Funding
School Premium Funding
Absence
PE and sport premium allocation for academic year 2020 to 2021, £16,283.
Purpose of the Premium
The premium must be used to fund additional and sustainable improvements to the provision of PE and sport, for the benefit of primary-aged pupils, in the 2020 to 2021 academic year, to encourage the development of healthy, active lifestyles.
Objective
To achieve self-sustaining improvement in the quality of PE and Sport in Baytree Schools against 5 Key Indicators:
- The engagement of ALL pupils in regular physical activity – kick-starting healthy, active lifestyles
- The profile of PE and Sport being raised across the school as a tool for whole school improvement
- Increased confidence, knowledge and skills of all staff in teaching PE and Sport
- Broader experience of a range of sports and activities offered to all pupils
- Increased participation in competitive Sport
At Baytree the school motto is ‘Making the Most of Every Day’. This vision ensures that all staff at school actively promote and encourage sporting activities for ALL pupils. Great time and care is placed on ensuring that pupils’ individual needs are met and this personalisation leads to greater impact as it is proactive, purposeful and relevant to the individual pupils’ needs.
| Key achievements to date until July 2020 | Areas for further improvement and baseline evidence of need |
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The use of community areas and visiting professionals has been limited and or not possible due to the covid pandemic. Activities that were directly affected were: rebound therapy, swimming, visiting sports experts and other professionals, horse riding, Hutton Moor gym and competitions.
| Academic Year: September 2020 to March 2021 | Total fund carried over: £9,870 | Date Updated: 16 June 2021 | ||
| What Key indicator(s) are you going to focus on? – Key indicator 4: Broader experience of a range of sports and activities offered to all pupils | Total Carry Over Funding: | |||
| Intent | Implementation | Impact | ||
| Your school focus should be clear how you want to impact on your pupils. | Make sure your actions to achieve are linked to your intentions: | Carry over funding allocated: | Evidence of impact: How can you measure the impact on your pupils; you may have focussed on the difference that PE, SS & PA have made to pupils re-engagement with school. What has changed?: | Sustainability and suggested next steps and how does this link with the key indicators on which you are focussing this academic year?: |
| Accessing the community and participating in special events – annual visit to Calvert Trust (challenging disability through outdoor adventure) | Residential trip for learners (postponed due to covid). | £7500 | Annual trip links with progressive curriculum at Baytree: Knowledge and Understanding of the World in EYFS, outdoor learning and forest school in KS1 and KS2 and then Duke of Edinburgh Award in KS4/Post 16. | |
| Academic Year: 2020/21 | Total fund allocated: £16,283 | Date Updated: July 2021 | ||
| Key indicator 1: The engagement of all pupils in regular physical activity – Chief Medical Officers guidelines recommend that primary school pupils undertake at least 30 minutes of physical activity a day in school | Percentage of total allocation: 37% | |||
| Intent | Implementation | Impact | ||
| Independent Occupational Therapist Isabel Ball – The ability to access their community in a variety of ways | Whole class and individual learner focus – sensory diets. Looked at the wider school environment for improvements and support for all learners (sensory and subject specific). | £3024 | Completion of sensory inventory, observations, professional discussion regarding environmental adaptations, strategies to trial and sensory diet activities (meeting emotional and physical individual needs). Staff training – supporting class team to meet the sensory needs of the learners, reduce anxieties and increase readiness to learn. | Updated sensory diet documentation and staff CPD. Continued professional relationship – review new learners’ as and when appropriate Continue to ensure meeting our learners’ sensory and physical needs remain a high priority. |
| Occupational Therapist sensory equipment (in response to Occupational Therapist observations and school visits) | Equipment to support sensory diets of individual learners | £1000 | Increase in learners’ readiness to learn, evident in Pupil Progress Report. Reduction in incidents of challenging behaviour, evident in Behaviour Report. Increase in access to daily physical activities | Playground timetable of events and sport focuses on a rota basis to keep resources and sport equipment interesting and exciting – increase interest and engagement. |
| Increase sports equipment available at break times – Enjoyment through physical activity. – The knowledge to exercise safely | Sport and exercise equipment (lower and upper school and moveable storage solution (transferring easily between outside and indoor spaces – to be available to all). | £2026 | New equipment has been modelled and used during outdoor activities (still awaiting some equipment and storage systems to arrive). Increase in physical activity and engagement of learners’ (independent and peer/peer) during break times. Learners have shown increased interest and control over new equipment – using this with more awareness and purpose. | |
| Key indicator 2: The profile of PESSPA being raised across the school as a tool for whole school improvement *Physical education, school sport and physical activity* | Percentage of total allocation: 21% | |||
| Intent | Implementation | Impact | ||
| Your school focus should be clear what you want the pupils to know and be able to do and about what they need to learn and to consolidate through practice: | Make sure your actions to achieve are linked to your intentions: | Funding allocated: | Evidence of impact: what do pupils now know and what can they now do? What has changed?: | Sustainability and suggested next steps: |
| Bristol Bears Community Foundation: weekly lockdown challenges (wellbeing and fitness). | Challenges shared with in-school and home learners throughout lockdown period | £0 | SEMH impact: Encourage daily exercise, movement and maintain a healthy lifestyle during the Covid 19 pandemic. Increased wellbeing and morale for all learners – in school and home learners (connected learners and families with our wider community). | Continued professional relationship and engagement with Bristol Bears Community Foundation |
| Establishment of an EYFS/KS1 sensory den area – Gross motor skills to develop body and special awareness – Fine motor skills to develop hand eye coordination and dexterity – Enjoyment through physical activities | Regular timetabled – class and individual – sessions in the sensory den Also so be used with reference to individual learner sensory diets – supporting individual learners’ sensory and physical needs | £1500 | With reference to both EYFS/KS1 and KS2/3 sensory den areas: Increase in learners’ readiness to learn, evident in Pupil Progress Report. Reduction in incidents of challenging behaviour, evident in Behaviour Report. Increase in access to daily physical activities | Regular review and assistance with focus shared with Sensory Occupational Therapist |
| Review and update of equipment for main school sensory den area – Gross motor skills to develop body and special awareness – Fine motor skills to develop hand eye coordination and dexterity – Enjoyment through physical activities | Regular timetabled – class and individual – sessions in the sensory den Also so be used with reference to individual learner sensory diets – supporting individual learners’ sensory and physical needs | £1000 | ||
| Key Stage 4 and Post 16 completion of Duke of Edinburgh Bronze Award – Skills to work as a team and participate in appropriate events. | Timetabled activities, experiences and session have been delivered to best support learners to achieve their award. | £138 (£23 per pupil – 6 pupils have completed) | Six students have completed their Bronze Duke of Edinburgh award (4 in Post 16 and 2 in KS4). This award provided an increased opportunity for physical activity as well learners’ confidence. | Annual DofE challenge for KS4 pupils. Continue to ensure meeting our learners’ physical needs remains a high priority within the curriculum |
| ** Covid restrictions have affected the following: Continue to actively expand the physical and sporting opportunities for all learners – The ability to access their community in a variety of ways – Skills and knowledge to make healthy life choices | – Weekly swimming opportunities for all pupils EYFS – KS4 – Weekly leisure opportunities for KS5 learners accessing a local leisure centre – Weekly opportunities for KS3-5 to use the school flat (independent living skills: cooking, exercise, cleaning). | £380 £400 | All pupils been exposed to a variety of physical and sporting activities including entrance level and enhancing swimming, water safety and confidence. Pupils to have regular timetabled independent living experiences – for example planning a meal, visiting the shop to buy ingredients for a healthy meal and then preparing it. | |
| Key indicator 3: Increased confidence, knowledge and skills of all staff in teaching PE and sport | Percentage of total allocation: 11% | |||
| Intent | Implementation | Impact | ||
| Your school focus should be clear what you want the pupils to know and be able to do and about what they need to learn and to consolidate through practice: | Make sure your actions to achieve are linked to your intentions: | Funding allocated: | Evidence of impact: what do pupils now know and what can they now do? What has changed?: | Sustainability and suggested next steps: |
| Bristol Bears Community Foundation sessions | Bristol Bears led sessions for Post 16 learners (sport specialists) | £0 | Positive effect on learners’ wellbeing and physical activity. Hugely successful. Learners engage brilliantly with these sessions. | In discussion with Kris Tavender – discussing a more permanent agreement for next academic year (progressive curriculum) |
| Rebound Therapy Training for 3 x staff CPD. – Gross motor skills to develop body and spatial awareness | Rebound Therapy training and CPD (3 x staff to lead in-house Rebound Therapy for learners). | £750 | Increase number of learners accessing rebound therapy – staff team delivering sessions to be confident and competent in knowledge, understanding and skill. | Annual CPD opportunity – provide most up-to date training to ensure rebound therapy can be offered to all relevant learners. |
| Hydrotherapy training CPD – Gross motor skills to develop body and spatial awareness – The knowledge to exercise safely | Weekly hydrotherapy sessions to be delivered, specifically tailored to pupils’ individual sensory and physical needs. | £1000 | Personalised delivery from trained staff team. Meaningful and personalised delivery of hydrotherapy for learners – developing and maintaining physical skills through personalised plans. | Annual CPD opportunity and review of hydro plans. |
| Key indicator 4: Broader experience of a range of sports and activities offered to all pupils | Percentage of total allocation: 18% | |||
| Intent | Implementation | Impact | ||
| Your school focus should be clear what you want the pupils to know and be able to do and about what they need to learn and to consolidate through practice: | Make sure your actions to achieve are linked to your intentions: | Funding allocated: | Evidence of impact: what do pupils now know and what can they now do? What has changed?: | Sustainability and suggested next steps: |
| Additional achievements: Outdoor adventure residential at Calvert Court | Rescheduled visit – previous trip had to be cancelled due to covid. | Accounted for in forwarded funding | ||
| ** Covid restrictions have affected the following: Urchinwood Manor Stables: horse-riding and stable management | £2,520 (£72 per session x 35 weeks) £630 (£3 per head, hiring equipment) | |||
| Key indicator 5: Increased participation in competitive sport | Percentage of total allocation: | |||
| Intent | Implementation | Impact | ||
| Your school focus should be clear what you want the pupils to know and be able to do and about what they need to learn and to consolidate through practice: | Make sure your actions to achieve are linked to your intentions: | Funding allocated: | Evidence of impact: what do pupils now know and what can they now do? What has changed?: | Sustainability and suggested next steps: |
| Enable staff access to NSSPEA: access future community competitions, CPD and continue to interact and receive support. NSSPEA led virtual pentathlon: in house competition. Feel fab feb challenge (February half term challenge) set out by NSSPEA 2 x In house sports day | Joins North Somerset Schools PE Association Delivered through timetabled formal physical education sessions with KS2 learners. | £1600 | Engage with online booking system, zoom meetings and emails | |
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Pupil Premium
Introduction
The Secretary of State for Education lays down the following terms and conditions on which assistance is given in relation to the pupil premium grant (PPG) payable to schools and local authorities for the financial year beginning 1 April 2020. PPG provides funding for two policies:
- raising the attainment of disadvantaged pupils of all abilities to reach their potential
- supporting children and young people with parents in the regular armed forces
Rates for Eligible Pupils
The PPG per-pupil for 2020 to 2021 is as follows:
| Pupil | Pupil premium per pupil |
| Pupils in year groups reception to year 6 recorded as Ever 6 free school meals (FSM) | £1,345 |
| Pupils in years 7 to 11 recorded as Ever 6 FSM | £955 |
| Looked-after children (LAC) defined in the Children Act 1989 as one who is in the care of, or provided with accommodation by, an English local authority | £2,345 |
| Children who have ceased to be looked after by a local authority in England and Wales because of adoption, a special guardianship order, a child arrangements order or a residence order | £2,345 |
| Service children | Pupil premium per pupil |
| Pupils in year groups reception to year 11 recorded as Ever 6 service child or in receipt of a child pension from the Ministry of Defence | £310 |
Eligibility
Ever 6 free school meals
The pupil premium for 2020 to 2021 will include pupils recorded in the January 2020 school census who are known to have been eligible for FSM since May 2014, as well as those first known to be eligible at January 2020.
Children adopted from care or who have left care
The pupil premium for 2020 to 2021 will include pupils recorded in the January 2020 school census and alternative provision census, who were looked after by an English or Welsh local authority immediately before being adopted, or who left local authority care on a special guardianship order or child arrangements order (previously known as a residence order). These are collectively referred to as post-LAC in these conditions of grant.
Ever 6 service child
For the purposes of these grant conditions, Ever 6 service child means a pupil recorded in the January 2020 school census who was eligible for the service child premium since the January 2014 census as well as those recorded as a service child for the first time on the January 2020 school census. The grant will be allocated as set out below. Where national curriculum year groups do not apply to a pupil, the pupil will attract PPG if aged 4 to 15 as recorded in the January 2020 school census.
Expenditure
| Number of pupil and pupil premium grant (PPG) received | Pupil Numbers | Pupil premium grant received |
| Number of Primary pupils eligible for PPG | 9 | 12,105 |
| Number of secondary pupils eligible for PPG | 6 | 5,730 |
| Children Looked After incl. Children Previously looked after | 1 | 2,345 |
| Total number of pupils eligible and PPG received | 16 | 20,180 |
Personalisation and supporting pupils to make best progress in their learning through delivery of tailor-made curriculums remain the key priorities for the spending of this grant. Examples of work started and planned include:
| Expenditure | Approx proportion / Cost | Impact / Evidence |
| Commissioned Sensory OT | 50% £1512 | • Developed and evaluated personalised sensory diets to develop self-regulation and increase readiness to learn. • Developed and supported whole class approaches to supporting sensory regulation within identified cohorts. • • Impact is evident with the decrease in challenging behaviors see behavior report and increased pupil engagement see pupil progress report |
| Deployment of Sensory HLTA | 20% £5642 | • Worked with individual learners to develop communication skills through delivery of personalised sensory programs. Impact is evident within pupil progress report |
| Deployment of Intervention Assistant | 30% £6692 | Recruitment and deployment of an Intervention Assistant who led 1-1 and small group targeted sessions to identified individual learners who were deemed as off track with their learning. Intervention sessions were successful in ensuring learners got back on track with their learning. The Intervention Assistant also successfully support those transitioning back to school from shielding. Impact is evident within the pupil progress report. |
| Music Therapy | 20% £1824 | • Employment of a Music Therapist one day a week who worked with individuals and small groups encouraging development of individual learners communication, independence and engagement. Impact is evident within the pupil progress report. |
| Baytree Orchestra Specialist Music Teacher | 33% £1333 | • Continue to expand the Baytree Orchestra. Purchase of musical instruments and technological equipment has enabled learners to continue to access independent music making via technology and musical instruments. Baytree Orchestra has been led by a specialist music teacher. • Planned performances of the Orchestra will increase learner’s confidence and celebrate their achievements. |
| Sensory regulation resources | £577 | • Resources which enable pupils to experience a reduction in anxiety and an increase in readiness to attend or engage and develop self – regulating behaviours / routines etc. |
| Specialist IT equipment | £1100 | • Purchase of specialist software has enabled learners to develop skills in accessing eye-gaze technology as part of their communication pathway. Impact evidence in individual MAPP assessments |
| Individual IT equipment | £1500 | • Purchase of individual IT equipment has provided identified individuals with IPads and the relevant apps to enhance their communication Impact evidence in individual MAPP assessments |
Planned future expenditure
- Planned creation a safe padded area within a secondary classroom to enable learners to explore their environment independently and develop self-regulation through the delivery of sensory diets.
- Investment into planned development of the outside environment to include accessible play equipment to encourage independence, play and peer to peer interaction.
- A week long (heavily subsidised) residential trip for pupils in KS2/3 in order for pupils to develop self-confidence, experience the amazing and memorable as well as develop independence and physical skills.
- Commission 2 days of Music Therapy from September 2021 to enable a greater number of individual’s access and benefit from this provision.
- Recruitment of an Outreach assistant to further support with delivering identified learners bespoke curriculums.
- The development of an After School offer to enhance the extracurricular activities available to all learners. (Heavily subsidised for all pupil premium learners).
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