Oak Lodge School, Barnet: Pupil Premium

Pupil Premium

Pupil Premium Grant (PPG) is provided by central government to support the achievement of students entitled to free school meals, who are looked after by the local authority, or who have a parent currently serving as a member of UK armed forces.

The main barriers to educational achievement for all students at Oak Lodge relate to their special educational needs. Due to the complex profiles of our pupils, we recognise that outcomes are achieved by monitoring against Educational Health and Care Plans. Our pupils progress is related to for example, emotional literacy and numeracy related to functional skills, behaviour support, personal development, communication and physical development. Outcomes in these areas are more relevant to our pupils at specific points in their education.

Our strategic risk assessment at an early point in 2019_2020 allowed us to identify additional interventions required to support students through the pandemic. Therefore, this strategy was subject to review.

Pupils on roll at the school Y7-Y11


Number of Pupil Premium Pupils


Pupil Premium allocation 2019_2020


% staying in education or entering employment


We invested in clearly identifying the barriers to learning for our PP eligible pupils and from this have identified the appropriate target areas to allocate the PPG funding to.

Key External Barriers 2019-2020

Key Steps - all barriers were overcome as much as possible to achieve the following outcomes:

The Art Psychotherapist continued to offer both video link and face to face ‘socially distanced’ sessions in the community purchase additional art resources for home, prepared reports for all those on a Child in Need plan.
Food Bank deliveries were ongoing provided by the Pastoral team and supplemented for extremely disadvantaged families. A specialist Panel set up between the school and the Local Authority for risk assessing all pupils with a social worker and additional resources allocated where appropriate. A new RAG rated system for psychological support was implemented and provision of Physiotherapy, parent counselling support and additional IT resources allocated and set up.
The 2019-2020 Pupil Premium grant of £64,515 was used therefore used as follows:

  • To provide mentoring and family support and Art Psychotherapy 


  • To provide IT equipment for home learning to top up donation from Family Fund


  • To provide Parent Support Group online virtual sessions


  • To purchase of additional resources for the delivery of National Curriculum enrichment activities for home learning for those pupils who required concrete Literacy and Numeracy resources.
  •  Art activity packs and motor skills activities Jigsaws and Pom -Pom making kits and sensory boxes.


  • Pupil Premium voucher enrichment to top up food bank items


  • Trained additional staff in first aid to ensure each ‘bubble’ within the school has a first aider to hand during partial opening
  • Purchased additional first aid and hygiene equipment to enhance the teams’ abilities to care for students across the site and reduce the risk of cross infection.


PPG for 2019-2020 had a significantly positive impact on the work of the school despite COVID, enabling educational aims and objectives to continue to be met for our students and their families. As a result of this funding, we were able to continue offering a highly personalised approach to curriculum planning and delivery so that ALL students are able to get back on track to make good or outstanding progress towards their academic and EHCP outcomes for the academic year 2020-2021

Pupil Premium Strategy 2020-2021

Work began on the design, planning and implementation of a Recovery Curriculum for first delivery when the students returned to school with the aim of supporting our pupils to revert to a model of learning whilst alleviating any anxieties that pervade as an impact of the pandemic.

Our aim is always to continue to use our holistic assessment systems; a combination of EHCP outcomes and outcomes mapped against the Social Communication Emotional Regulation Transactional Support SCERTS Assessment Process, to target the allocation of PPG interventions.

Outcomes for the year 2019_2020 have carried over for this year as many of our new students and existing students were so impacted by the changes in their routines and the experience of loss, this affected their readiness to learn.

The whole school community were bereaved following the passing of a pupil in KS3. The recovery work planned for KS3 via the therapeutic support in the school will be ongoing and will target disadvantaged pupils by offering sustained intensive parental support for those families that need it most.

We aim to strengthen and increase participation in ‘Cultural Capital’ experiences. The social deprivation of our families results in the students having limited access to experiences beyond the ones that are part of daily life for them.
Our aim, through our cultural themed curriculum sessions “Living with Gorilla’s linked to our collaboration with the Born Free charity and the ‘Live Music Now’ music intervention and the ongoing work with Face Front Inclusive Theatre is to address key issues that arise for people with learning disabilities, serving to break down barriers for them in their pathway towards adulthood.

The strategy going forward for 2020-2021 is also continue to increase our pastoral offer given the impact of a loss of well-being due to the interruption of school systems and structures that our students and their families experienced as we entered 2020 and the ongoing uncertainty that this pandemic brings through the next academic year.

Summary of PPG allocation for 2020_2021

  • To provide mentoring and family support and Art Psychotherapy 
  • IT refreshment strategy to improve access and use of IT across a range of needs and for a range of purposes.
  • To boost he delivery of our Semi -Formal curriculum purchasing of additional ‘concrete’ resources for any blended learning model  
  • Strengthened and increased participation and engagement in “Cultural Capital’ experiences
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