Pupil Premium Statement 2021-22

Click here to view the statement as a pdf

This statement details Milestone Academy’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. 

The total budgeted cost is £162,245.

school overview

School name

Milestone Academy

Number of pupils in school

363 (year R – 14)

Proportion (%) of pupil premium eligible pupils

29%

Academic year/years that our current pupil premium strategy plan covers

2021-22

Date this statement was published

December 2021

Date on which it will be reviewed

March 2022

Statement authorised by

S. Goosani

Pupil premium lead

J. Tidmas

Governor / Trustee lead

T. Davies

funding overview

Pupil premium funding allocation this academic year

£132,375

Recovery premium funding allocation this academic year

£29,870

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£0

Total budget for this academic year

£162,245

part a: pupil premium strategy plan

statement of intent

At Milestone Academy we believe that every pupil can and will make progress and that deprivation should never be a barrier to their learning. We set the most challenging targets for every child, and all our pupils are valued, challenged and supported to make sustained academic and personal progress.

In common with other Special Schools, Milestone Academy recognises that the majority of its pupils’ face barriers to learning far greater than those imposed by financial deprivation. Due to their needs all pupils at Milestone are very vulnerable. We strive to ensure that Pupil Premium funding is used to narrow gaps in achievement by whatever means necessary. However, we also believe it is appropriate to use the funding to support other pupils who have significant areas of vulnerability, where this can be achieved in tandem with the provision made for Pupil Premium pupils.

The curriculum across Milestone Academy enables our pupils to develop into young people who are; independent, to the greatest degree possible, caring, both for themselves, others and the world around them, able to build positive relationships and to communicate functionally and effectively, be curious, able to play a meaningful role in society, informed, skilled, respectful and tolerant. The curriculum is developmental and personalised to ensure every pupil accesses the learning they need as an individual, at an ambitious level of challenge appropriate to them, supporting transitions to next steps within and beyond school. 

Our strategy is driven by both the needs of pupils alongside those of groups, through thorough formative and summative assessment of both academic but also personal, social and emotional progress. The strategy is reviewed frequently to ensure it remains appropriate and meets the needs of disadvantaged pupils across the school.

challenges

Challenge number

Detail of challenge

1

Our assessment over the previous year showed that in some areas, disadvantaged pupils did not perform as well as other vulnerable groups in some academic areas and EHCP targets. This was not consistent over the year so will be monitored closely over this academic year.

2

Through observations and conversations with families and social workers we have found that access to out of school experiences for pupils to enrich and consolidate learning may be fewer for disadvantaged pupils.

3

Through assessments, observations and conversations with wider leaders, we have found that disadvantaged pupils have less support to develop life skills in a range of settings. This includes access to the local and wider community to develop skills such as travel skills and daily living skills.

4

Our assessments, progress discussions and observations ensure that pupils who require an intervention are identified early to enable an identified intervention to have impact to ensure any gaps are recognised and acted upon in a timely way.

5

Our assessments, observations and discussions ensure staff training meets the needs of the pupils, support staff are able to lead interventions and training offers a development route for staff who wish to progress to teaching and beyond.

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 narrow the gap in achievement for both ECHP targets and Pupil Progress between pupils in receipt of the Pupil Premium grant and those who are not.  

Progress in English and Mathematics will improve so that 85% or more pupils will make expected or better progress and achieve their EHCP targets.

To ensure all pupil premium pupils feel safe, happy and are ready to learn each day through support and wider strategies of engagement

Emotional barriers to learning will be reduced and improvement in wellbeing will be reflected in progress across the curriculum.

Pupils engage in a range of physical activities and social experiences to develop self-confidence, self-esteem, social skills, well-being and engagement in learning opportunities

Pupils will have the same opportunities and receive the same experiences as all other pupils in the Academy.

Pupils have access to improved phonics and signing schemes to improve to further develop reading, writing and communication skills with all teaching staff having Read, Write, Inc training and Makaton awareness.

Pupils will continue to be challenged in developing their communication skills so that 85% or more disadvantaged pupils will make progress towards their English and communication targets.

activity in the academic year

Pupils will continue to be challenged in developing their communication skills so that 85% or more disadvantaged pupils will make progress towards their English and communication targets

Teaching (for example, CPD, recruitment and retention)

Budgeted cost: £56,900

Activity 1

Enhance Leadership of English, Maths and Personal, Social & Physical Development (PSPD) across the academy

Evidence that supports this approach

Individualised Learning: On average, individualised instruction has a positive effect on learners and is better used as a supplement to usual class teaching, rather than a standard replacement. 
Link to evidence

Challenge numbers addressed

1, 5

Quality texts including decodable texts and texts relating to the Read Write Inc scheme as well as texts for reading for pleasure

Evidence that supports this approach

Reading Comprehension Strategies:  It is important to identify the appropriate level of text difficulty, to provide appropriate context to practice the skills, desire to engage with the text and enough challenge to improve reading comprehension. 
Link to evidence

Challenge numbers addressed

1, 4

Employ a consultant Sensory Occupational Therapist to support with staff training

Evidence that supports this approach

Behaviour Interventions: Impacts are larger for targeted interventions matched to specific students with particular needs or behavioural issues. Page 9 of the following document details the impact of this.

Challenge numbers addressed

4, 5

Annual Licence for Widgit Online, Grid 3, Numicon Online, The Day current affairs online resource and Rosewood School IMPACTS resources and Whiterose Maths resources

Evidence that supports this approach

Digital Technology: Studies consistently find that digital technology is associated with moderate learning gains: on average, an additional four months’ progress. Evidence suggests that technology approaches should be used to supplement other teaching, rather than replace more traditional approaches. 
Link to evidence

Challenge numbers addressed

1, 5

Read & Write and Read Write Inc Training

Evidence that supports this approach

Phonics: Phonics approaches have been consistently found to be effective in supporting younger readers to master the basics of reading. Research suggests that phonics is particularly beneficial for learners as they begin to read. Teaching phonics is more effective on average than other approaches to early reading.  
Link to evidence

Challenge numbers addressed

1, 4, 5

Makaton signing Level 1 course for 5 signing leads

Evidence that supports this approach

Oral Language Interventions: Overall, studies of oral language interventions consistently show positive impact on learning, including on oral language skills and reading comprehension.
Link to evidence

Challenge numbers addressed

1, 3, 4, 5

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

Budgeted cost: £54,400

Activity 1

Speech and Language Provision

Evidence that supports this approach

Oral Language Interventions: Overall, studies of oral language interventions consistently show positive impact on learning, including on oral language skills and reading comprehension.
Link to evidence

Challenge numbers addressed

1, 4

Employment of a school-employed OT/Physio assistant to work as the interface between the NHS Physiotherapy and Occupational therapy services. To work directly with pupils with identified needs in class and ensure all programmes are carried out effectively and pupils have access to the prescribed equipment they require

Evidence that supports this approach

One to One Tuition: Evidence indicates that one to one tuition can be effective. We have observed that this direct 1:1 support of pupil’s physiotherapy programmes has supported positive outcomes regarding physical development and supported maintenance of a pupil’s health, enabling them to access school.

Challenge numbers addressed

1, 3, 4

Funding to support staff employment and training to enable best practice multi-agency working

Evidence that supports this approach

Behaviour Interventions: Impacts are larger for targeted interventions matched to specific students with particular needs or behavioural issues.  Page 51 of the following document details the impact of this:
Link to evidence

Challenge numbers addressed

4, 5

Employ a consultant Sensory Occupational Therapist to support with identification and interventions

Evidence that supports this approach

Individualised Learning: On average, individualised instruction has a positive effect on learners and is better used as a supplement to usual class teaching, rather than a standard replacement.
Link to evidence

Challenge numbers addressed

1, 4

Sensory Interventions for those with VI and sensory processing needs

Evidence that supports this approach

We have recognised that texts for pupils with VI and resources for sensory processing difficulties reduce barriers to learning and support engagement and behaviour for learning.

Challenge numbers addressed

1, 4

Local budget identified for immediate costs towards closing any in-year gaps as they arise

Evidence that supports this approach

Mastery Learning: There are a number of meta-analyses which indicate that, on average, mastery learning approaches are effective.

Teaching Assistants: Evidence suggests that TAs can have a positive impact on academic achievement. TAs support individual pupils or small groups, which on average show moderate positive benefits.

Challenge numbers addressed

1, 3, 4

Annual licence for Eye Gaze system

Evidence that supports this approach

We have observed that pupils who use Eye Gaze as their means of communication are developing their communication in a way that allows them to make choices.

Challenge numbers addressed

1, 3

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

Budgeted cost: £50,945

Activity 1

Part-fund costs for pupils in receipt of pupil premium for residential school journeys

Evidence that supports this approach

Outdoor Adventure Learning: Overall, studies of adventure learning interventions consistently show positive benefits on academic learning.
Link to evidence

Challenge numbers addressed

2, 3

Funding to release ELSA (Emotional Literacy Support Assistants) trained TAs to work with groups of pupils to support their emotional and social skills development x 5 days per week

Evidence that supports this approach

Social and Emotional Learning: SEL interventions have an identifiable and valuable impact on attitudes to learning and social relationships in school.
Link to evidence

Challenge numbers addressed

1, 3, 4

Funding to release Mental Health First Aider trained TAs to support individual pupils to support their mental health x0.5 days/week

Evidence that supports this approach

Social and Emotional Learning: SEL interventions have an identifiable and valuable impact on attitudes to learning and social relationships in school.
Link to evidence

Challenge numbers addressed

1, 3, 4

Funds available for purchase of school uniform for families in receipt of PPG in circumstances of extreme hardship

Evidence that supports this approach

School Uniform: There is some evidence that free school uniforms may improve attendance in areas of very high poverty.

Challenge numbers addressed

3

Funds available to purchase resources for co curriculum activities and access to learning opportunities outside of the classroom

Evidence that supports this approach

Outdoor Adventure Learning: Overall, studies of adventure learning interventions consistently show positive benefits on academic learning.
Link to evidence

Challenge numbers addressed

1, 2, 3

Funds available to develop the arts team including both the performing and the creative arts

Evidence that supports this approach

Arts participation: There are a number of systematic reviews and meta-analyses which have found small benefits for arts participation. The arts will be the platform to develop ways of expressing ourselves and will be linked to the IB PYP transdisciplinary theme to be used throughout the academic year.
Link to evidence

Challenge numbers addressed

2, 3

Annual licence for Eye Gaze system

Evidence that supports this approach

We have observed that pupils who use Eye Gaze as their means of communication are developing their communication in a way that allows them to make choices.

Challenge numbers addressed

1, 3

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 2020 to 2021 academic year.

Allocation: £122,582
Total planned spend: £122,734

Identified need 1

Improve the Teaching and Learning of Speaking and Listening and Spoken Language for all and especially Children in Care

Intervention:
Speech and Language Therapy Provision

Spent:
£15,000 towards the cost of a Speech and Language Therapist

Planned Action and Expected Impact:
SALT department to work with teaching staff to plan and deliver personalised programmes of intervention to raise attainment in Communication/ Speaking and Listening.

Impact (completed August 2021):
The outstanding provision delivered by our SaLT team continues to be recognised as a Centre of Excellence following the Balance System Scheme for Schools for our work as a whole school in supporting the Speech, Language and Communication needs of our pupils.
Pupils in receipt of PPG outperformed others for those who achieved their  Term 5 Communication Provision Plan target. 
Pupils in receipt of PPG outperformed all other vulnerable groups and those not in receipt of PPG  in speaking and listening from the Term 6 data.

Close any identified individual or group gaps in attainment in English and Maths across the Academy

Intervention:
Enhance Leadership of English,  Maths and Personal, Social & Physical Development (PSPD) across the Academy

Spent:
£15,000 towards costs

Planned Action and Expected Impact:
Personalised intervention programmes set by English, Maths and Personal, Social & Physical Development Leaders and led by intervention TAs and class teams will address any individual gaps where progress is not as good as expected. English, Maths and Personal, Social & Physical Development Leaders to train and support staff to identify and better meet need, and close gaps as they arise

Impact (completed August 2021):
Highly skilled subject leadership capacity increased which ensured outcomes remained positive for pupils, given the challenging circumstances.
Pupils in receipt of PPG outperformed others for those who achieved their Term 5 Cognition and Learning Provision Plan target.

Pupils not always able to most effectively access their learning due to identified physical needs

Intervention:
Employment of a school-employed OT/Physio assistant to work as the interface between the NHS Physiotherapy and Occupational therapy services. To work directly with pupils with identified needs in class and ensure all programmes are carried out effectively and pupils have access to the prescribed equipment they require

Spent:
£18,000 towards costs

Planned Action and Expected Impact:
Identified pupils will be better supported with their additional physical needs, so better able to access their learning and make good progress. Attendance for some pupils may also improve as a result of health needs being better met

Impact (completed August 2021):
Complex physical needs are very well met at Milestone Academy. This resource supports many pupils with PMLD and others to access their learning, both the taught and the co-curriculum, and be comfortable throughout the day. Pupils with PMLD performed better than others for those achieving their Term 5 Physical provision plan target and Term 6 Progress 7 progress. Support was provided during ‘lockdown’ regarding wheelchair services and equipment needs for pupils not able to access school.

Sensory Occupational Therapy  needs will be better identified and addressed to reduce negative impact on Teaching and Learning and Pupil Achievement

Intervention:
Employ a consultant Sensory Occupational Therapist to support with identification, interventions and staff training

Spent:
£6800 for Sensory trained OT consultancy

Planned Action and Expected Impact:
Personal sensory needs will no longer impact negatively on learning. All identified individuals to meet or exceed end of year targets

Impact (completed August 2021):
This resource is used to train staff, assess pupils and deliver programmes and some direct work. Most pupils supported have ASD. Pupils with ASD performed as well as and in some areas better than others across all subjects and provision plan targets.

Any identified gaps arising in-year as a result of pupil tracking

Intervention:
Local budget identified for immediate costs towards closing any in-year gaps as they arise

Spent:
£3656

Planned Action and Expected Impact:
Local costs for resources required for any interventions as required 

Impact (completed August 2021):
This budget was spent on purchasing resources for high needs sensory learners as well as cross curriculum resources to support maths, English and PSPD which were also incorporated into other subjects to generalise and consolidate learning.

Opportunities for pupils in receipt of Pupil Premium to access high quality cross-curricular residential school journeys to develop independence, personal and social skills

Intervention:
Part-fund costs for pupils in receipt of pupil premium  for residential school journeys

Spent:
£584

Planned Action and Expected Impact:
Support for families to enable pupils to attend along with their peers

Impact (completed August 2021):
This budget was used to purchase resources for pupils who are in receipt of PPG but who did not access school during lockdown. This enabled pupils to access learning resources as part of remote learning.

impact on Behaviour for Learning, Achievement and Wellbeing

Intervention:
Funding to support staff employment and training to enable best practice multi-agency working

Spent:
£13,000

Planned Action and Expected Impact:
Better outcomes for the most vulnerable and disadvantaged pupils through multi-agency working and the highest expectation that with support every pupil can achieve

Impact (completed August 2021):
Many of our most challenging and high needs pupils and their families benefited from this best practice model with an average of 3 multi-agency meetings held weekly throughout the year, these continued remotely to ensure the best outcomes for these pupils.

Emotional  needs which may impact on outcomes and wellbeing

Intervention:
Funding to release ELSA (Emotional Literacy Support Assistants) trained TAs to work with groups of pupils to support their emotional and social skills development x 5 days per week

Spent:
£18,000

Planned Action and Expected Impact:
sessions to support pupils and help reduce emotional and social barriers to learning

Impact (completed August 2021):
Many of our pupils with significant social, emotional and mental health concerns benefited from weekly support sessions with ELSA trained TAs. Twenty pupils were supported by 4 trained TAs over the year. Pupils were supported in areas such as bereavement, sharing attention, stress and anxiety with positive reflections from all pupils supported. This continued despite the lockdown.

Mental health and wellbeing which may impact on personal development and outcomes

Intervention:
Funding to release Mental Health First Aider trained TAs to support individual pupils to support their mental health x0.5 days/week

Spent:
£1,800

Planned Action and Expected Impact:
Individual support sessions to support pupils poor mental health and help reduce emotional and social barriers to learning

Impact (completed August 2021):
A small number of our secondary aged pupils and their families with significant mental health challenges benefited from support from the Mental Health First Aider who shared strategies for lowering stress levels and initiated Early Help where requested by families.

Personal presentation leading to better self esteem

Intervention:
Funds available for purchase of school uniform for families in receipt of PPG in circumstances of extreme hardship

Spent:
£223

Planned Action and Expected Impact:
Phase Directors to nominate pupils throughout the year who would benefit from new/additional school uniform/shoes/bag/coat so they are well dressed and ready to learn

Impact (completed August 2021):
5 x PPG pupils received items of school uniform

Individual support for pupils with profound and Multiple Learning Difficulties

Intervention:
Annual license for Eye Gaze system

Spent:
£170

Planned Action and Expected Impact:
Lead teacher for PMLD, SALT team and Class teachers to use the resource to support individual learning

Impact (completed August 2021):
A number of PMLD pupils accessed this resource over the year. This will be increased further over the next academic year with links to academic outcomes analysed.

Access to Co curriculum opportunities including lunch time clubs and access to community facilities leading to a rich set of experiences

Intervention:
Funds available to purchase resources for co curriculum activities and access to learning opportunities outside of the classroom

Spent:
£1528

Planned Action and Expected Impact:
Local costs for resources for Forest Schools, community projects and facilities

Impact (completed August 2021):
PPG pupils supported through purchase of resources to enable engagement with community facilities and cultural activities in a meaningful way.

Increase opportunities to access foundation subject and science resources as part of transdisciplinary themed learning

Intervention:
Funds to purchase resources for Foundation subjects and science for reviewed curriculum

Spent:
£7714

Planned Action and Expected Impact:
Resources identified by Foundation subject and subject leads as being required to further develop learning activities as part of the total curriculum

Impact (completed August 2021):
Resources purchased which were accessed by PPG pupils during Foundation subject and science lessons, leading to enhanced cross curriculum learning opportunities. In addition resources were purchased to refresh the SMILE rooms.

Access to online programs

Intervention:
Annual Licence for Widgit Online and Grid 3

Spent:
£850

Planned Action and Expected Impact:
Online resources identified by English and IT leads, supports both in school and remote learning if required

Impact (completed August 2021):
These resources enabled staff to prepare individualised resources for pupils which were shared on Google Classroom as required. This enabled pupils to access appropriate learning opportunities across all subject areas.

Introduction of new Phonics scheme

Intervention:
Read & Write and Read Write Inc Training & resources

Spent:
£14,262

Planned Action and Expected Impact:
Training and resources to introduce a new phonics scheme following a detailed review of appropriate schemes for Milestone pupils.

Impact (completed August 2021):
Resources purchased and training organised, this is to be rolled out in the next academic year with the impact reviewed during the year.

IT resources

Intervention:
Ipads for 6th form pupils

Spent:
£285

Planned Action and Expected Impact:
Resources for pupils to compete accreditation learning

Impact (completed August 2021):
Resources purchased enabled 6th form pupils to record their learning appropriately and use this towards external accreditation. 100% pass achieved for accredited coursework including ASDAN and BTEC qualifications.

CPD

Intervention:
Online CPD resources

Spent:
£2980

Planned Action and Expected Impact:
INSET day training for MHFA and MOVE annual fee

Impact (completed August 2021):
Mental Health First Aid training for 12 staff to enable them to support pupils who are facing such difficulties. Their support will be embedded during the next academic year and impact reviewed during the year. MOVE annual fee enables MOVE trained staff to support class teams with planned interventions.

Subscriptions

Intervention:
Online annual subscriptions for frequently used resources

Spent:
£900

Planned Action and Expected Impact:
The Day and Rosewood School IMPACTS

Impact (completed August 2021):
Online access to appropriate current affairs website used in classes to develop learning and promote discussions. IMPACTS used by Brook Pathway for assessment and reporting, with additional strands to be introduced during the next academic year.

Makaton resources

Intervention:
Makaton resources for the introduction of the signing system

Spent:
£1982

Planned Action and Expected Impact:
Training and resources to introduce a new signing scheme following a detailed review of appropriate systems for Milestone pupils.

Impact (completed August 2021):
Resources purchased and training organised, this is to be rolled out in the next academic year with the impact reviewed during the year.

further information

Development of the IB Primary Years Programme alongside development of the Arts curriculum are not dependent on Pupil Premium but are significant drivers for the school over this academic year.