Sherwood Park School

Life at Sherwood Park School Life at Sherwood Park School
Life at Sherwood Park School Life at Sherwood Park School Life at Sherwood Park School Life at Sherwood Park School Life at Sherwood Park School Life at Sherwood Park School Life at Sherwood Park School Life at Sherwood Park School Life at Sherwood Park School Life at Sherwood Park School Life at Sherwood Park School Life at Sherwood Park School Life at Sherwood Park School Life at Sherwood Park School

Inspiring Autonomy and Excellence.





Pupil Premium funding has been provided to ‘close the gap’ so that disadvantaged pupils progress as well as other pupils.

The indicator of pupils who are disadvantaged is those who are eligible for Free School Meals (FSM) who are in Reception to Year 11. This also includes those who have ever been eligible for this in the last 6 years- known as the ‘Ever 6’ including Looked after Children = LAC


Number of pupils and Pupil Premium Grant (PPG) received


Total number of pupils on roll


Total number of pupils eligible for PPG

36 in total

18 pupils at Sherwood Park Campus

18 pupils at Sherwood Hill Campus

Amount of PPG received per pupil

£1320 Primary pupils

£935 Secondary pupils

£2300 Past LAC pupil

Total amount of PPG received



Impact of  2017-18 Pupil Premium funding


% pupils who Met and Exceeded progress in their Personalised Learning Programme (PLP) targets 



Autumn Term 2017

(87 pupils)

Spring Term 2018

(89 pupils)

Summer Term 2018

(90 pupils)








Pupil Premium (PP) Pupils















Non Pupil Premium (NPP)















Assessing each Pupil’s PLP progress enables us to show progress in a wide range of areas including: English, Maths, Physical, Social and Emotional, Digitalised Learning, Independence skills, which gives a good overview of the overall progress of each pupil. It is important when looking at progress in our pupils to consider each pupil’s individual learning story, as there are often many complex intertwining factors that affect their progress.

Pupil Premium Pupils do better than Non Premium Pupils in the Spring Term, this demonstrates the impact of interventions that were put into place using Pupil Premium funding.

They do slightly less well in Autumn (3% less), when some interventions were still being organised. They also do slightly less well in the Summer (20% less). This may be due to several changes of teachers in two classes which affected the continuity and consistency of learning in 7 Pupil Premium pupils. Many pupils have Exceeded Expected progress. Pupil Premium funding has been used well to close the gap.

Two Looked After Children (LAC pupils)

Both pupils met Expected progress in all three terms of 2017-18.  One complex PMLD pupil met Expected progress in the Spring term and Exceed expected progress in the Autumn and Summer terms. The other pupil with ASD pupil has Exceeded expected progress in all 3 terms



1.    Employment of a Play Therapist to support the emotional well-being of Pupil Premium pupils enabling them to engage with others (peers) more effectively and build trusting relationships with staff.  This will also enable them to work through issues related to their emotions, which they are not necessarily able to express in straight forward ways, leading to sustained good attendance and further increase their engagement and achievement in all areas of the curriculum.

1 day a week for 2 ½ terms: 1 ½ terms with Sherwood Hill Campus pupils and 1 term with Sherwood Park Campus pupils

Projected spend of £9,720


2.    Employment of an Art Therapist to help provide children who find it difficult to communicate through speech to communicate with a new expressive language. They can use the art materials and their relationship with the art therapist to express feelings and emotions that are hard to put into words or signs. The often close bond with the art therapist gives children a safe place to communicate their feelings, allowing them to grow as individuals and understand themselves and their world better. However it can also act on a more basic level of learning social skills, looking after materials, gaining perseverance, and learning how to cope to resolve frustration.

1 day a week for 3 terms, half a day a week with pupils at both Campuses

Projected spend of £5, 041


3.    Employment of a Music Therapist to harness our pupil’s music-making abilities and develop their engagement and communication skills. This intervention is almost always active rather than passive, meaning that the student does not just listen to pleasant music, but is actively playing music in whatever way they can. The music therapist will listen carefully to the student and make music with the student that is closely matched to their playing. The student will realise, if their listening is engaged by the therapist, as the therapist is playing at the same moment as them. By engaging the student’s listening the therapist will be able to suggest changes (getting louder, slower etc.) by using the innate qualities of different types of music. Through being able to follow these changes and suggest their own, the student will increase their ability to have control, concentrate and develop their non-verbal communication.

1 day a week for 3 terms, 1 ½ terms with pupils at Sherwood Park Campus and 1 ½ terms with pupils at Sherwood Park Campus

Projected spend of £7,080


4.    Eye Music Trust Sensory Workshops

In Spring 2019 there will be a full week of workshops in a sensory environment that Eye Music will install at Sherwood Park Campus. Several soft fabric “sails” will fill the room transforming it into a world of colour and light. The intensity of the colour, light and sounds will be controlled by the pupils through several different movement sensors. Throughout the week pupils will learn how to create their own unique music and record their own sounds. This experience will enable our pupils, particularly our PMLD pupils, to develop cause effect, cognitive, fine motor, communication, musical and creativity skills and will enable our pupils to make choices and control their own environment. At the end of the week our pupils will perform in a Show at school, to which parents and friends will be invited.

One week project at Sherwood Park Campus

Projected spend of £1,000

5.    Employment of a Forest School and Well Being Lead to enable our pupils to be given access to an outdoor learning environment, through on and off site sessions led by a trained Lead. Through these sessions we hope to build a community where learners feel safe to take risks and develop their self-esteem, confidence, resilience, communication skills and independence through meaningful outdoor play. They will also develop and learn new skills in areas like problem solving, fine and gross motor skills and take part in new experiences by being in a natural outdoor setting. This encourages a connection and respect for nature and provides an inspirational and rich environment.

           Pupils will be given opportunities to participate in group sessions. If students

           are unable to be part of a group, a 1:1 approach will be used, with a view to

           slowly working towards being part of a group. Forest School is a student led

           approach that is combined with our key skills and the six Forest School areas

           of learning.


           This role is combined with being a Well Being lead. The lead is part of a

           wellbeing team which provides support for students that are anxious, finding

           things  difficult and/or struggling to self-regulate . The Lead will: work with

           pupils on a 1:1 basis to help them find strategies to overcome their difficulties,

           be a go to person to talk to if they have anything that is worrying them and

           support pupils with their therapeutic listing.

The large majority of this input will occur with pupils at Sherwood Hill Campus with some opportunities for pupils at Sherwood Park Campus to join some sessions

Projected spend of £7,219


6.    Employment of a Discovery Forest Playworker, purchase play resources  and an employ an additional Mid – Day Supervisor to enable pupils to access and develop their play skills in the Discovery Forest outdoor learning area particularly at lunchtimes. The Playworker will set up the play activities and lead the play on a daily basis. Resources will be purchase to support and develop play skills and an additional mid – day will be employed to ensure that these sessions are protected and are able to occur on a daily basis without the need to use this Mid- Day supervisor to be re- deployed elsewhere due to pupil need.

This input will be with pupils at Sherwood Park Campus


Projected spend of £7,000



NB Pupil Premium pupils will be targeted to access at least one of these, but many will benefit from more than one area of funding use.




  Pupil Premium 2017/18

 Impact of Pupil Premium 2017-18


  Pupil Premium 2016/17