards cost of two days a week OT input £16,725 |
- Monitoring and implementation
| Area | Challenge | Mitigating action |
| Teaching | Ongoing high quality training for a very large staff group consisting of teachers, therapists, teaching assistants SMSA’s and non teaching staff. | Use of INSET days, curriculum meetings, twilight training sessions, morning briefings, multidisciplinary team meetings and online training opportunities.Use of Senior Teaching Assistants to cover teaching staff when appropriate. |
| Targeted support | To review the match between existing curriculum models and the learner characteristics of individual students. To determine if the Informal and Semi-formal curriculum models require further refinement, including a stronger focus on play. | Input from SEN specialist consultant INSET day and curriculum meetings focussing on learner characteristics INSET day focussing on the central role of play in the Informal and Semi-formal curriculum. |
| Wider strategies | All students require Occupational Therapy input to meet postural management needs and/or sensory processing needs. Close liaison with parents and carers will maximise the impact of such interventions. | Through employing our own OT (to access school based learning) we will have the autonomy to maximise the impact of this scarce resource and put in place sustainable, personalised programmes that can successfully support students’ wellbeing and their ability to learn across a variety of different contexts. |
- Review: last year’s aims and outcomes
| Aim | Outcome |
| Improve each young person’s communication skills through providing additional creative curriculum opportunities. | Achieved. St Ann’s enhanced and highly motivating creative curriculum helped to support the disadvantaged student cohort to make good progress and outperform their peers in their MAPP Communication Learning Intention scores. |
| Improve each young person’s cognition skills through providing additional creative curriculum opportunities. | Achieved. St Ann’s enhanced and highly motivating creative curriculum helped to support the disadvantaged student cohort to make good progress and outperform their peers in their MAPP Cognition Learning Intention scores. |
| Improve each young person’s performance against all five of their personalised MAPP Learning Intentions through providing additional creative curriculum opportunities. | Achieved. St Ann’s enhanced and highly motivating creative curriculum helped to support the disadvantaged student cohort to make good progress and outperform their peers in their MAPP Average Total Scores and their MAPP Average Strand Scores across all five Learning Intentions. |