Additional Support For pupils

Pupil Premium

Some of our pupils attract additional funding from the Government, called the ‘Pupil Premium’. We have to plan carefully how to use this funding in order to give the best support to these pupils in order to raise their attainment. We aim to provide a personalised approach for all our pupils, but the Pupil Premium helps us to do this for those who receive it.At Yewstock we use the pupil premium in a number of ways:

  • We provide specific interventions for identified pupils who will benefit from more intensive support, such as SULP (Social Use of Language Programme), Cool Zone (for developing motor skills), Drawing and Talking (an art therapy approach to emotional difficulties) and ELSA (Emotional Literacy Support Assistants).For further details of these please see below.
  • We support pupils who have difficulties with funding educational visits, so that they have equal access to these important activities.
  • We improve access to the curriculum by targeted support from our Learning Mentors, who work with individuals and groups of pupils to raise attainment in identified areas.
  • For certain pupils the funding may be used to purchase a piece of equipment to support them with their work in class.

For the report on how Pupil Premium funding for 2015-16 was spent please click here

Learning Resource Centre

In September 2012 we opened a Learning Resource Centre for use by pupils, staff and other colleagues.  Working from the LRC are a group of support staff who run a variety of interventions aimed at providing additional and targeted support for pupils.

Learning Mentors

Learning mentors were introduced in September 2012 to enhance the quality of support offered to disaffected, underachieving, vulnerable pupils or those not achieving their potential. They provide care and guidance in overcoming social, emotional and behavioural problems which act as barriers to learning.


Learning mentors work with pupils and students who need help to overcome difficulties that are getting in the way of their learning. They work in our classrooms or in specially designated areas in our Learning Resource Centre with small groups or 1:1 with individual pupils of all abilities supporting them with issues such as:

  1. lack of self-confidence, self-esteem or motivation
  2. failure to achieve their full potential
  3.  behavioural or emotional difficulties
  4. troubles with relationships, bullying, social skills
  5. personal crises such as bereavement or problems at home
  6. difficulty settling into school
  7. any additional support as identified
  8. Poor attendance

Social Communication Skills Programme

Our Social Communication Skills Programme aims to provide a structured approach to support our pupils to:
• use language skills in a social context.
• interact socially with peers.
• be more aware of themselves and others.
• develop their use of language skills in everyday life situations.

Cool Zone

We should consider whether children with Motor Co-Ordination difficulties are seeing, hearing and   experiencing the same things we are.  How do they perceive their classroom?  Do they see it as busy with interesting and fun things to do or are they overwhelmed by choice?  Are they able to use all the opportunities we provide for practical learning through a multi-sensory approach?

Children who struggle with seemingly simple tasks and find the acquisition of basic skills very hard may be unable to process the information they receive through their senses correctly.  This specific, but often hidden, perceptual skills difficulty makes accessing the curriculum extremely challenging for them.

Specially trained teaching assistants, under the guidance of occupational therapists, deliver a programme of activities to provide an opportunity for pupils to practice skills they find difficult in a non-threatening and “fun” environment.

Drawing and Talking Therapy

Drawing and talking is a safe, easy to learn method of working with children to help with underlying emotional difficulties that may be affecting their learning and behaviour.  The core of the method is encouraging the children to draw with a person they feel comfortable with regularly at the same time each week, and this person asking some non-intrusive questions about the child’s drawings. Over time, a symbolic resolution is found to old conflicts, old trauma is healed and the child becomes more able to control their behaviour and better able to access the curriculum.

Emotional Literacy Support Assistants

Emotional Literacy Support Assistants (ELSA) are part of a long term partnership with schools and services supporting and promoting the emotional well-being of children and young people in Dorset.  ELSA’s are teaching assistants who are trained and supervised by educational psychologists.They are able to:

Plan and deliver individualised programmes of support for children to develop their emotional   literacy, including:

  • Awareness of own and other people’s emotions.
  • Development of an increased range of emotional vocabulary
  • Management of stress, grief, anger and conflict. 
  • Development of social interaction skills.
  • Development of the ability to initiate and maintain friendships.
  •  Promotion of a realistic self-concept and good self esteem
  • Plan and deliver a programme of support to small groups of children to develop social and friendship skills.

If you would like to find out more about any of these interventions, please contact Dawn Green, Principal Teaching Assistant, at the school.