Pear Tree Specialist School

Achieving the best we can in everything we do.

Use of Pupil Premium Funding at a whole school and individual level
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Pupil premium !"#$!"%
The provisional allocated budget for !"#$!"% is &'(!. " pupils are currently receiving pupil premium funding.
At a whole school level' the following interventions have been identified as strategies for using pupil premium to improve outcomes
for all. These strategies will be reviewed and further interventions identified as appropriate.
Intervention Cost Intended impact
Purchase additional laptops to ensure
daily access to )e*ia for all pupils.
Purchase additional headphone sets.
&+'!!!
&!!
To improve the learning of phonics and early reading
s,ills.
Training for a-uatic learning co$ordinator
in planning for multi$sensory learning
within the pool environment.
.*ternal courses &/!!
0See training file for more
details1
To improve the teaching and learning of early literacy
and numeracy s,ills within the pool and allow greater
access for pupils who are more motivated within the
pool environment.
Sensory story resources &"%! To enhance the teaching and learning of
literacy2reading.
Sensory homewor, pac, resources &!! Strategies to support children to manage their sensory
see,ing behaviours at home and support strategies
used within school
3eveloping parental awareness of sensory processing.
Staff training in what outstanding
teaching and learning loo,s li,e at Pear
Tree School. 0Twilight 4nset1 See School
Priority.
52A$provided by 67287 9reater understanding of how to improve teaching and
learning and better meet the individual needs of all
pupils within a class.
:etter understanding of how to ;udge progress within a
lesson and over a half term.
4nclusion pro;ect with <utdoor =ision in
the summer term 0T:A1
Appro*imately &/%! 3evelopment of Spea,ing and listening s,ills when
wor,ing as part of a group.
3eveloping PS3 s,ills and team wor,.
Standardised assessment tools for
sensory profiles and visual perception.
&#!! >omprehensive assessments of individual children to
ensure that the whole curriculum and provision fully
meets the needs of individual children.
4mprove attention' engagement and access to
education.
4mproved behaviour
7eighted therapy products$see sensory
learning action plan
&"%!! To support children to manage sensory see,ing
behaviours and improve attention' engagement and
access to education.
4mproved behaviour.
4pad for use in sensory sessions. &#%! To enhance and improve teaching and learning for
sensory pupils.
4mprove engagement of individual pupils within
sessions.
TA to support access to mainstream
inclusion sessions.
T:> 0Up to &"%'+!1 At an individual level' enrich and e*tend learning
opportunities alongside mainstream peers2role models.
4mprove spea,ing and listening s,ills.
4mprove social s,ills
Additional TA support for identified pupils
to access personalised timetables for
health reasons.
T:> (Up to &"%'+!1 4ndividual pupils are able to fully access postural
management programmes and physio programmes
appropriate to their level of need.
Pupils health is maintained2improved resulting tin them
being well enough to attend school and access
education.
Pupil attendance is high.
Additional TA support for identified pupils
to access personalised timetables to
improve behaviour.
T:> (Up to &"%'+!1 Serious incidents within school are reduced.
All pupils are able to access provision suitable to their
learning needs.
Personalised timetables fully embedded for individual
pupils resulting in pupils being better able to regulate
their own behaviour and access their education.
" hour a wee, of TA support to
oversee the management of the le*ia
reading programme to ensure
optimum use.
&#!! 4mprove pupil engagement2interest in reading.
4mprove the teaching and learning of phonics.
.nsure all staff are using )e*ia appropriately for all
pupils.