Pupil Premium Grant at The Grove School 2018–2019

What is Pupil Premium?
The pupil premium grant is additional funding given to schools to help them meet challenges, including those arising from deprivation. School leaders decide how to use the pupil premium to improve disadvantaged pupils’ attainment. There is no expectation that schools spend the grant only on eligible pupils, or on a per eligible pupil basis.

Pupil Premium at The Grove School
65.1% of pupils are entitled to the pupil premium grant
Total pupil premium allocated amount £22,391.00

At The Grove School we have an on-going commitment to ensure all learners are progressing and that we are challenging the targets set. The learning at The Grove is personalised around the individual needs of the learner. We are working towards narrowing the gap in the following areas;

  • Personal Development and Behaviour
  • Social Interaction
  • Communication Skills
  • Cognition and Learning (attendance)

Based on the areas above, the pupil premium grant is used to support the following;

  • Makaton (including Makaton training for staff)
  • Alex Kelly social skills (including training for staff)
  • Step into Dance 
  • ArtIs Foundation 
  • SCERTS Model (including training for staff)
  • Family Support / Attendance 
  • Behaviour support (including SLEUTH)

Makaton – £1050.00
At The Grove we believe that the ability to communicate is central to a person’s sense of self and their connection to the world around them. Makaton is a language programme using signs and symbols to help people to communicate. It is designed to support spoken language and the signs and symbols are used with speech, in spoken word order. This academic year our focus has been to ensure that we have two members of staff trained to an enhanced level and one member of staff trained to foundation level. These members of staff support the remaining staff team to ensure that correct signs and symbols are used throughout the day at The Grove. www.makaton.org.uk 

Alex Kelly – £200.00
Social skills groups are run on a weekly basis using the Alex Kelly Social Skills framework. The group is run by an LSA trained to support the assessment of students using the framework. The groups are taught social skills, self-esteem and friendship skills. These skills are vital to support conversational and listening skills as well as an awareness of others. At The Grove we believe that supporting positive development of social skills provides our learners with the opportunity to develop life skills that maximise well-being and enjoyment. www.alexkelly.biz 

Step into Dance – £355.00
Step into Dance is a programme delivered by professional dancers, supporting our learners to develop skills, passion and understanding of dance through a weekly workshop and a yearly performance. Step into dance aims to connect with those who might not otherwise get the chance to enjoy dance. The Step into Dance teacher leads The Grove staff and learners in a creative session engaging activities which build on the interaction with dance. www.stepintodance.org 

Artis Foundation – £2,500.00
At The Grove many of our students take part in sessions offered by Artis, a creative charity which integrates the arts through learning. Artis aim for all to recognise the value of a society enriched by the arts. Highly trained arts educators known as Artis Specialists work in the school to boost creativity, support attainment, improve speaking and listening skills and build confidence and self-esteem. At The Grove we facilitate the use of social communication through targeted work and Artis sessions support that work. www.artisfoundation.org.uk 

SCERTS Model – £2,060.00
The SCERTS Model is a researched based educational approach and multidisciplinary framework that directly addresses the core challenges faced by children and young people with a diagnosis of autism. SCERTS focuses on building competence in Social Communication, Emotional Regulation and Transactional Support. It is a child-centered approach based on sound neurological and child development research and theory and it is structured to recognise where the child is currently functioning, where they most need support and how the people around them and the environment can best meet these needs. Our approach at The Grove consists of using the framework to set targets and support our curriculum. We have three members of staff who have attended the training by Emily Rubin (co-author of the SCERTS framework). Their role is to act as mentors to all of the Grove staff to support them in the implementation of the framework.

Family Support/Attendance – £14,562.67
Partnership working is the essence of what we promote at The Grove School. We aim to ensure that families and students feel informed about what is happening at school and beyond, so they are able to make informed decisions. We feel it is as important to support our parents and families as it is to support and nurture our pupils. The employment of a family support officer is vital to this belief. Family support are able to put families in contact with relevant specialists and specific services as required and co-ordinates and liaises with staff teams where appropriate. Home visits are offered to the families that require targeted interventions and guidance on specific subjects including eating, sleep and behaviour. 

Attendance is a topic closely linked to family support as families sometimes require support in managing regular attendance for a variety of reasons, including persistent absence due to medical appointments and long-term illness. Attendance and reasons for absence are closely monitored in order to offer targeted support for absence below 90% for individuals, this includes support with routines, scheduling appointments and support managing transport services to ensure attendance to school.  

Behaviour Support – £1663.33
At The Grove we believe that all students are entitled to a broad, balanced and flexible education, within the school and the wider community, which is appropriate to their needs arising from their autism diagnosis. All staff are expected to consider the difficulties our students may experience, as outlined within the DSM-5;

  1. Difficulties with social communication and interaction (including flexible thinking)
  2. Restricted, repetitive patterns of behaviour, interests or activities (sensory included).

Sleuth is a software tool used to track student behaviour to support personal and social development. It enables the staff to communicate what has happened, track responses and identify support so that interventions can be targeted to individual needs. Sleuth not only tracks but enables us to analyse data, thus supporting informed conversations and targeted support for support plans to develop positive well-being. www.schoolsoftwarecompany.com 

Monitoring Progress
Throughout the year, pupil’s attainment is monitored and tracked by teachers and overseen by the Assessment lead as part of the quality assurance process. These include;

  • Data tracking using our school Earwig system
  • Personalised Target setting
  • Personal Learning Plans (PLP) and monitoring of EHCP outcomes
  • Lifeskills Passports
  • Sleuth to  track behaviour. 
  • SCERTS assessments
  • Attention stages
  • End of Key Stage profiles 
  • Transition towards adulthood plans