Menu
Home Page
Home Page

About Us

Forest Park School is a very special place which provides for children aged 2-19 with moderate, severe and profound learning difficulties. The school is based on two sites, one mile apart. We have a team of dedicated, talented and skilled professionals who provide a child centered approach which is flexible and responsive to individual needs. We promote a happy, supportive and positive learning environment.

Pupil Premium Strategy and Expenditure

Forest Park School Pupil Premium Strategy 2019-20

 

At Forest Park School we use our pupil premium allocation in a variety of ways to support the individuals maximise their learning and improve their outcomes.

 

All of the pupils at Forest Park have special educational needs, with varying levels of complexity, so we use our allocation to help the individual pupils by potentially buying them resources to improve their outcomes, offering them experiences that they might not get otherwise, bringing in specialists to support in a particular way and constantly seeking improvements to their educational experience, sometimes in small ways but with big impact.

We measure the impact of the expenditure through regular review of pupil data and questioning by our link Governor. The pupils are observed using the equipment and participating in activities and these are recorded through photographs and teacher comments in pupil learning journeys.

 

Barriers to future attainment (for pupils eligible for PP )

In-school Barriers – Pupils enter the school with a range of SLD, PMLD, MLD,

Complex medical/health needs and a high proportion with Autism.

All are supported by an Education, Health & Care Plan

A.

Poor attendance due to complex medical issues

B.

Behaviour issues linked to attachment, low self-esteem and self-confidence

C.

Communication difficulties, non-verbal, limited language and understanding,

social communication difficulties

External Barriers

D.

Communication and behaviour strategies not always being used at home and

independence not fostered within families

E.

Extra-curricular opportunities beyond the school environment being inaccessible

F.

Social isolation and lack of enrichment opportunities for some pupils at home

Reviews take place termly.

 

FOREST PARK SCHOOL Pupil Premium PLANNED Expenditure 2019 – 2020

 

FSM

Service

Year 7

AFC

CLA

Number

29

3

7

6

3

Budget

£35,029

£600

£3,500

£8,500

£6,900

Interventions: 

  • Additional LSA support for example, for behaviour support at key times such as on settling into school as a new pupil or at times of transition or as additional support for specific activities such as hydrotherapy where 2:1 staffing may be required
  • 1:1 tuition to develop reading and spelling skills development for 5 children who receive additional funding
  • Equipment for use as rewards for positive behaviour management strategies to decrease number of behavioural outbursts
  • Funding to support school trips to develop social skills and appropriate behaviour in different environments
  • Purchases of additional resources for developing literacy and numeracy skills and independence skills; including IPads
  • Purchase of switch boxes and cause and effect equipment
  • Purchase of OT time for sensory profiles
  • Purchase of Jiggy Wrigglers
  • Purchase of Dance therapy
  • Purchase of Riding for the Disabled

 

CLA pupil premium may be spent in conjunction with DSG money according to individual needs at any given time and monitored with that. This is so larger purchases, such as personal equipment can be purchased as needs change over time

 

 FOREST PARK SCHOOL Pupil Premium Expenditure IMPACT 2018 – 2019

 

 

FSM

Service

Year 7

AFC

CLA

Number

27

2

3

3

4

Budget

£35,805

£900

£2,250

£6,900

£8,000

Interventions

  • Additional LSA support for example, for behaviour support at key times such as on settling into school as a new pupil or at times of transition or as additional support for specific activities such as hydrotherapy where 2:1 staffing may be required
  • 1:1 tuition to develop reading and spelling skills development
  • Equipment for use as rewards for positive behaviour management strategies to decrease number of behavioural outbursts and improve attendance
  • Funding for school trips including the school activities week to enrich social experiences and develop social skills and appropriate behaviour
  • Purchases of additional resources for developing literacy and numeracy skills and independence skills
  • Music therapy sessions
  • Pony riding sessions
  • Purchase of switch boxes and cause and effect equipment
  • Purchase of PE equipment for motor skills sessions
CLA pupil premium may be spent in conjunction with DSG money according to individual needs at any given time and monitored with that. This is so larger purchases, such as personal equipment can be purchased as needs change over time

Impact

  • Pupils transitioned into and out of the school smoothly; social stories and additional staffing for visits were successful in reducing anxieties for 4 pupils in particular when transitioning to new schools. Families were also supported in making visits to decide on appropriate school placements.
  • Attendance for Year 7, CLA and service children continued to match the Forest Park target attendance of 92%
  • The purchase of an IPad and other rewarding activities, including sand trays helped 2 pupils reduce the number of aggressive incidents over the year:
  • 5 pupil premium pupils accessed the school activities week including staying in school for a sleepover. All the pupils had an amazing experience and everyone tried at least one activity they had never tried before. Several had never slept away from home before, but 100% stayed all night and found it to be an exciting and rewarding time.
  • Year 7 catch up was used to purchase IPads, cause and effect switching equipment. 
  • All pupils who went pony riding made progress over the year against our skills assessment
  • Music therapy reports indicated that pupils interacted positively in the sessions and video evidence has shown some amazing responses from the children
  • Dance therapy reports continue to indicate that pupil engagement is high and children are responding to the activities
  • Additional reading time has enabled pupils to gain more skills with their reading and more "I can" statements were achieved. Pupils also attained within the Interim Standards

 

Top