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Bridgelea Pupil Referral Unit Pupil Premium Grant (PPG) Information 2018-2019


What is Pupil Premium Funding?
Pupil Premium is funding allocated to schools for the purpose of raising attainment of pupils from improve outcomes for disadvantaged pupils’. It is used to help schools provide targeted support to help children reach their full potential.

The Pupil Premium was introduced in April 2011 and is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years (known as ‘Ever 6 FSM’). Schools also receive funding for children who have been looked after (LAC) continuously for more than six months, and children of service personnel.


For the financial year 2018-2019, we received £78,860 in Pupil Premium funding.

Area Total Cost Further Information
Additional Educational Psychology Support.




Actual Cost:



PPG Spend


EPs use their knowledge of child development, psychological theory and research, and a breadth of experience to enhance the learning and emotional wellbeing of children and young people.

Collaborating with parents and carers and a range of professionals, as well as working directly with children and young people.

Supporting thorough and detailed assessment of children as part of the graduated response to determine underlying needs and appropriate provision.

Statutory assessment support and guidance to support EHCP submission and provision.

Area Total Cost  Further Information
Additional TA Support


To provide personalised targeted intervention for PP pupils, enhancing pupil wellbeing, so to enable every PP pupil to make at least expected progress and be on track for achieving their individual targets/expectations.


Actual Cost:



3 TAs at Longsight & 1 at Withington


PPG Spend:




Retreat TAs work full time in the Retreat rooms delivering social, emotional and mental health support on a fulltime basis to individuals and groups of children.

Weekly timetabled discussions and planning meetings with the AHT for identifying social / emotional needs of individual pupils and the most appropriate intervention

Cost of sensory, motor skill equipment and therapeutic equipment and resources to ensure most up to date and effective interventions


Area Total Cost  Further Information
Elklan Accredited Training for 12 staff





Actual Cost:



PPG Spend:


Identify the processes involved in communication.

Demonstrate the wide range of communication difficulties and the impact this has for the child.

Understand the power of non-verbal communication (NVC).

Explore strategies to support children with poor listening and attention.

Learn about making Mind Maps™ accessible to all.

Learn new visual strategies to help pupils work independently in the classroom.

Practice modifying the adult’s language through an understanding of information carrying words.

Consider issues pertinent to students learning an additional language.

Discuss supporting verbal reasoning skills, including why & how questions, inferences, sequencing, predicting.

Practice modifying the adult’s language accordingly.

Develop a range of strategies to support the learning and retention of new words.

Discuss techniques to develop syntax (grammar) and narrative skills.

Learn new ideas to support narrative development.

Reflect on the effects that interaction patterns between adults and children have on communication.

Develop active listening and support for children to speak out.

Identify skills required for successful social skills and share ideas as to how to promote these.

Identify the development of speech sounds.

Discuss strategies to support children with unclear speech.

Consider the link between speech, reading and writing.

Review phonological awareness and the four main components.

Share ideas to support children who stammer.

Area Total Cost  Further Information

Speech & Language Therapist


2 Days Weekly




Actual Cost:



PPG Spend:


As a communication friendly school we prioritize:

Creating opportunities, relationships and environments that make our children want to communicate.

Training all staff to use the best approaches to communication, delivery of SLCN interventions competently with children.

Ensuring that all teachers have the responsibility for developing the communication skills of children in their class.

Assessment of underlying SLCN needs and intervention to target this.

Monitoring the impact of Pupil Premium Grant

Mr Hoyland (Headteacher) has overall responsibility for the attainment and progress of Pupil Premium children although ensuring the progress of eligible pupils.

Children’s progress and attainment is tracked and monitored carefully to ensure they achieve their full potential. We use the Oxford Reading and Writing Criterion scales to capture progress in English and Numicon tracking grids to track progress in maths. This is collated termly and PPG are tracked as a vulnerable group.  The Boxall Profile is used to capture progress in social and emotional development.

Targets for pupils are set in maths, reading and writing. Additionally, pupils have targets according to personal, social and behavioural needs which are taken from the Boxall Profile.  Monitoring is a joint responsibility of the class teacher and Senior Leaders and regular assessment data is analysed and acted upon.

Planned PPG Outcomes Planned PPG Monitoring
To support pupils to become more emotionally resilient, self-aware and able to self-regulate more independently.

Improvement in relationship building skills.

To explore negative behaviours and underlying causes.

To help reduce the impact of emotional trauma on learning.

Improved access to learning and narrowing of the gap in basic skills.

To develop communication skills.

To improve identification of communication as a barrier to learning.

Development of speech and language interventions.

Increased staff awareness of speech, language and communication difficulties and co-morbidity with Social, emotional and Mental Health Difficulties.

Qualitative feedback from the therapist and or other staff.

Boxall Profile Scores

Achievement Data.

Completed SLCN assessments, feeding into improved personalized offers of support.

Completed EP assessments feeding into improved personalized offers of support.

Pupils’ books

Learning Walks

Scrutiny of Pupil Profiles, Communication Charts & Provision Maps and PEPs

Summative Assessment Data Analysis

Discussions with class teachers

Discussions with support staff

Pupil voice

Impact Sep 2017 to July 2018 Data

  • 74% of children made good progress in reading, despite their SEMH barriers to learning. 61% of these children made accelerated progress.
  • 61% of children made good progress in writing, despite their SEMH barriers to learning. 51% of these children made accelerated progress.
  • 69% of children made good progress in writing, despite their SEMH barriers to learning. 60% of these children made accelerated progress.

The school’s Pupil Premium Policy outlines the identified barriers to learning and the activity (including costs) that the school has undertaken to address these. Those pupils who are known to be eligible for free school meals (72%), who are in the majority in Bridgelea, those who are in the care of the local authority (4%), those with social care or early help support (47%) and those from minority ethnic backgrounds (55%), reach similar levels of attainment as other pupils and progress just as well, and often better, than others.

Bridgelea is strongly focused on helping each child to fill in the gaps in their learning, improve their behaviour and personal development and move forward quickly. Bridgelea provides music and sports to help build self-confidence. Some of the pupils at Bridgelea access the provision through preventative placements; this means that the amounts of pupil premium and sports premium are low as these funds are held in the pupil’s feeder schools. Despite this Bridgelea provides additional enrichment opportunities for sport. All pupils access half termly swimming sessions.  These opportunities increase pupil’s confidence and their physical competence, as well as helping them to face unfamiliar situations, work as a team and become more tenacious.

In the academic year 2017-2018 78 children (76%) have either completed or are undoing the statutory assessment process. This is supported by the support we commission from SALT and EP. The role of a full time SENCO has had a significant impact on this process and supports clear identification of children’s needs and required provision and supports reintegration into mainstream education where appropriate.  In 2017-2018 36% (15 pupils) of leavers returned to a mainstream setting, whilst the remaining 64% (27 pupils) transitioned to other specialist settings.

100% of pupils enter Bridgelea with a Boxall Profile and staff quickly identify previous barriers to learning and engagement. These are then shared with pupils and families and pupils develop strategies to manage and overcome them; initially with staff help then independently. 73% of current pupils have made progress over their time at Bridgelea related to their Developmental Profile. Pupils are narrowing the gap between themselves and their peers in relation to behaviour and attainment. 46% of current pupils are now either at age related or within 10% of age related development, compared to 27% on arrival.







You can find all of our policies including communications, medicines and behavioural under the policy section of our website.