Elms Bank Specialist Arts College Pupil Premium Grant Expenditure Report Context of School

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1 Elms Bank Specialist Arts College Pupil Premium Grant Expenditure Report Context of School Elms Bank Specialist Arts College is a special, co-educational day school for students aged 11 to 19 who have severe or profound learning difficulties, those on the autistic spectrum and others who have additional complex learning needs. Every student is in receipt of a statement of special educational needs. The proportion of disadvantaged students supported by the pupil premium is significantly above the national average. This is additional funding for students who are known to be eligible for free school meals or who looked after by the local authority. A small proportion of students are of minority ethnic heritages, mainly from Pakistani backgrounds. Elms Bank was designated a National Teaching School in April 2014, and received an Outstanding judgement from OFSTED in October At Elms Bank Specialist Arts College we wish to create opportunities for every pupil to develop to his or her maximum potential. We strive to deliver an outstanding service to all pupils and their parents. We look at every chance to recognise and celebrate achievement. We take pride in what we do and accept that all we do can be continually improved. We aim to enhance the quality of life of all pupils who attend Elms Bank Specialist Arts College. Objectives of Pupil Premium Spending To ensure that all pupils in receipt of PPG funding have the support needed to make the best possible progress. To narrow the gap between pupil groups. To continue to provide high quality interventions for pupils. To enrich the curriculum and provide experiences to enhance progress in academic, social and emotional development. Number of Pupils on Role Number of Pupils Receiving Pupil Premium Funding Pupil Premium Grant Received 53,295 Agreed Focus of Support Specialist music technology sessions to develop communication skills with complex needs learners Theatre project for complex needs learners Funding to support participation in extended services at Elms Bank, including breakfast club, after school clubs and holiday clubs for students of all abilities Music Therapy sessions for complex needs learners to develop musical skills and communication 1:1 focussed reading support to improve reading ages for students in 2 and 3 groups 1:1 instrumental tuition for musical development and improved confidence A range of classroom resources, including ipads, to support learning at all levels Record of Pupil Premium Grant Spending by Initiative Yr Group/Child Item/Project Cost Objective/Description Outcomes of Activity Complex Needs Omi Music 840 Weekly music session for Complex Needs learners to create group music using sound beam, switches, instruments and music technology. Student A: More opportunities for sensory music sessions. Responding to stimuli and exploring less familiar situations. Participating in new experiences in school. Student B: Opportunities for communicating preferences, choosing, greeting others (social/ group work). Opportunities to move body/ develop motor skills to create music. Developing independent

2 working. Student C: Communication opportunities with less familiar people. Responding to unfamiliar sounds, showing preferences. Student D: Working more independently on a music project, communication of choices, developing vocal abilities, anticipation of sounds/ music. Student E: Turn taking, resilience to sounds, taking part in group activities. Student F: Increased confidence, playing of less familiar instruments, working as part of a group, building relationships with new people. Complex Needs Scallywags Theatre Project Breakfast Club After School Clubs 920 A 10 week project where a visiting theatre company works with pupils to produce a dramatic presentation for parents 882 Each school morning students are able to receive breakfast where they wouldn t have breakfast at home. The main objective of this is so that students don t spend the morning feeling hungry and to enable them to be able to concentrate in class. Social development and healthy eating 5367 Elms Bank runs a wide variety of after school clubs throughout the week. Students sign up to as many clubs as they want each week. Students are also able to access taxi s home if parents aren t able to pick up from school. Increased communication within peer group The opportunity to show interest and build relationships with a range of staff and students Interaction through opportunity of intensive work The opportunity to perform in front of parents and carers Raising self-worth To remember learnt responses over repetitive activities The opportunity to contribute towards a group project 9 pupils in receipt of PP funding attended breakfast club throughout the year. All students were able to sit with other students and access a sociable, friendly time with their peers and different members of staff. All students were encouraged to make their own healthy choices. 30 students received funding towards after school clubs and transport home. 2 students showed definite enjoyment when mixing with other pupils from across school. Student x was extremely vocal at times! 6 students: showed definite improvement in sports skills and team skills. All represented school and Bury FC in 2 leagues. Showed a lot of confidence in new social settings outside of school. 5 students: all offered clubs as altenative to staying at home without social opportunities. All pupils engaged in specific skills in cookery and pamper club and each enjoyed the social aspects of the clubs.

3 Residentials 600 Students in school have the opportunity at least once a year to attend a 3-5 day residential holiday. This can include camping or staying at a bespoke residential accommodation. The intention is for students to have time away from school and home and to engage in a range of social activities with their peers. Complex Needs Holiday Clubs Social Care Support Music Therapy 3560 Elms Bank run a series of holiday clubs during each school holiday (except for Christmas). These give students chance to engage in a wide range of fun activities during the holidays. 13 students accessing these clubs which were offered by received additional funding through Pupil Premium to pay for clubs Some students need additional support from other professionals, e.g. therapists, educational psychologists 3594 Music Therapy session (weekly) where students participated as a group with opportunities for solo work. Keyboard skills, singing, group work, rhythm and percussion were all covered with an emphasis on communication. 5 students: all offered places at academic clubs (D of E and BTech) where their learning was supported all showed a good level of improvement and progression from these activities. Student x attended Youth Club excellent behaviour and communication skills. 4 students all were engaged in active clubs where they were able to run off excess energy and allowed more freedom to play that they wouldn t necessarily have in lessons. All students gain a great deal from residential holidays. Students benefit from spending more time with their friends/peers in an environment which is very different to school. Students gain from additional experiences that they might not otherwise have, e.g. going away on holiday, spending time away from their families, trying out new activities, camping, etc Student A excellent progress and behaviour. Social skills improved. Very friendly and verbal at all times. Student B Shelby always enjoys taking on a staff role where she likes to look after the other pupils. Excellent behaviour and always ready to try new sports and activities. Student C Show a lot of enjoyment for the holiday schemes. Enjoys helping to organise the sessions. Confident with pupils from across the school and engages well in all activities. Student D Very quiet but shows enjoyment for club and is always excellently behaved. Student E Very quiet although enjoys doing all the pamper activities engages really well with this. Student F showed a lot of enjoyment with being around his peers. Students benefit from additional professional support to improve their circumstances, where necessary. Student A Increased awareness of sensory stimuli (vibrations) and less familiar situations (eg. Playing the keyboard). Student B Opportunities to respond to music/ other people in a group setting, social opportunities, improved motor skills, independence skills, communication skills, following instructions. Student C Absent from sessions.

4 Student D More confidence in communicating vocally, opportunities to explore less familiar instruments, independent work (eg. Playing keyboard), working in a group setting. Student E Turn taking, resilience to sounds, taking part in group activities. Student F Increased confidence, playing of less familiar instruments, building relationships with new people. Student G More responsive, increased confidence when participating, reacting to less familiar people, working as part of a group, independence skills. Student H Increased confidence, engagement in activities, musicianship, listening to instructions, making informed choices. Student I Following instructions, making informed choices, participating in group and solo work. Student J Following instructions, making informed choices, participating in group and solo work, working with less familiar people. Student K Tolerance of less familiar situations, listening to instructions, starting/ stopping a process where relevant, musicianship skills, working in a group setting, independence, confidence. Classroom Resources/ Additional Support 10,393 Support for teachers to buy individual resources for students to aid progress/engagement in lessons. A range of sensory resources were bought to encourage and stimulate engagement for students with PMLD. Additional staffing used to support individual students to improve behaviour and be better able to access learning.

5 Reading Support Reading remains, as ever, a key focus of the school improvement plan. This year, the primary role of the Reading Support Assistant (RSA) has been to target pupils I identified, from my analysis of the reading data, as requiring intervention and additional support. This additional support also included pupils in Group 2s and 3s who receive Pupil Premium (PP). This year, we also introduced an intervention programme called Fresh Start, for pupils in Group 2s and 3s. This is an intensive teaching programme which has been specifically developed to promote skills in phonics, reading and writing for pupils with SEN. We continue to use Accelerated Reader to promote reading for our more able readers. This acts as a real incentive for our pupils who look forward to taking a quiz once they have completed their book and who always set their own personal challenge to gain a 100% pass rate. The table below shows the average progress pupils have made this year, with a focus on Reading Age and Scaled Score; this is the score given in response to the number of correct responses to the computerised reading/comprehension assessments which are carried out three times a year, once per term. The data shows that pupils who access extra support, (either through intervention programmes in class or additional 1:1 support from our RSA), make more progress on average than those

6 pupils who do not receive additional support. In response to this data and the success of the Fresh Start phonics and intervention programme, I will be providing further training for teaching assistants and teachers. This will be an opportunity to share good practice in supporting our pupils in reading, and to promote the Fresh Start resources and activity ideas which staff will be able to use to support literacy across the curriculum and support their class during formtime. Music Tuition students have had small group percussion lessons (30 minutes) by a specialist teacher from ALFA Music. 6 students have had 1:1 singing lessons (30 minutes) by a specialist teacher from ALFA Music. 4 students have had 1:1 drum lessons (30 minutes) by a specialist teacher from ALFA Music. 4 students have had 1:1 guitar lessons (30 minutes) by a specialist teacher from ALFA Music. Student A increased engagement in music lessons due to his HI needs Student B increased confidence and self-esteem resulting in a solo in the Christmas Concert Student C increased engagement. Increase to level 2 in performing. Student D increased confidence Student E improved engagement and behaviour Student F increased confidence Student G - increased confidence Student H - increased confidence Student I - increased confidence Student J increase in confidence and self-esteem resulting in a solo in the school production Student K is developing a good voice Student L improved sense of rhythm and supports his Performing Arts course Student M increased confidence and self-esteem and supports his Performing Arts course Student N increase in confidence and self-esteem. Supports Aaron with his performing arts course and consequently has been entered for the higher qualification. Student O developing her singing voice has allowed her to get on a Performing Arts course at Bolton College

7 KS3 Trips 125 Money to support families with financing trips Student P improvement in behaviour as he thoroughly enjoys and is motivated by his lesson Student Q increased confidence and self-esteem Students accessed trips alongside their peers. Impact of Pupil Premium Grant Spending Over the year we have been able to offer a wide range of exciting opportunities for the pupils which have all contributed to the pupil s progress in many different ways, including academic, social and emotional. The continued support for students to be able to attend a range of after school and holiday clubs continues to be successful and it has been fantastic to see students mixing with a range of other students and enjoying social times and learning new skills. Additional support with reading continues to be successful with most students being able to improve their reading ages and general confidence with reading this has had an impact across the whole of the curriculum. In October 2014 Elms Bank received an Outstanding judgement overall and the report stated: The school has demonstrated, through the continued outstanding progress of students, its ability to develop the outstanding practice found in the previous inspection. The school makes excellent use of additional government funding, the pupil premium, to ensure eligible students make the same rate of progress as their peers. Impact of academic progress could be seen at the end of the year in the final school data pull where pupils in receipt of Pupil Premium funding made as good as, or better, progress than their non pupil premium peers.

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