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Type of school: LEA Maintained secondary SEMH day school
Age Range: 11 - 16 years
Chair of Governors: Gail Brown
Head Teacher: Michelle Bunn
Deputy Head Teacher: Chris Mills
SEN Coordinator: Hannah Trought
First point of contact for parents & public enquiries: Carly Kelleher
Accessibility Plan
This plan complies with the statutory guidance laid out in the SEN Code of Practice 2014 and the Equality Act 2010 which replaces the Disability Discrimination Act 1995 & 2005. The 2010 Act imposes equality duties in respect of the protected characteristics which include
- Age
- Disability
- Gender re-assignment
- Pregnancy and maternity
- Race
- Religion or belief
- Sex
- Sexual orientation
- Marriage and civil partnership
This plan should be read in conjunction with
- Equality Act 2010: advice for schools DfE February 2013
- SEND Code of Practice 0-25 (Sept 2014)
- Schools SEN Information Report
- Statutory Guidance on Supporting pupils at school with medical conditions April 2014
- The National Curriculum in England Key Stage 1 and 2 framework document September 2014
- Safeguarding Policy
The SEN Code of Practice 2014 states that under the Equality Act 2010 schools:
- Must not directly or indirectly discriminate against, harass or victimise disabled children and young people
- Must not discriminate for a reason arising in consequence of a child or young person’s disability
- Must make reasonable adjustments, including the provision of auxiliary aids and services, to ensure that disabled children and young people are not at a substantial disadvantage compared with their peers. This duty is anticipatory – it requires thought to be given in advance to what disabled children and young people might require and what adjustments might need to be made to prevent that disadvantage
- Must make reasonable adjustments to procedures, criteria and practices and by the provision of auxiliary aids and services.
- Must publish accessibility plans setting out how they plan to increase access for disabled pupils to the curriculum, the physical environment and to information.
At Athena school we are committed to providing a fully inclusive and accessible environment for all pupils, staff, parents and visitors. This accessibility plan outlines how we will meet the needs of disabled pupils, staff and visitors within our school over the next 3 years.
Overall aims:
- To ensure that disabled pupils and pupils with additional needs have access to relevant equipment to support their access, development and learning.
- To continue to ensure that all pupils are able to access the curriculum and wider school life and that reasonable adjustments are made when required.
- To ensure that all parents and carers are able to access the school’s wider community and support with their child’s learning.
- To ensure that staff are trained in meeting the needs of all pupils including those with additional needs and disabilities to enable them to access the curriculum.
Click the link below to access our most up to date accessibility plan.
This plan will be reviewed and updated annually
Next review date: November 2021.
Admissions Statement
Unlike mainstream settings all pupils who attend Athena School have an Education Health Care Plan with Social Emotional Mental Health identified as their primary need. School places at Athena are allocated through consultation with the Local Authority Additional Needs Department.
There is a three-step admissions process, which involves everyone involved with the child.
Referral
Referral documents of prospective pupils are sent by the child’s caseworker at Additional Needs to the Head of School. The Senior Management Team will then assess if, from the information received the school would be appropriate and meet the child’s needs. If after discussions the Head of School and SMT feel unsure then a member of the SMT will arrange to visit the pupil in their current setting. The school has 15 working days in which to raise any initial queries with Additional Needs.
Pre-admission Meeting
Once the school has informed Additional Needs that there is a place for the child at Athena School the school’s Office Administrator will contact parents/carers to arrange for themselves and the child to come to school for a preliminary visit and pre-admission meeting.
A member of the Senior Management Team will undertake the pre-admission meeting. The parent/carer will be invited to bring a friend or social worker as support if needed.
The pre-admission meeting will include:
- The Admissions form will be completed.
- The important role of the parent/carer will be emphasised.
- The contract between the school and the parent/carer will be discussed and signed.
- Transport arrangements, term times and school meals will be finalised.
- The behaviour management policy will be described including the procedures regarding child protection.
- The procedure for positive physical intervention will be discussed in relation to the individual child. The parents/carers will be asked to sign the necessary agreement.
- An integration programme will be drawn up responding to the particular requirements of the child.
- Details of emergency arrangements and medical needs will be established and the parent/carer will sign general consent forms for school trips and activities.
- The expectations of attendance will be discussed and information provided to parents/carers.
During the pre-admission meeting parents/carers or social workers will be asked to sign the following consent forms in agreement with school’s policies and procedures:
- Permission to administer medicine (where appropriate)
- Permission for local Educational Visits
- Home/School Agreement
- Child Protection Statement
- Consent for emergency medical treatment
- Permission for the use of photographs and videos to be used on the school website, publications and training materials
- Physical Intervention Policy and permission
- Information from Outside Agencies
Home Visit
Following the Admissions Interview, where possible, a Home Visit will be organised and take place prior to the child starting school at Athena.
The Home Visit will allow the Senior Management Team to:
- Ascertain any difficulties being experienced by parent/carers in relation to their child taking up placement at Athena.
- Discuss expectations regarding home/school contact and reassure parents of open and regular communication between home and school.
- Discuss levels and type of support systems required by the children and their families in order to initiate appropriate multi-agency action.
Any information from the visit that influences individual assessments will be included in the initial Risk Assessments and Individual Education Plans for the child and will also be fed-back to staff to try to ensure a smooth transition into school.
Admission
If the family and the school are in agreement that a place at Athena is in the best interest of the child, the parent/carer will be sent a letter of acceptance. This will be sent within 10 working days of the interview and will have details of the child’s start date and timings for the transition period.
Where no appropriate vacancy exists a member of the Senior Management Team will contact Additional Needs and inform them of the date for the next available place. Once the place has been allocated conditionally to the child through Additional Needs Athena School will contact parents/carers nearer the start date and put into place the admissions procedure.
In cases where the school or the parent/carer are unsure of the suitability of the placement further discussion will be held with Additional Needs and further action will be taken from here.
The time between the pre-admission meeting and admission will be used to prepare the class and the school to welcome the new member.
Travel, catering and clothing arrangements will be finalised with relevant agencies.
Any multi-agency meeting arranged and transport arranged for family members.
Link to Local Offer
Ethos & Aims
Athena School caters for secondary age pupils with Social, Emotional and Mental Health (SEMH) needs.
The Fortuna & Athena Federation Mission Statement including our Values and Vision
Mission
The fundamental aim of the Fortuna/Athena Federation is to provide a nurturing environment for pupils which is safe, warm, loving and unconditionally accepting of all
individual pupils and their needs, for them to become part of a School Community.
Within this community pupils will have the opportunity to flourish and become the best they can be in all that they do. The curriculum will be tailored to the needs of our pupils and will fulfil all the legal obligations set out in the National Curriculum.
This will ensure that children can learn to develop personally, socially and emotionally and will give them the best opportunity to succeed, in terms of their relationships with others and their continuing education and future employment so that they become good and participating citizens.
Values
1. We offer unconditional acceptance of all pupils which aims to develop trust through good relationships.
2. We take every opportunity to nurture pupils for them to gain the experiential foundation that all children need to be able to develop self-worth.
3. Our curriculum is designed to be achievable, relevant and inspirational.
4. We recognise and celebrate that all children can change how they see themselves and their world and that they can grow emotionally so that they develop self-worth and become accepting of themselves and others.
5. We see play as a pivotal part in developing our pupils social and emotional growth and provide many opportunities for this to happen within the school day.
6. We are outward facing because we believe that we have a responsibility to share our excellent practice with other schools and organisations.
7. Our parents and carers are a vital part of our community, and we value their support and involvement in their child’s development.
8. We recognise the value of working with other professionals outside of the school in order to provide comprehensive and personalised support.
Vision
Teachers and all staff within the Federation are accountable for the learning and progress that pupils make within a tailored curriculum within each School.
Our Teaching and Learning Policy, Behaviour Management Policy and SEN Policy set out detailed expectations within the Federation, but the following essential features
underpin all School Policies.
Everything that staff do within the school is related to the needs of the pupils. All staff are pupil focused, honest and positive and have high expectations of pupils potential. 1,2,3
We accept and understand that what pupils present is only the tip of an emotional iceberg and they each have a history which we cannot understand without communication and discussion. It is only through this discussion and detailed understanding of their motivation that we can begin to support positive change in our
pupils. 8,4,1,2
We understand that early childhood development under pins personal and social development and that for some of our pupils this has been fractured or can be missing.
It is our purpose to repair and recreate childhood experiences in order to move forward as much as possible with all pupils. 1,2,4,5
We believe that behaviour can change. We understand that every behaviour has a meaning. Our planning for pupils in school needs to be at this deeply personal level.
This must take into account individual motivators. 4,3,5,7,8
We embrace the concept of a hierarchy of need; learning can only take place when these needs are met. In planning for progression, we all understand that we build on
previous learning and pupil interests. 3,1,2,5
We recognise that chaotic confrontational incidents provide us with unique opportunities
to engage with pupils on a psychodynamic level to help them reframe and internalise appropriate strategies to support their needs being met. 4,2,1
Positive outcomes depend on the effective relationship between adults and pupils. We are effective when we understand that we need to be empathetic, forgiving, appropriately challenging and driven by a generosity of spirit. By doing this we generate trust. 1,2,4,5
We support all staff to be able to use self-reflection and regulation to enable them to prioritise the needs of the pupils and recognise this can at times be painful and
challenging therefore staff well-being is of paramount importance within the federation. 1,2,4,5,7
The learning environment must be stimulating, engaging, challenging, relevant and immersive. 3,5,8
We create opportunities to reintegrate into mainstream schools or classes, prepare pupils for life beyond school and for further education or work. 2,3,4,5,6,7,8
We engage with stakeholders, partners the school community and governors in pursuit of improvement on a regular basis. 6,7,8
We see the federation as being a centre of excellence verified through external validation. We emphasise and value the development of our staff to become excellent
practitioners in nurturing approaches to SEMH. We will encourage partners and others to develop their practice along the the lines set out in the values expressed here. 6,7,8
The Federation will work closely with and alongside the principles set out by NurtureUK as developed by Eva Holmes and Eve Boyd(1999), which are:
Children’s learning is understood developmentally
It is understood that all behaviour is communication
The classroom offers a safe space\
Nurture is important for the development of self esteem
Language is a vital means of communication
The importance of transitions in children’s lives is understood
Equality Objective
“The equality duty supports good education and improves pupil outcomes. It helps a school to identify priorities such as underperformance, poor progression, and bullying. It does this by requiring it to collate evidence, take a look at the issues and consider taking action to improve the experience of different groups of pupils. It then helps it to focus on what can be done to tackle these issues and to improve outcomes by developing measurable equality objectives.” (Equality and Human Rights Commission · www.equalityhumanrights.com Last revised 07-2014)
How does Athena School comply with the public sector equality duty?
Attainment – Athena School looks at performance gaps between groups of pupils when analysing school data. We focus on girls and boys, children in public care, children whose parents are in the forces, and children with English as an additional language. When looking at outcomes for pupil’s staff consider intervention and support, which will be needed to narrow the gap. At Athena we use a variety of information including data analysis, lesson observations and discussions with pupils, parents and carers.
Participation in school life – At Athena we are continually looking for ways to enhance the learning and curriculum. When organising school activities teachers not only identify the children’s needs academically but also consider the wider environment for example, home situation, historical events in the pupils lives and additional physical needs.
Engage effectively in learning – Consideration is given to outside influences that may result in pupils and their families being unable to engage fully in school life for example school will employ a translator for parents of EAL pupils for annual reviews and other meetings, newsletters are translated into pupils first language for parents, transport is provided for those parents and carers who are unable to attend school events and meetings otherwise and the school allocates money in the budget to cover the cost of educational visitors and visits to ensure all pupils have access to the same opportunities.
Equality Objectives
To promote spiritual, moral, social and cultural development through all appropriate curricular opportunities, with particular reference to issues of equality and diversity
To promote cultural development and understanding through a rich range of experiences both in and beyond the school
To narrow the gap in curricular attainment between boys and girls at the end of Key Stage 4.
To narrow the gap in curricular attainment for the minority groups in our school; girls, Children in Public Care (CIC), children whose families are in the forces and children who are entitled to free school meals, year on year.
To promote and develop positive attitudes to learning for all pupils through experiences both in and beyond the school
Recognise children may be emotionally and socially functioning as much younger children and need to consolidate their early learning experiences within school, giving them the curriculum and opportunities to be able to do this
Provide opportunities and experiences for children to acquire the necessary skills to play and interact constructively within their peer group.
Offer a curriculum, which meets the developmental needs of the “whole” child.
How do we eliminate discrimination and promote equality of opportunity?
Athena school is committed to ensuring that members of the school community do not become victims of unlawful discrimination, harassment, victimisation and any other conduct prohibited by the Equality Act 2010. We have a series of policies and procedures in place to support us with this:
- Admissions
- Accessibility policy
- Anti-bullying policy
- Behaviour Management policy
- Child protection policy
- Collective worship policy
- Data protection policy
- Equal opportunities policy
- Equality and Diversity policy
- Looked After and Vulnerable children policy
- Racial Equality policy
- Safeguarding policy
- Safer recruitment policy
- SEN policy
- Some of these policies are available on the school website others are available from the school office
* Policies in bold are on the school website
Exam Results
Governance Information 20/21
Please click below to view:
The Fortuna Athena Federation, Lincoln Governing Body Information and Attendance Details for Academic Year 2020-2021
Latest Ofsted Report
We were most recently visited by OFSTED in December 2018. To find a copy of our report on the OFSTED website please click on the link below:
Pupil Premium Statement & COVID Catch Up Funding
Pupil premium strategy statement 2023/2024
This statement details our school’s use of pupil premium (and recovery premium for the 2022 to 2023 academic year) 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 |
Athena School |
|
Number of pupils in school |
116 |
|
Proportion (%) of pupil premium eligible pupils |
75% |
|
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) |
2023-2024 |
|
Date this statement was published |
December 2023 |
|
Date on which it will be reviewed |
July 2024 |
|
Statement authorised by |
B Robson |
|
Pupil premium lead |
H Trought |
|
Governor / Trustee lead |
J Gatrick |
Funding overview
|
Detail |
Amount |
|
Pupil premium funding allocation this academic year |
£128,893.90 |
|
Recovery premium funding allocation this academic year |
£66,874 |
|
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 |
£195,767.90 |
Part A: Pupil premium strategy plan
Statement of intent
|
Pupils attending Athena School may have had many challenges in their lives which have had an impact on their education, meaning that social, emotional and mental health (SEMH) is the predominant need on the Education, Health and Care Plan. Due to this, there may be significant gaps in their learning, and potential negative experiences of education result in them not being able to see themselves as learners and therefore struggle at times, to access the curriculum. Many pupils at Athena can struggle with confidence and self-esteem, meaning that they need support to engage in learning. Our nurturing ethos fully immerses pupils into the learning environment, and our key methods are building relationships with the pupils and encouraging and supporting pupils to understand and forge healthy relationships with their peers and the people around them. All pupils in our school have full Education, Health and Care Plans. Fifteen pupils (approximately 14%) who attend are Children in Care and some children receive support through Team around the Child, Child in Need and Child Protection Plans. Many children and their families have support from outside agencies such as Early Help Workers, Futures for Me and Family Support. Ultimate objectives for our disadvantaged pupils:
Current Strategy Plan Athena school focuses Pupil Premium on the main challenges faced by our pupils. Wider Strategies are the main body of our plan as pupils mostly benefit from our nurturing ethos and SEMH support. What are the key principles of your strategy plan?
|
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
|
Challenge number |
Detail of challenge |
|
1 |
All pupils within school have full EHCP naming Social, Emotional and Mental Health as a primary need. Boxall profile data shows that some pupils are significantly impacted by the level of their emotional development due to past experiences. |
|
2 |
Attendance is a challenge for some pupils for a variety of reasons. When attendance is improved, this can support outcomes at the end of Key Stage 4. |
|
3 |
Some pupils receive support from Team Around the Child, Child in Need and Child Protection. |
|
4 |
All pupils have Social, Emotional and Mental Health as a primary need, Secondary needs are varied from ADHD, ASD, ODD, learning difficulties and some physical difficulties. |
|
5 |
Many pupils have gaps in learning due to prior disrupted education. Reasons for this are varied and the impact is a negative attitude to learning, low self-esteem and low confidence. |
|
6 |
13.79% of pupils are Children in Care. |
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 |
|
All pupils to have access to Di Hoyer (therapist) to ensure that they are receiving further support for their areas of emotional need. |
Pupils will take part in group sessions and direct work where needed. All staff take part in regular training throughout the year and implement strategies into their teaching. |
|
Education, Health and Care Plans continue to be completed within time frames by a consultant. |
Time frame deadlines are met for all EHCP reviews and all relevant agencies are involved. |
|
Attendance figures improve through continued support of parents, attendance reward trips/experiences and regular assessment of attendance levels. |
Percentage of attendance overall improves and for individuals, support given through SAP meetings, home visits, where needed. |
|
School continues to support pupils open to Children’s Services as part of the wrap around care. |
School continue to have capacity to attend and contribute to outside agency meetings. Support is thorough and appropriate ensuring safeguarding as a priority. |
|
Pupils and staff receive support with Mental Health. |
Staff annual training schedule met. Pupils are identified and support given through school referrals to a variety of agencies such as the Mental Health Support Team (MHST). Staff to receive support – Anna Freud Centre. |
|
Disadvantaged pupils meeting or exceeding their targets in Reading, Writing and Maths. |
End of year assessment data shows pupils meet the percentage target set for English, Maths and Science. |
|
Staff will refine choosing activities within the classroom, which are linked to Boxall profile data to support social and emotional development. |
Boxall data will be evaluated at the end of each year to identify progress or further areas of development. |
|
Pupils have the opportunity to develop a sense of self through exploring their own interests or discovering new ones. |
Pupils may take part in music lessons, develop a relationship with other pupils with similar interests, take part in educational visits and engage in an immersive REAL curriculum. |
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: £17,076
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
Continuing to raise attainment in Maths, in particular, problem solving to encourage mastery learning. Purchase of Times Table Rockstars (£300) and continued subscription to Sumdog (£627) Continue the use of White Rose Maths. (£650) |
Monitoring and tracking of pupil progress for evidence – expecting at least +5 months of progress (EEF 2020) Providing a variety of ways of working which tackle different learning styles and encourage mastery learning and practise of skills. (+5 EEF 2020) |
1, 5 |
|
Continue to provide access to the music curriculum by using a peripatetic music teacher. (£8,500) |
Teaching staff confidence levels in music are not consistent. Evidence suggests that Arts Participation can deliver at least +3 months of progress. (EEF 2020) |
5 |
|
Identified staff member to receive CPD in IT. (£2000) |
Improved subject knowledge and confidence levels when delivering the IT curriculum. |
5 |
|
Specialist Teaching Team (STT) to assess year 7 and year 9 pupils. (£4,500) Year 7 – to determine baseline assessments. Year 9 – Access Arrangement assessments. |
Teachers will have a better understanding of baseline levels for new pupils. Evidence suggests that whole class attainment grouping can deliver +2 months of progress. |
1, 4, 5 |
|
Learning by Questions (LbQ) to be used within the curriculum to encourage mastery within maths and science. |
Evidence suggests Mastery learning provides +5 months of progress (EEF 2020). |
1, 5 |
|
New assessment system implemented – Sonar. (£499) |
To support tracking and monitoring of pupil progress. |
1, 5 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £22,298
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
Raising attainment in reading with Accelerated Reader. (£4000) |
Yearly subscription. (Reading comprehension strategies +6 EEF 2020) |
1, 4, 5 |
|
Revision guides and resources provided to increase y11 outcomes. (£10,000) |
Independent study encouraged, reduced barriers to revision. (Metacognition and self-regulation +7 months EEF 2020) |
1, 4, 5 |
|
For all staff to be trained in Fresh Start Intervention (refresh for old staff, introduction for new staff). Intervention programme to continue within school. (£3000) |
Shared reading with an adult - +6 months progress (EEF 2020) Whole school trained in Fresh Start scheme. |
1, 5 |
|
Handwriting. Priority for school is focus on extended writing, part of which is handwriting (£1000) |
Handwriting scheme, books and pencil grippers. |
1, 5 |
|
Pupils who are dyslexic or who has been identified as struggling readers to have access to IDL Literacy and Numeracy online programme. (£798) |
Individualised instruction could provide +4 months of progress (EEF 2020) |
1, 5 |
|
Supporting Gifted and Talented pupils within music – Children in Care. (£2500) |
Arts Participation and Aspiration Intervention total of +3 months (EEF 2020.) |
5 |
|
Further accessibility for lower level readers – C-Pens for use within the classroom and for exams for pupils needing extra support. (£1000) |
JCQ approved pens to allow more independent working within the classroom and more suitable access to exams in y11. |
1, 5 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £153,800
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
Purchase of communication app. (£1800) |
Parental engagement total of +4 months (EEF 2020.) To make communication with parents easier for home and school. |
All |
|
Employment of a SENCO assistant to host and complete EHCP reviews. (£24,000) |
Capacity for ensuring timescales are met for annual reviews is improved as all pupils are on full EHCP and over 100 pupils on role. Parental engagement +4 months (EEF 2020) |
1 |
|
Employment of Educational Welfare Officer (£3000) |
Capacity for attendance issues are addressed. Parental engagement +4 months (EEF 2020) |
2 |
|
1.5x Child and Family Officer (CAFO) (£57,000) |
Capacity for supporting pupils who are CIC, CIN, CP, TAC or who work with outside agencies including families, is improved. Parental engagement impact suggests +4 months progress with SEMH, behaviour and attendance. |
2, 3, 4, 6 |
|
Employment of Consultant Play Therapist and Psychotherapist. (£30,000) |
Evidence of social and emotional learning indicates +4 months of progress (EEF 2020). Pupils within the school have SEMH as their predominant need. |
4, 6 |
|
Target areas to develop using Boxall Profile and develop resource bank to support this including a range of choosing activities. (£6000) |
Social and emotional learning +4 months, and Behaviour interventions +4 months (EEF 2020) |
4 |
|
Continued relationship between school and the Mental Health Support Team (MHST) to support pupil mental health. Implementing workshops, visitors and other experiences linked the to PSHE curriculum. (£5000) |
Social and emotional learning +4 months (EEF 2020) All pupils have SEMH as their primary need. |
4, 6 |
|
Peer mentoring. Pupils to be identified to be mentors for behaviour, mental health, personal interest and attainment. These pupils to be trained to support younger pupils with individual issues. (£2000) |
Peer tutoring evidence shows it can deliver +2 months of progress. This to be used for combined interests and also support for pupils at key times. |
1, 4, 5, 6 |
|
Implement a system of incentives and rewards for improved attendance, alongside working with parents. (£7,000) |
Parental engagement and support from school to improve attendance indicates +4 months of progress. |
2 |
|
Cultural capital – clubs, resources, trips, external visitors, music, outdoor equipment and experiences to provide pupils with experiences which develop awe and wonder. (£10,000) |
Arts Participation and Aspiration Interventions total of +3 months (EEF 2020.) |
1, 2, 3, 4, 5, 6 |
|
Develop staff library and other reading material (alongside usual nurture training). (£5000) |
Evidence indicates that progress is made when staff are well trained in the use of behaviour strategies and have nurture at the base of all approaches. (Behaviour interventions +4 EEF 2020) |
4, 6 |
|
Employment of Forensic Psychologist to assess identified children and families. (£3000) |
Evidence of social and emotional learning indicates +4 months of progress (EEF 2020). Pupils within the school have SEMH as their predominant need. |
1, 2 |
Total budgeted cost: £193,174 (£2593.90 contingency)
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.
|
In Maths
In Reading
In Writing
Pupils now have access to music lessons each week with a peripatetic music teacher. Children in Care have individual music tuition in a variety of instruments. Every child has Boxall profile, which is updated regularly, and these are linked to play experiences within choosing time. Di Hoyer (play therapist and psychotherapist) provides whole staff training, consultation of staff groups, individual pupil play therapy and parent support. A new attendance protocol has been initiated. This has triggered School Attendance Panel meetings, home visits from the Education Welfare Officer and encouraged pupils to attend through certificates, trips and other incentives. All Education, Health and Care Plans are completed within time scales and updated in detail. The Child and Family Officer continues to support pupils and families, and has trained staff in safeguarding. All pupils now have a provision map that monitors their academic targets and Boxall areas for development. These are linked to their EHCP. |
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 |
|
Reading |
Accelerated Reader and IDL |
|
Maths |
Times Table Rockstars, Sumdog, White Rose Maths |
|
Maths and Science |
LbQ |
Pupil premium strategy statement 2022/2023
This statement details our school’s use of pupil premium (and recovery premium for the 2022 to 2023 academic year) 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 | Athena School |
Number of pupils in school | 108 |
Proportion (%) of pupil premium eligible pupils | 74.5% |
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 2022-2023 |
Date this statement was published | 15 December 2022 |
Date on which it will be reviewed | July 2023 |
Statement authorised by | B Robson |
Pupil premium lead | H Trought |
Governor / Trustee lead | J Gatrick |
Funding overview
Detail | Amount |
Pupil premium funding allocation this academic year | £93,455 |
Recovery premium funding allocation this academic year | £7830 |
Pupil premium funding carried forward from previous years (enter £0 if not applicable) | £52,091 |
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 | £153,376 |
Part A: Pupil premium strategy plan
Statement of intent
Pupils attending Athena School may have had many challenges in their lives which have had an impact on their education, meaning that social, emotional and mental health (SEMH) is the predominant need on the Education, Health and Care Plan. Due to this, there may be significant gaps in their learning, and potential negative experiences of education result in them not being able to see themselves as learners and therefore struggle at times, to access the curriculum. Many pupils at Athena can struggle with confidence and self-esteem, meaning that they need support to engage in learning. Our nurturing ethos fully immerses pupils into the learning environment, and our key methods are building relationships with the pupils and encouraging and supporting pupils to understand and forge healthy relationships with their peers and the people around them. All pupils in our school have full Education, Health and Care Plans. Eighteen pupils (approximately 16%) who attend are Children in Care and some children receive support through Team around the Child, Child in Need and Child Protection Plans. Many children and their families have support from outside agencies such as Early Help Workers, Futures for Me and Family Support. Ultimate objectives for our disadvantaged pupils:
Current Strategy Plan Athena school focuses Pupil Premium on the main challenges faced by our pupils. Wider Strategies are the main body of our plan as pupils mostly benefit from our nurturing ethos and SEMH support. What are the key principles of your strategy plan?
|
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Challenge number | Detail of challenge |
1 | All pupils within school have full EHCP naming Social, Emotional and Mental Health as a primary need. Boxall profile data shows that some pupils are significantly impacted by the level of their emotional development due to past experiences. |
2 | Attendance is a challenge for some pupils for a variety of reasons. When attendance is improved, this can support outcomes at the end of Key Stage 4. |
3 | Some pupils receive support from Team Around the Child, Child in Need and Child Protection. |
4 | All pupils have Social, Emotional and Mental Health as a primary need, Secondary needs are varied from ADHD, ASD, ODD, learning difficulties and some physical difficulties. |
5 | Many pupils have gaps in learning due to prior disrupted education. Reasons for this are varied and the impact is a negative attitude to learning, low self-esteem and low confidence. |
6 | 16.36% of pupils are Children in Care. |
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 |
All pupils to have access to Di Hoyer (therapist) through the Ladybird Project, to ensure that they are receiving further support for their areas of emotional need. | Pupils will take part in group sessions and direct work where needed. All staff take part in regular training throughout the year and implement strategies into their teaching. |
Education, Health and Care Plans continue to be completed within time frames by a consultant. | Time frame deadlines are met for all EHCP reviews and all relevant agencies are involved. |
Attendance figures improve through continued support of parents, attendance reward trips/experiences and regular assessment of attendance levels. | Percentage of attendance overall improves and for individuals, support given through SAP meetings, home visits, where needed. |
School continues to support pupils open to Children’s Services as part of the wrap around care. | School continue to have capacity to attend and contribute to outside agency meetings. Support is thorough and appropriate ensuring safeguarding as a priority. |
Pupils and staff receive support with Mental Health. | Staff annual training schedule met. Pupils are identified and support given through school referrals to a variety of agencies such as the Mental Health Support Team (MHST). Staff to receive support – Anna Freud Centre. |
Disadvantaged pupils meeting or exceeding their targets in Reading, Writing and Maths. | End of year assessment data shows pupils meet the percentage target set for English, Maths and Science. |
Staff will refine choosing activities within the classroom, which are linked to Boxall profile data to support social and emotional development. | Boxall data will be evaluated at the end of each year to identify progress or further areas of development. |
Pupils have the opportunity to develop a sense of self through exploring their own interests or discovering new ones. | Pupils may take part in music lessons, develop a relationship with other pupils with similar interests, take part in educational visits and engage in an immersive REAL curriculum. |
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: £12,000
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Raising attainment in Maths, in particular, problem solving to encourage mastery learning. The Maths curriculum is part of the whole school priorities for the year. Purchase of Times Table Rockstars and continued subscription to Sumdog Update Maths resources further for all areas including problem solving. | Assessment has shown that limited skills in problem solving within maths and the wider world has a negative effect on attainment. Staff training and implementing of problem solving within the whole curriculum. Expectation that problem solving is planned for and a key part of lessons. Monitoring and tracking of pupil progress for evidence – expecting at least +5 months of progress (EEF 2020) Providing a variety of ways of working which tackle different learning styles and encourage mastery learning and practise of skills. (+5 EEF 2020) | 1, 5 |
Continue to provide access to the music curriculum by using a peripatetic music teacher. | Teaching staff confidence levels in music are not consistent. Evidence suggests that Arts Participation can deliver at least +3 months of progress. (EEF 2020) | 5 |
Continue to develop computing curriculum – making links between Athena and a mainstream school to share best practise. | Shared practise with an established curriculum within a mainstream school would benefit an emerging IT curriculum. | 5 |
Develop reading skills and encourage a love for reading, leading to improved reading outcomes. Purchase of a set of Kindles to further encourage reading. Increase opportunities for pupils to develop wellbeing and identity. | Increase and refresh library books with pupils able to have a say in what is purchased to encourage engagement in reading. Librarians to promote the library further. (+6 EEF 2020) Kindles to offer different methods and dimensions of reading. Key books purchased: LGBTQ+, blended families, CIC books. | 1, 5 |
Learning by Questions (LbQ) to be used within the curriculum to encourage mastery within maths and science. | Evidence suggests Mastery learning provides +5 months of progress (EEF 2020). | 1, 5 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £20,500
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Raising attainment in reading with targeted interventions through a reading scheme. | Continue subscription to Bug Club online. (Reading comprehension strategies +6 EEF 2020) | 1, 4, 5 |
Revision guides and resources provided to increase y11 outcomes. | Independent study encouraged, reduced barriers to revision. (Metacognition and self-regulation +7 months EEF 2020) | 1, 4, 5 |
For all staff to be trained in Fresh Start Intervention. Intervention programme to be rolled out within school. | Shared reading with an adult - +6 months progress (EEF 2020) 2x teacher trained by Fresh Start. Purchase all resources required. Whole school trained in Fresh Start scheme. | 1, 5 |
Pupils who are dyslexic or who has been identified as struggling readers to have access to IDL Literacy and Numeracy online programme. | Individualised instruction could provide +4 months of progress (EEF 2020) | 1, 5 |
Supporting Gifted and Talented pupils within music. | Arts Participation and Aspiration Intervention total of +3 months (EEF 2020.) | 5 |
Further accessibility for lower level readers – C-Pens for use within the classroom and for exams for pupils needing extra support. | JCQ approved pens to allow more independent working within the classroom and more suitable access to exams in y11. | 1, 5 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £102,056
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Employment of a SENCO assistant to host and complete EHCP reviews. | Capacity for ensuring timescales are met for annual reviews is improved as all pupils are on full EHCP and over 100 pupils on role. Parental engagement +4 months (EEF 2020) | 1 |
Employment of Educational Welfare Officer | Capacity for attendance issues are addressed. Parental engagement +4 months (EEF 2020) | 2 |
.5 Child and Family Officer plus additional assistant CAFO. | Capacity for supporting pupils who are CIC, CIN, CP, TAC or who work with outside agencies including families, is improved. Parental engagement impact suggests +4 months progress with SEMH, behaviour and attendance. | 2, 3, 4, 6 |
Employment of Consultant Play Therapist and Psychotherapist. | Evidence of social and emotional learning indicates +4 months of progress (EEF 2020). Pupils within the school have SEMH as their predominant need. | 4, 6 |
Target areas to develop using Boxall Profile and develop resource bank to support this including a range of choosing activities. | Social and emotional learning +4 months, and Behaviour interventions +4 months (EEF 2020) | 4 |
Continued relationship between school and the Mental Health Support Team (MHST) to support pupil mental health. | Social and emotional learning +4 months (EEF 2020) All pupils have SEMH as their primary need. | 4, 6 |
Peer mentoring. Pupils to be identified to be mentors for behaviour, mental health, personal interest and attainment. These pupils to be trained to support younger pupils with individual issues. | Peer tutoring evidence shows it can deliver +2 months of progress. This to be used for combined interests and also support for pupils at key times. | 1, 4, 5, 6 |
Implement a system of incentives and rewards for improved attendance, alongside working with parents. | Parental engagement and support from school to improve attendance indicates +4 months of progress. | 2 |
Cultural capital – clubs, resources, trips, external visitors, music, outdoor equipment and experiences to provide pupils with experiences which develop awe and wonder. | Arts Participation and Aspiration Interventions total of +3 months (EEF 2020.) | 1, 2, 3, 4, 5, 6 |
Continued training on nurture and behaviour to ensure teaching is delivered using this approach. | Evidence indicates that progress is made when staff are well trained in the use of behaviour strategies and have nurture at the base of all approaches. (Behaviour interventions +4 EEF 2020) | 4, 6 |
Total budgeted cost: £134,556 (£18,820 contingency)
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.
In Maths
In Reading
In Writing
Pupils now have access to music lessons each week with a peripatetic music teacher. Children in Care have individual music tuition in a variety of instruments. Every child has Boxall profile, which is updated regularly, and these are linked to play experiences within choosing time. Di Hoyer (play therapist and psychotherapist) has weekly Ladybird Project sessions with Year 7 and 8 to assist the development of self-regulation. She also provides whole staff training, consultation of staff groups, individual pupil play therapy and parent support. A new attendance protocol has been initiated. This has triggered School Attendance Panel meetings, home visits from the Education Welfare Officer and encouraged pupils to attend through certificates, trips and other incentives. All Education, Health and Care Plans are completed within time scales and updated in detail. The Child and Family Officer continues to support pupils and families, and has trained staff in safeguarding. |
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 |
Reading | Bug Club (online and printed) and IDL |
Maths | Times Table Rockstars, Sumdog, White Rose Maths |
Maths and Science | LbQ |
Pupil premium strategy statement
This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) 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 | Athena School |
Number of pupils in school | 103 |
Proportion (%) of pupil premium eligible pupils | 74.7% |
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 2021-2022 |
Date this statement was published | 15 December 2021 |
Date on which it will be reviewed | July 2022 |
Statement authorised by | B Robson |
Pupil premium lead | H Trought |
Governor / Trustee lead | Mary-Anne Round |
Funding overview
Detail | Amount |
Pupil premium funding allocation this academic year | £78,415 |
Recovery premium funding allocation this academic year | £3,843 |
Pupil premium funding carried forward from previous years (enter £0 if not applicable) | £44,192 |
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 | £126,450 |
Part A: Pupil premium strategy plan
Statement of intent
Pupils attending Athena School may have had many challenges in their lives which have had an impact on their education, meaning that social, emotional and mental health (SEMH) is the predominant need on the Education, Health and Care Plan. Due to this, there may be significant gaps in their learning, and potential negative experiences of education result in them not being able to see themselves as learners and therefore struggle at times, to access the curriculum. Many pupils at Athena can struggle with confidence and self esteem, meaning that they need support to engage in learning. Our nurturing ethos fully immerses pupils into the learning environment, and our key methods are building relationships with the pupils and encouraging and supporting pupils to understand and forge healthy relationships with their peers and the people around them. All pupils in our school have full Education, Health and Care Plans. Twenty-two pupils (approximately 20%) who attend are Children in Care and some children receive support through Team around the Child, Child in Need and Child Protection Plans. Many children and their families have support from outside agencies such as Early Help Workers, Futures for Me and Family Support. Ultimate objectives for our disadvantaged pupils:
Current Strategy Plan Athena school focuses Pupil Premium on the main challenges faced by our pupils. Wider Strategies are the main body of our plan as pupils mostly benefit from our nurturing ethos and SEMH support. What are the key principles of your strategy plan?
|
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Challenge number | Detail of challenge |
1 | All pupils within school have full EHCP naming Social, Emotional and Mental Health as a primary need. Boxall profile data shows that some pupils are significantly impacted by the level of their emotional development due to past experiences. |
2 | Attendance is a challenge for some pupils for a variety of reasons. When attendance is improved, this can support outcomes at the end of Key Stage 4. |
3 | Some pupils receive support from Team Around the Child, Child in Need and Child Protection. |
4 | All pupils have Social, Emotional and Mental Health as a primary need, Secondary needs are varied from ADHD, ASD, ODD, learning difficulties and some physical difficulties. |
5 | Many pupils have gaps in learning due to prior disrupted education. Reasons for this are varied and the impact is a negative attitude to learning, low self esteem and low confidence. |
6 | 20% of pupils are Children in Care. |
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 |
All pupils to have access to Di Hoyer (therapist) through the Ladybird Project, to ensure that they are receiving further support for their areas of emotional need. | Pupils will take part in group sessions and direct work where needed. All staff take part in regular training throughout the year and implement strategies into their teaching. |
Education, Health and Care Plans continue to be completed within time frames by a consultant. | Time frame deadlines are met for all EHCP reviews and all relevant agencies are involved. |
Attendance figures improve through continued support of parents, attendance reward trips/experiences and regular assessment of attendance levels. | Percentage of attendance overall improves and for individuals, support given through SAP meetings, home visits, where needed. |
School continues to support pupils open to Children’s Services as part of the wrap around care. | School continue to have capacity to attend and contribute to outside agency meetings. Support is thorough and appropriate ensuring safeguarding as a priority. |
Pupils and staff receive support with Mental Health. | Staff annual training schedule met. Pupils are identified and support given through school referrals to a variety of agencies such as the Mental Health Support Team (MHST). Staff to receive support – Anna Freud Centre. |
Disadvantaged pupils meeting or exceeding their targets in Reading, Writing and Maths. | End of year assessment data shows pupils meet the percentage target set for English, Maths and Science. |
Staff will refine choosing activities within the classroom, which are linked to Boxall profile data to support social and emotional development. | Boxall data will be evaluated at the end of each year to identify progress or further areas of development. |
Pupils have the opportunity to develop a sense of self through exploring their own interests or discovering new ones. | Pupils may take part in music lessons, develop a relationship with other pupils with similar interests, take part in educational visits and engage in an immersive REAL curriculum. |
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: £17,590
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Raising attainment in Maths, in particular, problem solving to encourage mastery learning. The Maths curriculum is part of the whole school priorities for the year. Purchase of Times Table Rockstars and continued subscription to Sumdog Update Maths resources further for all areas including problem solving. | Assessment has shown that limited skills in problem solving within maths and the wider world has a negative effect on attainment. Staff training and implementing of problem solving within the whole curriculum. Expectation that problem solving is planned for and a key part of lessons. Monitoring and tracking of pupil progress for evidence – expecting at least +5 months of progress (EEF 2020) Providing a variety of ways of working which tackle different learning styles and encourage mastery learning and practise of skills. (+5 EEF 2020) | 1, 5 |
Develop music curriculum by using peripatetic music teaching and workshops weekly, with a view to update musical instruments and resourcing. | Teaching staff confidence levels in music are not consistent. Evidence suggests that Arts Participation can deliver at least +3 months of progress. (EEF 2020) | 5 |
Develop computing curriculum – making links between Athena and a mainstream school to share best practise. | Shared practise with an established curriculum within a mainstream school would benefit an emerging IT curriculum. | 5 |
Targeted staff training – Raising Attainment in Reading. | Shared reading with an adult - +6 months progress (EEF 2020) | 1, 5 |
Develop reading skills and encourage a love for reading, leading to improved reading outcomes. Purchase of a set of Kindles to further encourage reading. Change reading records to individual pupil records which can follow them through the school in order to track progress more effectively. | Increase and refresh library books with pupils able to have a say in what is purchased to encourage engagement in reading. Librarians to promote the library further. (+6 EEF 2020) Monitoring of reading habits of pupils and teacher assessment at key points in the year. Kindles to offer different methods and dimensions of reading. | 1, 5 |
Learning by Questions (LbQ) to be used within the curriculum to encourage mastery within maths and science. | Evidence suggests Mastery learning provides +5 months of progress (EEF 2020). | 1, 5 |
Purchase of laptops for pupils who are disadvantaged to encouraging homework laptops | Evidence suggests +5 months of progress. This would also encourage access to online subscriptions such as Bug Club, TT Rockstars and Sumdog. | 1, 2, 5, 6 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £29,518
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Raising attainment in reading with targeted interventions through a reading scheme. | Continuation of Bug Club online subscription and printed scheme. Purchase of additional printed scheme due to expanded pupil numbers. Staff training ‘How to effectively listen to readers’. (Reading comprehension strategies +6 EEF 2020) | 1, 4, 5 |
Revision guides and resources provided to increase y11 outcomes. | Independent study encouraged, reduced barriers to revision. (Metacognition and self-regulation +7 months EEF 2020) | 1, 4, 5 |
Training on Thinking skills. | Pupils learning to learn. Evidence suggests that focus on Metacognition and self-regulation could provide +7 months of progress (EEF 2020) | 1, 4, 5 |
Individualised interventions delivered by teaching assistant, which include Toe by Toe (individual) and small maths groups. This is to support pupils who are lower achievers and to extend the Gifted and Talented pupils. | Evidence indicates that interventions delivered 1:1 by a trained teaching assistant can deliver at least +4 months of progress. (EEF 2020) | 1, 5 |
Supporting Gifted and Talented pupils within music. | Arts Participation and Aspiration Intervention total of +3 months (EEF 2020.) | 5 |
Further accessibility for lower level readers – C-Pens for use within the classroom and for exams for pupils needing extra support. | JCQ approved pens to allow more independent working within the classroom and more suitable access to exams in y11. | 1, 5 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £70,000
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Employment of a SENCO assistant to host and complete EHCP reviews. | Capacity for ensuring timescales are met for annual reviews is improved as all pupils are on full EHCP and over 100 pupils on role. Parental engagement +4 months (EEF 2020) | 1 |
Employment of Educational Welfare Officer | Capacity for attendance issues are addressed. Parental engagement +4 months (EEF 2020) | 2 |
Employment of a Child and Family Officer | Capacity for supporting pupils who are CIC, CIN, CP, TAC or who work with outside agencies including families, is improved. Parental engagement impact suggests +4 months progress with SEMH, behaviour and attendance. | 2, 3, 4, 6 |
Employment of Consultant Play Therapist and Psychotherapist. | Evidence of social and emotional learning indicates +4 months of progress (EEF 2020). Pupils within the school have SEMH as their predominant need. | 4, 6 |
Increase opportunities for pupils to develop identity (wellbeing) | Key books purchased such as LGBTQ+, blended families, children in care books. Encouraging development of own interests. | 4 |
Target areas to develop using Boxall Profile and develop resource bank to support this including a range of choosing activities. | Social and emotional learning +4 months, and Behaviour interventions +4 months (EEF 2020) | 4 |
Continued relationship between school and the Mental Health Support Team (MHST) to support pupil mental health. | Social and emotional learning +4 months (EEF 2020) All pupils have SEMH as their primary need. | 4, 6 |
Peer mentoring. Pupils to be identified to be mentors for behaviour, mental health, personal interest and attainment. These pupils to be trained to support younger pupils with individual issues. | Peer tutoring evidence shows it can deliver +2 months of progress. This to be used for combined interests and also support for pupils at key times. | 1, 4, 5, 6 |
Implement a system of incentives and rewards for improved attendance, alongside working with parents. | Parental engagement and support from school to improve attendance indicates +4 months of progress. | 2 |
Cultural capital – clubs, resources, trips, external visitors, music, outdoor equipment and experiences to provide pupils with experiences which develop awe and wonder. | Arts Participation and Aspiration Interventions total of +3 months (EEF 2020.) | 1, 2, 3, 4, 5, 6 |
Continued training on nurture and behaviour to ensure teaching is delivered using this approach. | Evidence indicates that progress is made when staff are well trained in the use of behaviour strategies and have nurture at the base of all approaches. (Behaviour interventions +4 EEF 2020) | 4, 6 |
Total budgeted cost: £117, 108 (9,342 contingency)
COVID Catch-up Funding Statement
2020/21
Please click the link below to access our full Athena School Catch Up Funding Strategy
The Athena School Catch Up Funding strategy statement
The Secretary of State for Education is providing financial assistance to local authorities for their maintained schools and for pupils that local authorities place in independent special settings, in the form of the coronavirus (COVID-19) catch-up premium for the financial year beginning 1 April 2020.
This funding is to support pupils on their return to school in Autumn 2020 and throughout the year. The Senior Management Team and teaching staff have identified areas where progress has been impacted by children’s continued absence from school during the lockdown period. The key areas in children’s learning which were affected were Reading, Scientific Enquiry and children’s Social, Emotional Mental Health. The funding will therefore be used to support children in these areas.
Support in assisting pupils in their reading skills
Support to pupils in their science learning
Additional Teacher’s Leadership allowance in support of the pupil’s mental health
When the results of assessments, including Physical Intervention data, are received during the summer term we will be able to evaluate the impact of these measures.
Amount | Purpose | Details | Area | Impact |
£1,000 | Books | Reading | ||
£2,000 | Stock Materials | |||
£1375 | Subscription | Learning by questions – on line resource | Scientific Enquiries | |
£2,873 | TLR | Mental Health | ||
£1099 | Reading scheme books | Bug Club | Reading | |
£1500 | On-line reading resource | Bug Club | Reading |
TOTAL allocated 2020/21 = £9,847
2020/21 Amount received YTD £4,470
2020/21 Amount to be allocated £5,470 Spring Term
2020/21 Total allocation £9,940
2020/21 Remaining allocation £93
2021/2022 Allocation of £7,100 to be received during the summer term 2021
Amount | Purpose | Details | Area | Impact |
£1,000 | Kindles | Reading | ||
£2,873 | TLR | Mental Heath | ||
£1,375 | Subscription | Learning by questions – on line resource | Science | |
£1,120 | Microscopes | Science | ||
£35 | Stop watch | Science | ||
£150 | Motion Measurement Kit | Science | ||
£35 | Stop Clock | Science | ||
£278 | Air Track | Science | ||
£250 | Electric Blower | Science | ||
£86 | Air Traffic Accessories | Science | ||
£100 | Economy Ripple Tank | Science | ||
£52 | Millisecond Timer | Science |
TOTAL to be allocated 2021/22 = £7,100
Amount b/fwd = £93
Proposed spending = £7,329
2021/22 Potential overspend £136
PUPIL PREMIUM STATEMENT 2020-2021
Background to Pupil Premium
Pupil Premium has been introduced by the government in order to give all children the opportunity to succeed in education. This has been done in the form of a grant which has been given to schools for children eligible for Free School Meals and those children who
- • Has been looked after for 1 day or more
- • Has been adopted from care
- • Has left care under a special guardianship order, a residence order or a child arrangements order
A premium has also been introduced for children whose parents serve in the armed forces.
Barriers to educational achievement
The pupils who attend Athena school have previously had negative experiences of education and are therefore switched off to learning. They have low self esteem and self- worth, not seeing themselves as learners. Our children need a lot of support to develop their social and emotional skills which allow them to access the learning environment and curriculum.
2020/21
At Athena School the Pupil Premium for the 2020/21 financial year is £53,589 for LAC children including £23,619 B/fwd, £18,000 in year allocation and £11,970 Virtual Head Funding.
£40,749 for FSM children including £639 B/fwd and £40,110 in year allocation.
£2,120 for Forces children including £1,500 B/fwd and £620 in year allocation.
£4,690 to support post LAC pupils.
The pupil premium funding received by Athena School in the academic year 2020 - 21 has been allocated in the following ways:
Children & family Officer in support of pupil’s mental health
Educational Consultant to support pupils and their families through the EHCP process
Education Welfare Officer in support of pupils to maintain their attendance in school
Psychologist to support pupils with their mental and emotional health
When the results of assessments, including Physical Intervention data, are received during the summer term we will be able to evaluate the impact of these measures.
|
Number of pupils and pupil premium grant (PPG) 2020-21incl B/fwd |
|
|
Total number of pupils on role |
98 |
|
Total number of pupils eligible for PPG |
66 |
|
Amount of PPG received |
£101,148 |
|
Amount |
Purpose |
Details |
Area |
Impact |
|
|
£16,705 |
Children & Family Officer |
Allocated & continues until March 2021 |
Mental Health |
||
|
£18,500 |
Educational consultant to prepare, chair and support pupils and their families through the EHC review process. |
Ongoing through to March 2021 |
Mental Health |
||
|
£1,200 |
J Keogh |
EWO |
Pupil’s attendance |
||
|
£18,000 |
The Chapters Psychology support |
Ongoing through to March 2021 |
Mental Health |
||
|
Total £54,405 |
|||||
|
Remainder £46,743 |
|
||||
|
Measuring the impact of PPG spending 2020 -21 – Evaluated in July 2021 |
|
In Maths
In Reading
In Writing
|
PUPIL PREMIUM STATEMENT 2019-2020 – ATHENA SCHOOL
Statement
At the Athena School, money has been spent on meeting a portion of the costs for a Child and Family Officer to support both pupils and families well being within school. A part of the allocation has been spent on employing an Education Welfare Officer to improve attendance at school. We have also employed an external consultant to ensure that the needs of the pupils are correctly identified, documented and actioned throughout the school. We employ a psychotherapist one day per week to work with the LAC pupils.
At Athena School the Pupil Premium, Pupil Premium for Looked After (LAC) pupils, Service pupils and the Year 7 Catch Up Funding for 2019-20 financial year is being spent on:
- Psychotherapist has been employed to work with pupils within the school.
· Employment of child and family officer for pastoral support.
- Employment of External Consultant to work on Education Health Care Plans
When the results of assessments are received during the summer term, we will be able to evaluate the impact of these measures.
|
Number of pupils and pupil premium grant (PPG) received 2019/20 |
|
|
Total number of pupils on role |
82 |
|
Total number of pupils eligible for PP FSM Funding |
35 |
|
Total Amount of PP FSM received including LAC pupils, Service pupils and Y7 Catch Up Funding 19/20 incl. 18/19 Carry Forward |
£61,790 |
The pupil premium funding received by Athena School in 2019/20 has been allocated in the following ways.
|
Amount |
Purpose |
Impact July 2020 |
|
£16,130 |
Employment of Child and Family Officer. |
See impact statement below. |
|
£23,290 |
Employment of a Psychotherapist to work with pupils within the school, including training all staff. |
“ |
|
£15,170 |
Employment of External Consultant to provide work on Education Health Care Plans |
“ |
|
Total - £54,590 |
||
|
Remaining £7,200 |
Plan to spend the remaining allocation on whole staff training and resources to enable further CPD on working with pupils with SEMH. |
“ |
|
Measuring the impact of PPG spending 2019-20 – Evaluated in July 2020 |
|
In Maths · 67% of Looked After Children have either met or exceeded their expected rate of progress. · 82% of pupils eligible for free school meals have either met of exceeded their expected rate of progress. In Reading · 80% of Looked After Children have met or exceeded their expected rate of progress. · 79% of pupils eligible for free school meals have either met of exceeded their expected rate of progress. In Writing · 93% of Looked After Children have met or exceeded their expected rate of progress. · 87% of pupils eligible for free school meals have either met of exceeded their expected rate of progress. |
2020 - 2021
Statement
At the Athena School, money has been spent on meeting a portion of the costs for a Child and Family Officer to support both pupils and families well being within school. A part of the allocation has been spent on employing an Education Welfare Officer to improve attendance at school. We have also employed an external consultant to ensure that the needs of the pupils are correctly identified, documented and actioned throughout the school. We employ a psychotherapist one day per week to work with the LAC pupils.
At Athena School the Pupil Premium, Pupil Premium for Looked After (LAC) pupils, Service pupils and the Year 7 Catch Up Funding for 2020-21 financial year is being spent on:
- Psychotherapist has been employed to work with pupils within the school.
· Employment of child and family officer for pastoral support.
- Employment of External Consultant to work on Education Health Care Plans
When the results of assessments are received during the summer term, we will be able to evaluate the impact of these measures.
|
Number of pupils and pupil premium grant (PPG) received 2020/21 |
|
|
Total number of pupils on role |
81 |
|
Total number of pupils eligible for PP FSM Funding |
45 |
|
Total Amount of PP FSM received including LAC pupils, Service pupils and Y7 Catch Up Funding 20/21 incl. 19/20 Carry Forward |
£100, 388 |
The pupil premium funding received by Athena School in 20/21 has been allocated in the following ways.
|
Amount |
Purpose |
Impact July 2021 |
|
£32, 412 |
Employment of Child and Family Officer. |
See impact statement below. |
|
£17, 130 |
Employment of a Psychotherapist to work with pupils within the school, including training all staff. |
“ |
|
£13, 320 |
Employment of External Consultant to provide work on Education Health Care Plans |
“ |
|
Total – £62, 862 |
||
|
Remaining – £37, 526 |
Plan to spend the remaining allocation on whole staff training and resources to enable further CPD on working with pupils with SEMH. |
“ |
|
Measuring the impact of PPG spending 2020-21 – Evaluated in July 2021 |
PUPIL PREMIUM STATEMENT 2018-2019 – ATHENA SCHOOL
Statement
At the Athena School, money has been spent on meeting a portion of the costs for a Child and Family Officer to support both pupils and families well being within school. A part of the allocation has been spent on employing an Education Welfare Officer to improve attendance at school. We have also employed an external consultant to ensure that the needs of the pupils are correctly identified, documented and actioned throughout the school. We employ a psychotherapist one day per week to work with the LAC pupils.
At Athena School the Pupil Premium, Pupil Premium for Looked After (LAC) pupils and the Year 7 Catch Up Funding for 2018-19 financial year is being spent on:
- Employing an Educational Welfare Officer (EWO) to raise and maintain attendance.
· Psychotherapist has been employed to work with pupils within the school.
· Employment of child and family officer for pastoral support.
· Employment of External Consultant to work on Education Health Care Plans
- Whole school staff training on SEMH needs by Dr Margot Sunderland, a psychotherapist, with expertise in childhood trauma.
When the results of assessments are received during the summer term, we will be able to evaluate the impact of these measures.
Number of pupils and pupil premium grant (PPG) received 2018/19 | |
Total number of pupils on role | 72 |
Total number of pupils eligible for PP FSM Funding | 30 |
Total Amount of PP FSM received including LAC pupils and Y7 Catch Up Funding 18/19 inc. 17/18 Carry Forward | £54,805 |
The pupil premium funding received by Athena School in 2018/19 has been allocated in the following ways.
Amount | Purpose | Impact July 2019 |
£4,000 | Employment of an Educational Welfare Officer (EWO) to raise and maintain attendance of pupils. | See Impact Statement Below |
£15,472 | Employment of Child and Family Officer. | “ |
£22,620 | Employment of a Psychotherapist to work with pupils within the school, Including training all staff. | “ |
£12580 | Employment of External Consultant to provide work on Education Health Care Plans | “ |
£0.00 | Whole staff training on attachment. | “ |
Total - £54672 | ||
Remaining £200.00 | Plan to spend the remaining allocation on whole staff training and resources to enable further CPD on working with pupils with SEMH. | “ |
Measuring the impact of PPG spending 2018-19 – Evaluated in July 2019 |
In Maths · 73% of Looked After Children have either met or exceeded their expected rate of progress. · 74% of pupils eligible for free school meals have either met of exceeded their expected rate of progress. In English · 80% of Looked After Children have met or exceeded their expected rate of progress. · 68.5% of pupils eligible for free school meals have either met of exceeded their expected rate of progress. |
Contact Details
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School contact details
Athena School
South Park Avenue
Lincoln
LN5 8EL
Email: enquiries@athenaschool.org.uk
Tel: 01522 534559
Fax: 01522 536190