• Sarah D. Young, Headteacher : telephone 01263 578144

Please click here to read our SEN Information as part of the Norfolk Local Offer.

To view Norfolk’s Local Offer, please click here 


This funding is being jointly provided by the departments for Education, Health and Culture, Media and Sport. The money is to improve provisions of PE and sports in Primary Schools, for further details click here.

It was initially intended for this fund to run for 3 years but there has now been an indication it may continue for a longer period.

This funding is ring-fenced and therefore can only be spent on the provision of PE and sport in schools at Primary phase.

• Staff professional development – Courses in Yoga (£150), Higher Level Teaching Assistant PE qualification for 2 teaching assistants (£800), Rebound Therapy (£180), Teaching and Learning in PE level 3

• Enabling our PE coordinator to attend county wide PE forum meetings

• Invited Professional Coaches into school for Cricket and Football, Martial Arts

• Run dance and healthy living curriculum and extra-curricular sessions

• Attended numerous sporting competitions between the complex needs schools in Norfolk

• Purchased new PE equipment designed especially for KS1 & 2 to meet our students needs

We are seeking advice on the expenditure on remaining funds to provide, with other funding available, to create a smaller gym for dance, Rebound Therapy and to have a smaller space with reduced echo for our younger and more complex children.

Pupil Premium 2015/16

 Allocated Pupil Premium £94, 105

 Total spent – £112,812

Overview of Pupil Premium and influences

At Sidestrand Hall school we offer a range of interventions to address children’s barriers to learning.   These are offered to both pupil premium funded children and non-pupil premium funded children.  We follow our Inclusion and Intervention Policy to identify children for interventions.

We have reviewed the impact of interventions annually, following this review we will review the impact half termly and report annually.   We are looking to improve how we measure the impact of some interventions including THRIVE and Speech and Language.   This will include a clear referral system for children considered in need of intervention.  We are aware that staff absence has impacted on the effectiveness of some interventions as staff have been needed for cover.

Intervention posts x 5 £108,809

(These posts include 2 Education Learning Mentors and the delivery of Literacy and Numeracy Intervention, Speech and Language intervention and THRIVE)

Literacy and Numeracy Intervention

Many of the children arrive at Sidestrand Hall School with ‘Spikey’ profiles; this means they may be proficient in one area of a subject but then be below the expected attainment in another area of the same subject.   This could be for a number of reasons including the type of Special Educational Need that the pupil has or due to being out of education for a period of time.

Literacy and Numeracy skills are important to support pupil’s independence later in life therefore the interventions are designed around the individual pupil’s needs and next steps.  Those leading the intervention work with class teachers and the Extended Leadership Team to identify those in need of additional support.  This is achieved by considering the academic progress and attainment on our data tool SOLAR and through discussion with other staff members.

The interventions are designed to overcome the pupil’s barriers to learning and ensure access to the right resources.  For example a child that may struggle to remain focussed in the classroom might use the outdoor area to learn a new skill.

Speech and Language

Many of the children at Sidestrand Hall School have communication difficulties identified as a need in their Statements or Education, Health, Care Plans.   A BPVS* was completed on all children identified as needing additional support.  Speech and language intervention is delivered following support from the school’s Speech and Language Therapist.  For those children who have been assessed by the SAL Therapist the intervention has been led by their individual plans.  For other children identified as needing additional support the intervention has been planned in conjunction with the SAL Therapist.  Most pupils are supported in individual sessions of approximately 20-30 minutes.  During these sessions wordless books are used to promote listening skills, inspire pupils to tell a story and develop a wider vocabulary. Picture books allow pupils to use their own imagination to embellish the story and make it their own.  Pairs of pupils have also been withdrawn from class to develop clearer speech. These activities are also designed to promote thinking skills.

*British Picture Vocabulary Scale

The BPVS is an assessment of children’s vocabulary.  The assessment plays an important role in understanding children’s receptive vocabulary.  Each pupil is assessed and a standardised age is given.  On average children made 6.7 months progress.

ELM (Education and Learning Mentors)

The needs of the cohort are changing each year and there is an increase of both behavioural and mental health difficulties across the school.  Therefore we continue to develop our behaviour and support team in order to meet these needs.  The team consists of 2 teaching assistants who offer social and emotional support and are accessible to all children.  Some of the work they do includes regular incentives for pupils that need rewards above the normal class reward system (see positive behaviour policy), being on call to support children across the school and the monitoring of both positive and negatives incidents across the school on the behaviour management programme SLEUTH.  The positive impact of ELM can be evidenced through case studies demonstrating the progress of children’s social and emotional well-being throughout the school.


THRIVE is an approach based on current Neuroscience and the greater understanding of child development.  It is designed to support children with their emotional health, well-being and social needs.  The programme helps staff to understand the children’s behaviour as a type of communication and adapt their approach to develop their self-esteem and increase positive behaviours.

All children, pupil premium funded or not, are screened to identify their level of social and emotional skills.  Every child in the school receives THRIVE.  Where the need is identified, through screening, children receive weekly 1-1 THRIVE sessions in addition to the whole class THRIVE.

Multi-Sensory Impairment Training £2780

The needs of the cohort at Sidestrand Hall School are changing and we are educating more pupils who have a Hearing Impairment, Visual Impairment or a Multi-Sensory Impairment.  Staff have received training to ensure we can provide knowledgeable and skilful support to those children.  Children have received support throughout the curriculum by 4 teaching assistants completing the BTEC Advanced Award for Teaching Assistants working with Sensory Impaired Young People.  This role included working with different pupils with hearing impairment to support them in the classroom with adapting resources, lesson delivery and the environment to suit their needs.  As well as ensuring assistive technology was being used correctly by staff, they worked with the pupils who wear hearing aids to show them hearing aid maintenance and care.  This is overseen by a MSI specialist teacher who has regular contact with the Virtual School Sensory Support.

TEACCH and Attention Autism Training £545.00

The number of children with a diagnosis of ASD is increasing within our cohort.  The school has 3 ASD specific units as well as several children with ASD across the main school.  Staff received training to ensure the school has a range of techniques and strategies to support children with ASD.  TEACCH is a strategy that focuses on the child’s individual interests and skills and teaches adults how to adapt activities to suit the individual child’s needs.  Attention Autism helps to increase children’s attention abilities and become focused and engaged in learning.  These strategies have also proven to reduce anxiety amongst children with ASD.



  % made expected progress % of those who met expected and then exceeded progress
MSI 50 50
Speech and Language 79 18
Literacy Intervention 76 8
TEACCH and AA strategies 75 38



  % made expected progress % of those who met expected and then exceeded progress
MSI 50 13
Speech and Language 36 80
Numeracy Intervention 50 78
TEACCH and AA strategies 55 67



% that made progress across all pupil premium funded pupils. 93
Average % of progress made by pupil premium funded pupils (excluding LAC) receiving 1-1 THRIVE 108
Average % of progress made by Looked After Children receiving 1-1 THRIVE 78



Pupil Premium is additional funding received by all schools based on the number of pupils from disadvantaged families. The Government is clear that this funding is intended to support these pupils by raising their achievements and ensure they have the same access to opportunities as other pupils. It is the schools decision as to how this money is best spent.

It is allocated to schools based on the number of children who come from low-income families which is defined as those who are currently known to be eligible for free school meals. This means pupils who are entitled and have registered for free school meals however, do not necessarily take the meal are also eligible.

It also includes pupils who have been eligible for free school meals at any point in the last six years

  • children who have been looked after continuously for more than six months

When introduced in April 2011, the level of the premium in 2011-12 was £488 per pupil. It is currently £600 per pupil for 2012-13 and will increase to £900 per pupil for 2013-14.

To see if your child is eligible for free school meals, click here

How we spend the pupil premium:

  • In 2013-14, £54 000 was allocated to Sidestrand Hall through pupil premium
  • In 2014-15, £69 745 was allocated to Sidestrand Hall through pupil premium
  • For 2015-16 we have been allocated £94,105



  • Creation of 3 Key Stage intervention posts £38, 251
  • Building alterations to create Key Stage 3 intervention room £2, 500
  • Impact is evidenced via achievement data and progress in reading is particularly strong.


  • Costs in providing intervention at each Key Stage and the development of THRIVE exceeds Pupil Premium allocation and is supplemented from school budget
  • The school has continued to sustain the Key Stage intervention posts as pupil achievement data can show real impact on the rate of achievement of identified pupils. £60, 612
  • The purchase of THRIVE programme and training of Practitioners: £12 920


  • Continuing Intervention and THRIVE for pupils.£62,150
  • Staff training in Signalong.£1960
  • Increased IT equipment
  • THRIVE training and equipment £2263

The literacy and numeracy catch-up premium provides schools with an additional £500 for each Year 7 pupil who did not achieve at least level 4 in reading and/or maths at the end of key stage 2.


2013-14 £6,500

2014-15 £6,000

We have been able to use this money in various ways to help the children improve in literacy and maths, for example:

  •  Additional Speech and Language
  •  Talking and Drawing sessions
  • Maths and Literacy resources, including puppets, animal counters, word games, ICT programmes and apps etc.
  • Drama workshops

We will continue to explore ways to invest this money, based on the needs of these pupils.