Pupil premium strategy statement 

This statement details our school’s use of pupil premium funding to help improve the attainment of our disadvantaged pupils.  

It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.  

School overview 

Detail 

Data 

School name 

Saxon Wood School 

Number of pupils in school  

44 

Proportion (%) of pupil premium eligible pupils 

18% 

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) 

2021-2022 

Date this statement was published 

 

Date on which it will be reviewed 

November 2022  

Statement authorised by 

J. Alexander (head teacher) 

Pupil premium lead 

Laura Burling (interim lead – staff absence) 

Governor / Trustee lead 

TBC  

Funding overview 

Detail 

Amount 

Pupil premium funding allocation this academic year 

£10,015 

Recovery premium funding allocation this academic year 

£0 

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 

£1,054,644 

 

Part A: Pupil premium strategy plan 

Statement of intent 

Our aim is to use pupil premium funding to help us identify individual needs as soon as possible so as to achieve and sustain the best possible outcomes for our disadvantaged pupils. Whilst socio-economic disadvantage is not the primary challenge our pupils face, when compared to their peers with similar needs a variance in outcomes can be seen particularly in terms of: 

  • Communication development  

  • Physical development  

  • Personal care and independence skills  

  • Social skills and opportunities  

Our teaching approach focuses on high-quality, small-step teaching focused on pupils’ individual needs. At the root of this is multi-disciplinary, diagnostic assessments of need accompanied by targeted, ongoing assessment of progress within classes. Individualised, skills-based curriculum provides relevant, purposeful skills which will be of benefit pupils as they continue to develop. This in turn aims to provide foundations to be of use to them in later life. 

This strategy focuses on needs of disadvantaged pupils, its principles will be of benefit to pupils across the school for example through high-quality, pupil-focused teaching and a relevant, aspirational curriculum.  

Our strategy is integral to wider school plans for education recovery, notably through engagement with the Hampshire Inspection and Advisory Service (HIAS) with a focus on Teaching and Learning, Literacy and Mathematics. Additionally, advice and support has been provided with in-person visits, training sessions and virtual advice from the Hampshire Early Years Advisory Team.  

A restructured senior leadership team, carrying out robust monitoring and holding staff to account has been of particular benefit to facilitating progress of disadvantaged pupils. 

Our strategy will be driven by the needs and strengths of each young person, based on formal and informal assessments, not assumptions or labels. This will help us to ensure that we offer them the relevant skills and experience they require to make continued progress in all areas of learning.  

 

Challenges 

This details the key challenges to achievement that we have identified among our disadvantaged pupils. 

Challenge number 

Detail of challenge  

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

Our tracking shows that pupils some of our disadvantaged pupils generally have complex challenges around communicating and expressing their needs, including being non-verbal or having limited language skills and social interaction difficulties. Disadvantaged pupils often have less access to specialist resources, external therapies and additional provision when compared to non-disadvantaged peers.  

Intended outcomes  

This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved. 

Intended outcome 

Success criteria  

To continue to strengthen distributive leadership across the school that leads to measurable impact   

 

Children achieve the best possible outcomes as a result of robust monitoring and higher staff accountability of specific leadership roles across the school 

To further develop teaching, learning and assessment  

Teaching will be at least good and children will make relevant progress from their starting points 

 

To embed a purposeful, relevant and bespoke, enriched curriculum  

 

Children receive a high-quality curriculum that prepares them for the next phase of their learning 

Core vocabulary and life skills to be embedded throughout the curriculum 

School trips, hooks and enrichment opportunities embedded throughout each term  

To further develop pupils’ communication and life skills to prepare them for the next phase in their learning  

 

Beginning work towards becoming a Communication Friendly School for example arranging for ELKLAN training to begin in the Autumn term of 2022.  

Intervention programmes provided for key disadvantaged pupils to aid development of life skills such as interaction, following instructions and emotional management skills.  

 

Activity in this academic year 

This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above. 

Teaching (for example, CPD, recruitment and retention) 

Budgeted cost: £10, 000 

Activity 

Evidence that supports this approach 

Challenge number(s) addressed 

Robust monitoring carried out by the SLT 

Increased differentiation in planning 

Learning walks 

Data analysis  

Observations by Head Teacher, Assessment Co-Ordinator, HIAS and EYFS advisors  

1 and 2 

Hampshire Inspector and Advisory Service support for teachers for Teaching and Learning  

1 and 2 

Hampshire Inspector and Advisory Service support for teachers and Senior LSAs for Mathematics  

1 and 2 

Hampshire Inspector and Advisory Service whole school training for Mathematics, Literacy and Phonics  

1 and 2 

Hampshire EYFS support in class visits and virtual meetings for teachers  

All – though pupils aren’t working within EYFS the team are supporting development of the outside environment for all.  

NHS and Solent Communication Teams 

 

 

Targeted academic support (for example, tutoring, one-to-one support structured interventions)  

Budgeted cost: Included in CPD budget below 

Activity 

Evidence that supports this approach 

Challenge number(s) addressed 

Precision Teach training led by Educational Psychologist  

Not yet implemented  

 

Will be evident through data and evidence 

Positive Behaviour Management training led by Educational Psychologist 

Evident through learning walks, anecdotal evidence, PSE topics and increased engagement and thus attainment in class. Decrease in behaviour related updated on CPOMs.  

 

 

Wider strategies (for example, related to attendance, behaviour, wellbeing) 

Budgeted cost: £444 

Activity 

Evidence that supports this approach 

Challenge number(s) addressed 

CPOMS 

Improvement in communication between all involved parties 

All data in one place 

Increased accuracy of data recording 

Data recorded and able to be communicated more promptly 

A more comprehensive overview of wellbeing, attendance and behaviour 

 

Total budgeted cost: £10, 444  

Part B: Review of outcomes in the previous academic year 

Pupil premium strategy outcomes 

This details the impact that our pupil premium activity had on pupils in the 2021 to 2022 academic year.  

Our internal assessments during 2021/22 indicated that disadvantaged pupils made progress in both academic and personal development.  

Pupils have however made progress in key areas including personal skills and Engagement levels which were identified as areas of concern for this cohort for 2020-21. This can be attributed to robust support for staff across the school to develop a curriculum where life skills are intrinsic to what is taught. Assessment systems are also being developed which are small step and skills focussed enabling teachers to provide targeted planning and delivery of lessons as well as identify relevant next steps. A robust programme of support for staff has continued at a whole school, teaching staff and senior leadership level with support from HIAS advisors for literacy, maths, teaching and learning and the EYFS. The Solent and NHS therapy teams have also provided training and support for class teams as well as the whole staff, with a particular focus on communication. An Assistant and Acting Assistant Head have been appointed who have been working closely with the Headteacher through weekly focussed briefings as well as learning walks and working alongside visiting advisors to mentor staff. This has ensured support for staff development has a robust team leading it and ensuring any issues arising are addressed promptly.  

Externally provided programmes 

Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England 

Programme 

Provider 

In Print symbol software  

Widgit  

 

 

Service pupil premium funding (optional) 

For schools that receive this funding, you may wish to provide the following information:  

Measure 

Details  

How did you spend your service pupil premium allocation last academic year? 

N/A 

What was the impact of that spending on service pupil premium eligible pupils? 

N/A