Key information · Warmley Park School & College
This statement details how we use pupil premium funding to improve outcomes for our disadvantaged pupils — our strategy, how we intend to spend the funding this year, and the results from last year.
School overview
Pupils in school
182
October 2025
Pupil premium eligible
23%
Of pupils, October 2025
Strategy plan covers
2025–2028
3-year plan, updated annually
Funding overview
Allocation this year
£65,525
Pupil premium funding 2025–2026
Carried forward
£0
No funding carried forward from previous years
Total budget
£65,525
Total available this academic year
Statement of intent
Our intent for Pupil Premium
At Warmley Park, our intent for the Pupil Premium is to ensure that all disadvantaged pupils with Severe Learning Difficulties (SLD) achieve their full potential and lead rich, fulfilling lives.
We recognise that disadvantage can affect pupils' opportunities both inside and outside of school, and that this may compound the barriers already faced due to their complex learning needs.
Our goal is to remove or reduce these barriers through a holistic approach that promotes communication, independence, wellbeing, and engagement in learning. Pupil Premium funding is used to provide equitable access to high-quality teaching, specialist interventions, and enrichment experiences that enable each child to make meaningful progress from their individual starting points.
Identified challenges
Pupil communication
Our disadvantaged students need more support around communicating and expressing their needs, including those who are non-speaking, have limited language skills and have social interaction difficulties.
Pupil progress
There are difficulties engaging with some families of our disadvantaged students. As a consequence it can be challenging for disadvantaged learners to be ready and prepared to learn, physically, practically and emotionally.
Pupil wellbeing & physical health
Our disadvantaged students require ongoing support to maintain and improve their wellbeing, including their physical and sensory development and comfort.
Resources & cultural capital
Our disadvantaged students generally have fewer opportunities to access community opportunities and to develop cultural capital.
Intended outcomes 2025–2028
| Intended outcome | How we will measure success |
|---|---|
| Students can use a range of communication systems to aid their understanding and develop expressive communication skills | Achievement of EHCP communication targets. Observational assessments and communication audits show increased use and effectiveness of communication systems. Families understand their children's communication and have the tools to support further development |
| Students can engage in learning for longer periods of time due to participating in sensory activities and remaining regulated | Observations show students engaged in learning. Behaviour tracking shows a reduction in incidents from sensory dysregulation. EHCP outcomes are being achieved as evidenced in pupil progress meetings |
| Students will continue to maintain or make progress with physical development through exercise programmes including Hydrotherapy | Hydro programmes are in place and reports from Physiotherapists show progress or that skills have been maintained. EHCP outcomes are being achieved. All students are accessing PE and physical activities |
| To increase confidence, independence, and community participation as part of preparing for adulthood | Student and family voice evidences increased confidence and independence. Learners participate more actively in community and enrichment activities. Observations show improved self-help and social interaction skills |
| To encourage increased arts participation for students to enrich their curriculum | Students will access a block of additional arts lessons (e.g. music) for at least a term. There will be organised performances from theatre and music groups that all Pupil Premium students can access |
How we are spending the funding
Part B — Review of 2024–2025
| Area of SEND | Pupil Premium pupils | Non-PP pupils |
|---|---|---|
| Communication & Interaction | 22% | 17% |
| Cognition & Learning | 24% | 21% |
| Social, Emotional & Mental Health | 18% | 18% |
| Physical / Sensory | 24% | 20% |
Progress measured against EHCP outcomes recorded on the school's assessment tool, Earwig.
Pupils in receipt of Pupil Premium made progress in line with or above that of their peers across all four key areas of SEND.
Additional Speech and Language Therapy in 2024 led to progress in communication skills, improved consistency of communication resources, and an increase in AAC device referrals and approvals.
The employment of a Play Therapist and implementation of the ELSA programme was effective in supporting students' emotional wellbeing, evidenced through professional reports and classroom observation.
School attendance is above the national average, including for learners in receipt of Pupil Premium. Where issues arise, targeted support is put in place through Progress Groups.
A new Family Support Worker was appointed in January 2025, providing signposting, coffee mornings, food bank vouchers, and liaison with social care.
Statement authorised by
Bethan Jones
Headteacher
Pupil premium lead
Georgia Snary
Head of Inclusion
Governor / Trustee lead
Pat O'Driscoll
Co-Chair of Governors
Full strategy document
