Intervention: Speech and Language Therapy Provision
Allocated/Spent: £15,000 towards the cost of a Speech and Language Therapist.
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 (Updated August 2020): 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. Pupil outcomes in speaking and listening Term 4 2019-20 78% met or exceeded their targets although those in receipt of PPG did under perform others in these strands.
Intervention: Enhance Leadership of English, Maths and Personal, Social & Physical Development (PSPD) across the Academy.
Allocated/Spent: £15,000 towards costs
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 (Updated August 2020): Highly skilled subject leadership capacity increased which ensured outcomes remained high for pupils with an average progress across all subjects of 74% met or exceeded their Term 4 targets. Pupils in receipt of PPG outperformed others for those who achieved their Term 5 Provision Plan target in both SEMH and Physical & Sensory. Pupils in receipt of PPG performed almost as well as others in most subjects and the same as others in Personal, Social and Physical Development (PSPD).
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.
Allocated/Spent: £18,000 towards costs
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 (Updated August 2020): Complex physical needs are very well met at Milestone Academy. This resource supports many pupils with PMLD and others to access their mlearning, both the taught and the co-curriculum, and be comfortable throughout the day. Pupils with PMLD performed as well as others for those achieving their Term 5 Physical provision plan target.
Intervention: Employ a consultant Sensory Occupational Therapist to support with identification, interventions and staff training.
Allocated/Spent: £6000 for Sensory trained OT consultancy.
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 (Updated August 2020): 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 many areas better than others across all subjects and provision plan targets.
Intervention: Local budget identified for immediate costs towards closing any in-year gaps as they arise.
Allocated/Spent: £335 for resources for high needs sensory learners and £5030 for Eng/ma/PSPD resources.
Action and Expected Impact: Local costs for resources required for any interventions as required.
Impact (completed August 2020): 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.
Intervention: Funding to support staff employment and training to enable best practice multi-agency working.
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 2020): 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.
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.
Action and Expected Impact: Small group work and individual support sessions to support pupils and help reduce emotional and social barriers to learning.
Impact (Completed August 2020): Many of our pupils with significant social, emotional and mental health concerns benefited from weekly support sessions with trained ELSA trained TAs. Twenty pupils were supported by 5 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.
Intervention: Funding to release Mental Health First Aider trained TAs to support individual pupils to support their mental health x0.5 days/week.
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 2020): 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.
Intervention: Funds available to purchase resources needed to support response to Covid in school and support online home learning.
Action and Expected Impact: Resources identified by middle leaders and IT lead as being required to support childcare (Term 4) and learning in school as well as online platforms to support pupils’ home learning.
Impact (Completed August 2020): Resources purchased which were accessed by PPG pupils during ’lockdown’ and subsequent terms, leading to enhanced learning opportunities from that initially available.