Funding

Detail

Data

Number of pupils in school

147

Proportion (%) of pupil premium eligible pupils

34%

Academic year/years that our current pupil premium strategy plan covers (3-year plans are recommended – you must still publish an updated statement each academic year)

2026-2029

Date this statement was published

July 2026

Date on which it will be reviewed

July 2027

Statement authorised by

Ed Bowen-Roberts

Headteacher

Pupil premium lead

Aline Kay

Deputy Headteacher

Governor / Trustee lead

Kirsty Andres

Safeguarding Governor

Detail

Amount

Pupil premium funding allocation this academic year

£71480

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£0

Total budget for this academic year

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year

£71480

Our aim is to utilise pupil premium funding to support our disadvantaged learners achieve and sustain positive outcomes and experience the amazing and memorable. As a special school supporting children and young people with severe and profound learning difficulties, we recognise that all our learners are disadvantaged, however for the purpose of our pupil premium strategy we deem those eligible for the PPG as ‘disadvantaged’, and through the use of the PPG we aim for our disadvantaged learners to achieve outcomes and provide experiences equitable to that of their peers.

Our approach is high-quality teaching focussed on delivering aspirational outcomes for ourdisadvantaged learners through a bespoke and personalised EHCP lead curriculum. The use oftargeted support and specialist interventions are identified through robust assessment systems.

Although our strategy is focused on the needs of our disadvantaged learners, it will benefit all learners in our school where funding is spent on whole-school approaches, such as deliveringhigh-quality teaching and utilising the expertise of multi-professionals. Implicit in the intended outcomes detailed below, is the intention that outcomes will benefit all learners.

We will also provide the support to develop independent life and social skills and continue to ensure that high-quality work experience, careers guidance and further and higher education guidance is available to all.

Our strategy will be driven by the needs and strengths of each learner, based on formal and informal assessments, not assumptions or labels. This ensure that we offer all the relevant skills and experience required to be prepared for adulthood.  

Challenge number

Detail of challenge

1

While internal progress data shows that our disadvantaged learners currently achieve outcomes equitable to their peers, we must ensure that high-quality, personalised teaching and therapeutic interventions are sustained to prevent any future attainment gap resulting from the increasing complexity of learner needs.

2

Internal data confirms that attendance for disadvantaged learners is currently equitable to that of all learners; however, we must sustain high-quality family engagement and proactive outreach to ensure these levels are maintained despite the increasing complexity of learners.

3

Our intake has seen a growing population of children and families where English is an additional language.

4

Through observations and conversations with learners and their families, we recognise that some families of disadvantaged learners may themselves have additional needs. This can present challenges in aligning learning approaches between home and school, highlighting the importance of clear communication, collaboration, and tailored support.

5

Through observations and conversations with pupils and their families, we find that disadvantaged learners generally have fewer opportunities to develop cultural capital outside of school.

Intended outcome

Success criteria

Improve progress for all disadvantaged learnersagainst their personalised EHCP outcomes.

Evidenced through achievement and progress identified at each assessment review.

Use of targeted intervention and multi-professional supported has been identified and utilised to support those deemed off track.

Progress for those deemed disadvantaged is at least equitable to that of all learners.    

Proactively ensure high levels of school attendance.

High levels of school attendance are evidenced through the attendance rates.

Proactive strategies have been utilised to raise attendance.

Attendance levels for those deemed disadvantaged is at least equitable to that of all learners.    

Our learners where English is an additional language are making progress equitable to that of their peers.

Families where EAL are able to engage and be a part of the school community.

Evidenced through achievement and progress identified at each assessment review.

Progress for those deemed EAL is at least equitable to that of all learners.  

Observations and discussions with families and feedback from parent and carer questionnaire.    

Parental attendance and input from annual review.

Increased parental engagement and understanding of school learning approaches supports disadvantaged learners to make sustained progress through consistent approaches of learning at home and at school.

Evidenced through achievement and progress identified at each assessment review.

Progress for those deemed disadvantaged is at least equitable to that of all learners.    

Increased parental engagement and attendance at school events and meetings.

Parents report increased confidence in supporting learning at home.

Improved consistency between home and school learning strategies.

Disadvantaged learners have access to a wide range of enriching cultural, creative, and educational experiences, enabling them to develop and enhance their understanding of the wider world.

Increased participation in enrichment activities, visits, and cultural experiences.

Learners demonstrate greater knowledge of the wider world and future opportunities.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Deployment of theOutreach and Intervention Lead to provide home learning sessions and hospital visits for learners unable to attend full-time.

Ensures continuity of education for the most vulnerable; feedback from parent/carer surveys indicates significant impact on engagement.

2, 4

Commissioned Sensory Occupational Therapist (OT) to develop personalised sensory diets and support whole-class approaches to regulation

Decrease in challenging behaviours and increased learner engagement evidenced in previous progress reports

1

Upskilling staff teamsthrough the commissioned therapists, including: Hydrotherapist, Speech and Language Therapist (SALT), Music Therapists, Sensory OTs etc.

Staff training ensures universal high-quality delivery of therapeutic interventions beyond 1-1 sessions

1

Staff training on Language line Software to facilitate effective communication and reporting for EAL families.

High-quality communication is essential for families of disadvantaged learners, especially where English is an additional language, to align learning approaches between home and school

3, 4

Staff time to create high-quality online tutorials and video content for the learning portal, focusing on modelling specific learning approaches and strategies (e.g. sensory diets, communication aids)

Supporting teachers to develop their professional practice and share specialist expertise with families is a key strategy for improving outcomes. Consistency between home and school is vital for learners with complex needs

1, 4

Activity

Evidence that supports this approach

Challenge number(s) addressed

Deployment of Intervention Assistant for 1-1 and small group targeted sessions for learners deemed “off track” with their learning.

Previous intervention sessions were successful in ensuring learners regained tracking toward aspirational outcomes

1

Additional Speech and Language Therapy (Sirona), providing one extra day per week above the universal offer

Evidence shows progress against personalised communication outcomes when additional expertise is utilised

1, 3

Four days of Music Therapy for individuals, small groups, and outreach delivery

Encourages development of communication, independence, and engagement as evidenced in pupil progress reports

1

Targeted Play Therapy (1 day per week) for identified individuals and small groups

Supports wellbeing and the development of social and play skills essential for learning readiness

1,4

Activity

Evidence that supports this approach

Challenge number(s) addressed

Duke of Edinburgh Bronze Award including a heavily subsidised Calvert Trust expedition

Develops self-confidence, independence, and provides “amazing and memorable” cultural capital experiences

5

Baytree Orchestra led by a specialist music teacher and HLTA

Uses specialist equipment to increase learner confidence and celebrate achievements through performance

5

Subsidised enrichment offer to enhance extracurricular activities available to all disadvantaged learners

Increases participation in enrichment activities and engagement in school life

5

Hydrotherapist (Sirona)commissioned one day per week to develop and review individualised hydro therapy programmes

Progress is evidenced through learners’ achievements against personalised physical outcomes.

​

1

New Appointment: Family Support Workerto work closely with disadvantaged and EAL families to bridge the gap between home and school learning.

Intended to increase parental engagement and confidence in supporting learning at home, ensuring EAL families can fully participate in the school community

2, 3, 4

Purchase of sensory regulation resources and specialist IT equipment

1

Outline the performance of your disadvantaged pupils in the previous academic year and explain how it has been assessed. You should draw on:

You should state whether you are on target to achieve the outcomes of your strategy (as outlined in the Intended Outcomes section above) and outline your analysis of what aspects of your strategy are/are not working well.

If last year marked the end of a previous pupil premium strategy plan, you should set out your assessment of how successfully the intended outcomes of that plan were met.

Programme

Provider

For schools that receive this funding, you may wish to provide the following information: How our service pupil premium allocation was spent last academic year

The impact of that spending on service pupil premium eligible pupils

Use this space to provide any further information about your pupil premium strategy. For example, about your strategy planning, implementation and evaluation, or other activity that you are delivering to support disadvantaged pupils that is not dependent on pupil premium funding.