Learning Mentor Support and Intervention in Maths, English or Motor Skills £48,683.20
We have used the majority of the Pupil Premium funding to fund an enhanced level of targeted support for our pupils. It has helped Westhaven to provide more learning mentor access, give key maths and English intervention on a regular basis for those who need extra support outside of lessons.
Learning Mentor Support
Pupil premium funds 30% of our Learning Mentor’s salary. All students have access to learning mentor support, however some need more support with emotional difficulties on a regular basis. Learning mentor support has provided support to those struggling to access school due to complex home life and support them onto successful education. Our Learning Mentor also runs workshops on being assertive, raising self-esteem and managing anger. These are run as required either individually for pupils or in groups. Our learning mentor also spends a considerable amount of time supporting students on a daily basis through positive books, reward time, 1-1 support to manage friendships and emotions and attending multi-agency meetings for these pupils. Many students use our learning mentor’s support for support on an informal basis and she provides general support for those who leave the classroom in order to help them return to learning. Our Learning mentor also liaises with other schools to help promote inclusion and attends anti bullying workshops with students. Our learning mentor also acts as a parent support and our safeguarding officer. This year we have also employed a second learning mentor/parent support advisor due to high need for this role and the intervention and support proved by it.
This year our Learning Mentors have worked with 67% of our pupil premium students. 40% of their total work has been with pupil premium students and 90.48% of their work has had significant or some impact. (61.1% significant).
Maths and English, Fine and Gross Motor skills intervention,
Throughout the year 22 students received intervention in Maths, English or Fine Motor Skills. 55% of these receive PP funding. 75% made significant progress in intervention sessions, 25% made some progress.
Social thinking intervention £1742.00
Social thinking is an intuitive process that allows us to consider points of view, emotions, and intentions or others. For those with ASD and related social learning challenges, we have to cognitively teach them how to think socially.
PP funding this year was also used provide more Social Thinking small group or 1-1 sessions. 18 (22% of whom are PP) students have started social thinking intervention with one member of staff and will continue the program next year either through intervention or in class small groups. We have also introduced a tracking system to score Social and Emotional Behaviour and Understanding. Students in intervention social thinking sessions made an average improvement of 4.7 points over the year, 1.7 points over the average school improvement.
This year the program was introduced as a taught subject in lower school and used as an intervention for those whom it is relevant in Middle and Upper school. It has been so successful that our middle school will also have a social thinking lesson next year. For upper school it will remain an intervention offer.
Music Tuition – £1702.60
A growing body of literature focussing on the effects of musical tuition on academic achievement reports a positive relationship between music lessons and academic achievement (performance science.org). A small proportion of Pupil Premium funding was used to fund music tuition for some our pupils to experience clarinet, singing, guitar, drum and keyboard lessons. This tuition enabled a widening of experience and culture as well as instilled a sense of achievement and pride when students performed in special assemblies. This sense of achievement and pride instilled a positive attitude which was evidently transferred into classroom attitude. This tuition has also continued to allow students who have struggling speech skills to find a ‘voice’ within school and partake in school assemblies.