More information on safeguarding can be found at the Catholic Safeguarding Advisory Service.
St Rose’s School received the following funding for Pupil Premium:
Financial Year 2015/16: £1320 Financial Year 2016/17: £935
The government believes that the Pupil Premium, in addition to main school funding, is the best way to address the current underlying inequalities between children in care (CIC) and children eligible for free school meals (FSM), and their peers, by ensuring that additional funding to tackle financial disadvantages is directed at the students who need it most.
Pupil Premium is allocated to schools and is clearly identifiable. Schools are free to spend the Pupil Premium as they see fit. However, they are accountable as to how the funding has been used and what positive impacts it has had on children’s educational outcomes.
St Rose’s School receives Pupil Premium for one student. The progress results for this student are shown:
|2015/16 Target||2015/16 Result||2016/17 Target||2016/17 Result|
Through discussions and targeted meetings between class teachers, teaching assistants, parents, therapists and other educational and health professionals we have created a bespoke package of support based on educational need.
A strong focus has been placed on literacy and numeracy, and close analysis of progress using classroom observations and data analysis, has identified areas for development and teaching strategies designed to ensure progress. Additional speech and language input from a qualified therapist has been put in place, and teaching is enhanced through the use of I-pads, touch screen technology and other resources to engage students in their learning.
In 2015/16 Pupil Premium was used to:
In 2016/17 Pupil Premium has been used to:
More detailed information can be found on the Case Study for this pupil.
In 2017-18 Pupil Premium will be used to:
The PE and sport premium is designed to help primary schools improve the quality of the PE and sport activities they offer their pupils.
We believe in a holistic approach to the development of sport and physical activity for all and encourage participation by removing barriers and offering opportunities to pupils to experience a range of sporting activities.
Our rationale for the spending of the funding is:
In the academic year of September 2016 to August 2017 we received £1000
We spent our funding as follows:
In the academic year of September 2017 to August 2018 we expect to receive £2000
We intend to spend our funding as follows:
• Pupils have had opportunities to participate in different sports including riding specially adapted bikes, participating in swimming galas and sporting events locally with other special schools and gaining medals for their skills and participation.
• These activities improve pupils’ self esteem and have a very impact on their health and wellbeing which is very beneficial.
• Wheelchair users have benefited from being able to access a wheelchair trampoline in the outdoor area.
• The outdoor play area has been completed and additional features have been added which have benefited our pupils. These include artwork, sand and water play equipment, picnic tables which are wheelchair accessible and wheeled play vehicles for our KS1 and 2 pupils.
• Hiring the indoor skateboard park for our Sports week to use with students in wheelchairs.
• Funding a yoga teacher to attend PE sessions for some of our students and teaching them yoga adapted to their very specific physical needs. Pupils have been very positive about these sessions.
These improvements will be sustainable as we will continue to use equipment that has been purchased, attend sporting activities in the locality and give our pupils new experiences during Sports week. Money has been raised to purchase a specially adapted bike after our pupils used them at a special centre locally and this activity will therefore be more accessible to all the pupils.
|Performance Evidence||Matched Expected School Target 2015/16 20 students||Above Expected School Target 2015/16
|Target 2016/17||Matched or exceeded Expected School Target 2016/17
|Above Expected School Target 2016/17
|Mathematics achievement (All Key stages)||50%||25%||82% matched or exceeded||95% matched or exceeded||37%||97%|
|Language and Literacy achievement (All Key stages)||63%||25%||90% matched or exceeded||90% matched or exceeded||53%||92%|
|Language and Literacy SLD||67%||33%||100% matched or exceeded||100% matched or exceeded||25%||100%|
|Mathematics SLD||50%||50%||100% matched or exceeded||100% matched or exceeded||50%||100%|
|Language and Literacy PMLD||60%||20%||85% matched or exceeded||83% matched or exceeded||62%||85%|
|Mathematics PMLD||50%||10%||70% matched or exceeded||92% matched or exceeded||23%||94%|
|Performance Evidence||Target 2015/16||Result 2015/16||Target 2016/17||Result 2016/17||Target 2017/18|
|Teaching and learning (good/outstanding)||100%||89%||100%||94%||100%|
|Number of male/female students (%)||N/A||61%/39%||N/A||63%/37%||N/A|
|Complaints and resolutions||N/A||0||N/A||0||N/A|
|Reportable serious student incidents||N/A||0||N/A||0||N/A|
|Staff numbers (Teachers/TAs)||N/A||21||N/A||26||N/A|
|Staff retention (TAs/Teachers)||82%||83%||84%||92%||92%|
|Staff sickness absence average days||3%||4.87%||4%||4.42%||4%|
|Student feedback School Council||97% positive||96% positive||100% positive||83% positive||100% positive|
|Parent Feedback (number returned 4 out of 10)||100% positive||98% positive||100% positive||94% positive||100% positive|
In 2016/2017 SLD students performed very strongly against their targets, as we expected. PMLD students who are less likely to show linear progress due to their very complex health and cognitive needs performed slightly less strongly than SLD students against ambitious targets. There was no significant difference between the performance of males and females, and no significant difference between the achievement of different Key Stages, taking into account statistical significance of very small cohorts. Two assessment methods were piloted for PMLD students in 2016/2017, and in 2017/2018 PMLD students will be assessed using MAPP, whereas SLD students will be assessed using B Squared.
St Rose’s aims to provide a broad and balanced curriculum that offers stimulating opportunities appropriate to the needs of our students.
A team of experienced therapists are employed directly by the school to work alongside education and care staff. Collaborative therapy and sharing that knowledge is integral to the work of our school.
When a child or young person is happy, they have the best chance of progressing and achieving their goals. Ensuring that your child’s emotional needs are met is as important as their physical requirements.