Pupil Premium Strategy 2024-2025
Pupil premium funding is allocated to eligible schools based on the number of:
- Pupils who are recorded as eligible for free school meals, or have been recorded as eligible in the past 6 years (referred to as Ever 6 FSM).
- Children previously looked after by a local authority or other state care, including children adopted from state care or equivalent from outside England and Wales.
Pupil premium is not a personal budget for individual pupils, and schools do not have to spend pupil premium so that it solely benefits pupils who meet the funding criteria. It can be used:
- To support other pupils with identified needs, such as those who have or have had a social worker, or who act as a carer.
- For whole-class interventions which will also benefit non-disadvantaged pupils.
Pupil premium funding is allocated to local authorities based on the number of:
- Looked-after children, supported by the local authority.
- Pupils who meet any of the eligibility criteria and who attend an independent setting, where the local authority pays full tuition fees.
For pupils who are looked-after children, funding is managed by the local authority’s virtual school head (VSH) in consultation with the school.
In the financial year 2024-25, pupil premium spending will increase. As in previous years this funding is in addition to the school’s budget and represents a major investment in pupils.
At Foxwood Academy we have a tiered approach to Pupil Premium, based on 'The EEF Guide to the Pupil Premium' of High Quality Teaching, Targeted Academic Support and Wider Strategies. This tiered approach is helpful in making decisions regarding the allocation of funding, energy, training and time.
High Quality Teaching
'Making sure an effective teacher is in front of every class, and that every teacher is supported to keep improving, is especially important for socioeconomically disadvantaged pupils. Investing in high quality teaching for these pupils should be a top priority for Pupil Premium spending. Strategies to support this could include professional development, training, support for early career teachers, and investing in recruitment and retention.'
Targeted Academic Support
'We know from a wide body of evidence that targeted academic support can have a positive impact on learning, particularly for those pupils who are not making good progress. An effective Pupil Premium strategy considers how classroom teachers and teaching assistants can provide targeted academic support. Such support could include structured small-group interventions that link to classroom teaching and the curriculum.'
Wider Strategies
'Significant non-academic challenges—such as attendance, behaviour, and social and emotional learning—can have a negative impact on academic outcomes. Addressing wider barriers to learning is an important part of any Pupil Premium strategy. While many challenges may be common between schools, the specific features of the community your school serves will affect which approaches you prioritise in this category.'
– Extract from the EEF Guide to the Pupil Premium - September 2024
During the current academic year it is expected that Foxwood Academy will receive just under £61,000 which will be used to raise achievement through a wide range of additional ‘resources’. Our belief is that to truly make an impact on the individual lives of the young people at whom this funding is aimed, we need to know and understand our students’ needs well. Whilst acknowledging that we do have small groups of students who have similar needs and would benefit from ‘pooled’ resources, there are many who require bespoke support and interventions to improve their life chances.
Alongside this is the indirect barrier to educational achievement that our eligible students face around what is their ‘local community’. With many students accessing LA transport each day their lives ‘out of school’ may not be enhanced by playing/meeting up with school friends or accessing after school clubs. Our parents too may feel more isolated from each other and the support networks that parents naturally provide, for example daily communication in the playground, for each other simply aren’t formed. Many of our students have additional medical needs which affect attendance and of course their health which again can require additional support from the communities around them. Feedback from our parent coffee mornings/afternoons has historically been positive and we will continue to facilitate these events that provide opportunity and a venue for our parents, carers and families to meet each other and share their experiences as soon as we can. We must also now consider the cost of living crisis and what will no doubt be a significant impact on our community.
In addition, we are committed to supporting our residential experience, peripatetic music lessons and the majority of our curriculum activities that have an additional cost to parents.
A percentage of the funding per student is also allocated for tutors / teachers to identify areas where there are ‘gaps’ between an individual pupil and their peers and request interventions to help narrow/close any gap. This may be in the area of Achievement and Progress, Attendance, Social skills and/or wider achievements. Staff complete a request for funding form stating the intervention/resource identified and what the impact and outcome for the individual will be. As a general rule this has been budgeted for £300 per student this academic year. This does need to be flexible though as some students will need more to be specifically assigned to them.
Each term staff have sight of and update the Intervention Plan which identifies the priority areas to focus on for each individual PP student. This is continually updated and never finished! The priority for all of our PP students is to be on target to reach their end of year / Key Stage target in line with the Foxwood Key Stage End Points (KSEPs) in all curriculum areas in addition to achieving their own individual EHCP outcomes. If any of these are ‘red’, the teacher of the subject will be asked to look at any potential barriers and identify interventions. Our Academy records show an agreed intervention with impact and outcomes measures and summarises the allocation per student.
Other examples of how the Pupil Premium Grant is being allocated to support individuals at Foxwood Academy include:
- Attendance as a priority.
- Closing the gap in all curriculum areas.
- Health and exercise programmes.
- Behaviour strategies.
- Adaptations to curriculum dependent on needs, for example Sensory input.
- Provide access to professional services outside of the Academy, for example Speech and Language or Occupational therapy, Mental Health Service, CASY Counselling.
- Home support for families.
- Enrichment activities for any student whose family is unable to meet the financial costs or access.
- Independent travel.
We would encourage all parents and carers who may not have applied for Free School Meals, but may be entitled to them, to do so in order that their Son/Daughter can benefit from some of the great initiatives funded by the Pupil Premium grant.
To find out if you qualify for Free School Meals please telephone the following number in confidence. You will need to supply your name, address and National Insurance Number. The service will let you know straight away if you qualify and will notify us for you. This will help us to ensure that we continue to target our resources at students who need it most.
Tel – 0300 500 8080 or Mini-com - 01623 434 993.
Alternatively you can apply online by clicking here.
Our Foxwood Pupil Premium Strategy Statement 2024-2025 is reviewed each academic year with the outcomes shared on the website by 31st December.
‘Every area of a child’s life is affected by the family.’
‘Unemployment by either or both parents causes financial hardship and social and emotional strain which can disrupt family life.’
Our vision is to:
- Work in partnership with our pupils and their families
- Raise aspirations and provide ‘real’ routes into paid employment
- Close the attainment gap in all areas of our curriculum
The gap in Attendance for our Pupil Premium cohort reduced by 0.9% (from 4.4% to 3.5%) in 2021-2022.
In 2022-2023 the gap in Attendance for our Pupil Premium cohort closed completely by over 3.5%. Attendance for our Pupil Premium cohort remained strong in 2023-2024.
In 2022-2023 the gap in Attendance for our LAC cohort significantly reduced by 7.6% (from 10.4% to 2.8%). Whilst there remained a gap (reduced by 0.1%) over the 2023-2024 academic year, this is a continued focus into 2024-2025.
|
Cohort |
Academic Year |
Academic Year |
Academic Year |
|
Pupil Premium |
89.9% |
93.3% |
92.9% |
|
Non-Pupil Premium |
93.4% |
93.2% |
93.2% |
|
LAC |
81.0% |
90.2% |
|
|
Non-LAC |
91.4% |
93.4% |
92.9% |
|
Whole Academy |
90.6% |
93.2% |
92.7% |
|
Gap between PP and their non-PP peers |
+3.5% |
-0.1% |
+0.3% |
|
Gap between LAC and their non-LAC peers |
+10.4% |
+2.8% |
+2.7% |
Foxwood Academy Performance Data 2023-2024
Our 2023-2024 Key Stage End Point (KSEP) data shows the gap has closed in a significant number of subjects for our PP cohort and they are now achieving higher (or in line with) the non-PP cohort in 10/16 subjects. This is particularly noticeable in Maths. Our PP cohort achieved higher in 3 out of 4 of our PfA subjects.
Our 2023-2024 Key Stage End Point (KSEP) data shows that the gap between our LAC and Non-LAC cohorts identified in both 2021-2022 and 2022-2023 has closed in a significant number of subjects. Our LAC cohort are now achieving higher (or in line with) the non-LAC cohort in 12/16 subjects (was just 2/15 subjects in both 2021-2022 and 2022-2023). This is particularly noticeable in PE, PSD and Science. Our LAC cohort achieved higher in 3 out of 4 of our PfA subjects.
Core Subjects – Pupils who met or are on track to meet their KSEPs
|
Group |
Percentage of Students in Cohort |
English Reading |
English Writing |
English S&L |
Maths Number |
Maths G&M |
|
Met/On Track |
Met/On Track |
Met/On Track |
Met/On Track |
Met/On Track |
||
|
Non-LAC |
94.55% |
80% |
65% |
57% |
75% |
74% |
|
LAC |
6.36% |
73% |
43% |
57% |
72% |
72% |
|
Non-Pupil Premium |
62.73% |
84% |
65% |
58% |
72% |
71% |
|
Pupil Premium |
39.09% |
70% |
61% |
56% |
77% |
77% |
EEF Guide to the Pupil Premium - September 2024
Pupil Premium 2023-2024
The Foxwood Academy allocation of Pupil Premium funding for 2023-2024 was just over £64,000. £4,000 will roll over into the 2024-2025 academic year.
All curriculum data collated and analysed in the 2023-2024 academic year is based on the Foxwood Key Stage End Point’s (KSEPs) and the percentage of pupils that either met (Years 2, 6, 9 and 13) or are on track to meet (all other year groups) by the end of the Key Stage.
Our Pupil Premium allocation was used to support the 43 children and young people eligible in 2023-2024 in the following ways:
|
Priority |
Cost |
Impact |
|
Curriculum Resourcing Maths |
£4,311 |
77% pupils met or are on track to meet their KSEP’s in Maths Number (5% higher than non-PP cohort) and 77% in Maths Geometry and Measure (6% higher than non-PP cohort). |
|
Curriculum Resourcing Play-based |
£291.59 |
Play skills developed and enhanced through play with peers. 83% pupils met or are on track to meet their KSEP’s in PSD (up 18% from last academic year). |
|
Curriculum Resourcing PfA Health |
£980 |
72% pupils met or are on track to meet their KSEP’s in PfA Health (4% higher than non-PP cohort). |
|
Curriculum Resourcing Intervention Tutor |
£11,732 |
1:1 independent travel to and from school for targeted individuals. Core, non-core and Preparing for Adulthood intervention programmes in place and running throughout the year. Our 2023-2024 Key Stage End Point (KSEP) data shows that the gap for 11/15 subjects closed between the Spring and Summer terms for both our PP and FSM cohorts. |
|
Attendance including Attendance Officer |
£15,476 |
|
|
No gap in Attendance between our Pupil Premium and non-PP cohorts. Gap in Attendance for our LAC cohort significantly reduced by 7.6% over the last 2 years (from 10.4% to 2.7%). Increased parental attendance at a range of Academy meetings, for example student’s medicals and review meetings. Support to transport students home safely if they become ill during the day. Appropriate full training in Safeguarding, EHAF and Child protection. Culture of our ‘Go out and get them in’ for key pupils. |
||
|
Attendance Staffing Attendance Officer |
Support to transport students home safely if they become ill during the day. |
|
|
Mental Health Staffing Family Liaison Officer |
Support for parents and families in place where relationships between home and school are now strong. Appropriate full training in Safeguarding, EHAF and Child protection. Mental Health champion off timetable to focus on pupil and staff well-being throughout the year. |
|
|
Intervention Strategy Staffing Phase Leaders |
£13,414 |
Barriers identified and intervention in place for individual students across all 3 phases to ensure successful outcomes in Attendance, Behaviour and Learning. |
|
Specialist Staff OT/SaLT |
£5,080 |
Programmes in place and being delivered by Foxwood support staff for individual pupils. |
|
Residential Experience/Educational Visits |
£545 |
3 pupils attended Hagg Farm for 3 days in the summer term 2024. Relationships between pupils and pupils and pupils and staff developed and strengthened in many cases. Residential was needed more than ever due to the pandemic and the positive impact on all pupils was evident in some way. Educational visits, for example clip & climb, Escape and the Theatre enjoyed. |
|
Care Needs |
£986.40 |
Increased independence in accessing and using additional care equipment. |
|
Curriculum Resourcing Sensory |
£1,241.55 |
Improved levels of concentration and engagement. Access to appropriate sensory curriculum, sensory stories and sensory play opportunities increased. |
|
Curriculum Resourcing Sensory |
£90 |
Improved levels of concentration and engagement. Access to appropriate sensory curriculum, sensory stories and sensory play opportunities increased. |
|
After School Clubs |
£943.30 |
37% of the PP cohort attended at least one club a week over the academic year compared to 28% for the non-PP cohort. |
|
Positive Behaviour Social Emotional Skills |
£80.15 |
Resources to reduce the number of negative behaviours seen over the 3 academic terms. |
|
|
|
|
|
Peripatetic Music Lessons |
£2,369 |
Pupils enjoy and achieve in music. 7/10 pupils hit 100% of their specific music targets with the remaining 3/10 meeting 83%. |
|
Uniform |
£1,893.90 |
Individuals feel part of the Academy and ‘fit-in’ with their peer group, the majority of whom wear uniform. Increased confidence and self-esteem. Sense of belonging for individuals within the Academy. Pupils have sense of pride in their appearance. Pupils are happy and confident. |
|
|
£59,433.89 |
|
What did we do and what might we do in future pandemics?
Hopefully we’re coming to the end of the COVID19 crisis. Foxwood has learnt a great deal. We are incredibly proud of how well our staff and children adapted. We have outlined below some of the things we did and what we might do if something similar ever happened again.
- Foxwood Academy stayed open to all children during the pandemic.
- Some parents decided to keep their children at home, some decided to send their children in part-time.
(This is likely to be the same in the future unless advised otherwise).
- The school opened a ‘Whole Academy Virtual Risk Register’ (WAVRR). This would open again.
- Each child and young person had an individual risk assessment which helped us schedule our communication and home visits. This would happen again.
- Some children needed to be in school and so those children were asked to attend. This is likely to be the same in the future unless advised otherwise.
- During the first lockdown staff worked on a rota system. During the second lockdown all staff worked in the Academy. This is likely to be the same in the future unless advised otherwise.
- The school completed risk assessments using the advice and proformas provided by Nottingham City Council and Nottingham County Council. This would happen again.
- All staff had emergency procedure documents outlining how they would need to change their day-to-day behaviours in and around school. This would happen again.
- We provided free lunches to staff in school so to avoid the need to frequently visit shops and to manage staff welfare. This is likely to happen again.
- We asked our external health and safety partner to complete an external review of our emergency health and safety measures. This would happen again
We worked with every individual family and staff team member to create individual plans identifying:
- Was there IT at home and were the family E-Safe?
- Did the family need some online E-safety training?
- How would the school and family best meet EHCP targets and requirements?
- When would the child or young person return to school?
- What our own risk assessment said.
- What the frequency of communication would be needed?
- How the child or young person and family would work to deliver home learning.
- Could the family access live lessons? Would they like check in and check out virtual meetings?
- How was the mental health of the family? Did they require additional support?
- Which children needed home visits?
- Class learning was sent each week via an accessible link. The curriculum wasn’t narrowed, the learning covered all the subjects available in school. This would happen again.
- Lesson videos were put online and proved to be very popular. Weekly sporting challenges, dance, Art lessons and bedtime stories received thousands of views. This would happen again.
- Regular contact meant that we could act swiftly where families were in need. This would happen again.
- Parents were kept informed via letter, phone call, email, and the website. This would happen again.
- EHCP, transition and general meetings continued online. This would happen again.
- All training continued, staff accessed courses and further professional training online. This would happen again.
- Visits for new parents were completed by the headteacher using the virtual tour facility on the website. This would happen again.
- Those children and young people who were receiving additional funding were contacted individually and funding was sent direct. This is likely to happen again.
- Those children and young people with permission were tested for COVID19 onsite in a COVID19 testing centre. This is likely to happen again.
- Vouchers for free school meals were issued. This is likely to happen again.
- Staff were employed and trained to complete all the procedures. Staff were tested each week in school. This is likely to happen again.
- Parents were supported when testing in school or at home became difficult. Test were sent home to complete. This is likely to be the same in the future unless advised otherwise.
- Members of the senior team met weekly with all the headteachers in Nottinghamshire special schools to share advice and good practice. This is likely to happen again.
- The headteacher met once every two weeks with all the headteachers in Nottingham City. This is likely to happen again.
- The headteacher met with CEOs across the country every week through the CST (Confederation of School Trusts) for additional support and advice. This is likely to happen again.
- Information was shared and used regularly ensuring all practice was up to date and safe. This would happen again.
- Governors were updated of positive cases and had regular ‘Covid catch up’ virtual meetings. This would happen again.
- Governors continued to play an active and strategic part in the day to day running of the Academy. This would happen again.
- Our mental health lead worked closely with staff providing counselling and support to colleagues. This would happen again.
- Headteacher, staff and senior team wellbeing was monitored and supported by the governing body. This would happen again.
- Parents told us that they were pleased with our support. Where parents were in need, we contacted them and made adaptations. This would happen again.
- Staff told us that they felt supported and safe.
- Testing funding helped set up our testing centres.
- Catch up funding was initially focussed on meeting EHCP needs.
- Our head of care was taken out of the class and used to work with all children and staff to help recover from the impact of the curriculum. This is likely to happen again.
- Funding was directed at sports equipment, residential trips, future recovery activities, and support with mental health. This is likely to happen again.
- Our Whole Academy Data Overview helped triangulate attendance, behaviour and progress and focus additional support. This is likely to happen again.
- We interviewed all our parents to discuss gaps in children's learning and how we could put in place suitable interventions. This is likely to happen again.
It wasn’t perfect, it was a learning curve that took a lot of effort and a lot of commitment from all of you and all of us.
We were glad that the number of cases at Foxwood were small and hopefully that will remain the case.
We extend our heartfelt sympathies to those families that weren't so lucky.
Covid-19 Recovery Premium 2020 - 2021
Plan
|
Covid-19 Recovery Premium Received (Confirmed) - based on 110 pupils: |
£26,400 |
With HN top up funding, PP funding and other catch-up grants we have felt financially stable and have managed to come through the pandemic relatively unscathed (thanks to some careful budget management).
We continue to focus this money on narrowing gaps, improving progress and supporting our vulnerable children and young people.
As an Academy we initially decided to focus the Covid catch up funding primarily on supporting children to meet EHCP outcomes where early evidence suggests the negative impact of Covid-19 is greatest.
Area
|
How we intend to spend the funding allocation |
Purpose (Planned Impact – To improve specific EHCP outcomes) |
Allocated Cost |
|
|
EHCP Outcomes |
Specialist therapist input (OT, SaLT, Physio, Play) and in-house specialist staff |
Additional therapist input as required: - Sensory occupational therapy (£52 per hour) - Speech and language (£35 per hour) - Powerplay (£35 per hour) - Physiotherapy (£35 per hour) - Pet therapy (£15 per hour) - Intensive interaction (35 per hour) |
Based on a 6hr day, 1 day per half term: - £1,872 - £1,260 - £1,260 - £540 - £1,260 |
|
Specialist therapy resourcing |
Additional therapy input/resourcing as required e.g. sensory occupational therapy, speech and language, play therapy, music therapy to include: - Development of new sensory area/room - Physiotherapy equipment - Music equipment/resourcing - Bikability |
£8,000 |
|
|
Outdoor physical activity |
Class set of bicycles to improve fitness, social and emotional well-being |
£2,400 |
|
|
EHCP Outcomes |
Support Behaviour for learning post covid-19 |
- Behaviour interventions - Communication - Social and emotional support |
£2,400 |
|
Mental health |
Training and specific input for pupils and parents |
£2,000 |
|
|
Parent support |
Work alongside parents to support potential negative impact of Covid-19 on families for example redundancy, bereavement, vulnerable health conditions… |
£1,500 |
|
|
Celebration |
With no residentials, parties, Christmas carols in Beeston or disco this Christmas we will celebrate together in our groups: - over Christmas dinner in our bubbles - winter wonderland in school |
£200 £660 |
|
|
Emotional Literacy Support Assistant (ELSA) training |
2 staff to attend the ELSA course. The course involves 5 full days of training covering the following topics: - Emotional literacy/coaching, active listening and circle techniques - Self-esteem, relationships and friendships - Regulating strong emotions (anger and anxiety) and using therapeutic stories - Social communication difficulties and practical strategies - Loss and bereavement and bespoke ELSA programme planning |
£1,600 |
|
|
Implementation of ELSA training |
Following the ELSA training, provide time for staff to implement training across Academy |
£1,500 |
PE and Sports Grant 2024-2025
Most schools with Primary aged students receive the primary Sport Premium. The amount is calculated based upon the number of students aged between 5-10 on role. This funding is used to make additional and sustainable improvements to the quality of physical education (PE), physical activity and sport we offer.
One of the key aims of our sport and fitness provision at Primary students at Foxwood is to encourage participation and enthusiasm, and to begin to develop an engagement with exercise that can grow throughout the student’s school career. We do this by providing a wide range of activities that children of all abilities can participate in. Games clubs are available at lunch times to help pupils develop their communication and provide pupils the opportunity to participate in a wide-range of extra-curricular opportunities.
The Primary Sports Funding, we receive as an academy enables us to provide the students with a range of more adventurous activities too. It provides funding for travel to and from horse riding sessions which are led by RDA (Riding for the Disabled Association), Swimming sessions at Bramcote Leisure Centre led by qualified instructors, and also the cost of maintaining and updating PE equipment and resources to ensure that all students can access PE activities.
We are able to provide additional training to our staff that deliver physical activity to the Primary Students to ensure high quality sessions that are consistent across the phase.
This year at Foxwood Academy we will have 28 Primary students and have been allocated £16,290 of PE and Sport Premium funding.
The primary pupils at Foxwood Academy have a range of abilities and vary in their levels of mobility. It is important to provide them with a variety of sporting activities such as Horse Riding and Swimming which both provide an opportunity for students to participate in a supported way. The use of qualified professionals to lead the sessions alongside staff ensures that the students are receiving provision of the highest quality. The sensory opportunities offered by horse riding and swimming enhance the enjoyment of sporting activity and can often contribute to the development of language or communication skills. Sport contributes to the development of muscle tone and gross and fine motor skills which supports the learning in other areas of the curriculum.
Providing the students with a wide variety of active sessions allows all students to find something they enjoy and gives opportunities for them to find their strengths. Fostering this love of an active lifestyle now prepares our students for a fulfilling and active adulthood.
Primary Swimming achievement for Year 6 students 2024 -2025
Students take part in swimming lessons from February-July every year and we have 45 minutes in the pool being taught by Nottinghamshire Schools Swimming Service.
Our 2024-2025 Year 6 data:
Schools are required to publish information on the percentage of their pupils in year 6 who met each of the 3 swimming and water safety national curriculum requirements.
|
Requirement |
Number of year 6 students 2024-2025 |
Percentage achieving this requirement. |
|
Swim competently, confidently and proficiently over a distance of at least 25 metres |
2 |
33% |
|
Use a range of strokes effectively |
2 |
33% |
|
Perform safe self-rescue in different water-based situations |
2 |
33% |
At Foxwood we use the Treasure Chest award scheme used by Notts School Swimming service. This has 8 levels, with level 8 being representative of the standards above.
Last year the Year 6 students achieved the following:
|
Requirement |
Number of year 6 students 2024-2025 |
Percentage achieving this requirement. |
|
Award 1 |
|
|
|
Award 2 |
||
|
Award 3 |
|
|
|
Award 4 |
|
|
|
Award 5 |
|
|
|
Award 6 |
||
|
Award 7 |
||
|
Award 8 |
|
|
|
|
PE and Sports Grant 2024-2025
The Foxwood Academy allocation of Primary Sport funding for 2024-2025 was £16,290.
This was used to support the children in the Primary phase in the following ways:
|
Priority |
Cost |
Impact |
|
|
Internal school based extra-curricular opportunities |
£1,095.00 |
Organising events with former and current Great British athletes to come into the school and lead physical activity workshops helps inspire our pupils to participate in physical activity both in and outside of school. We have also had Dance specialists coming into the academy to provide creative and exciting dance workshops. |
|
|
£150 |
Increased exposure to a wider range of sports and PE activities in sports competitions is great for our pupils to develop a sense of competition both individually and as a team. |
|
|
Swimming
Swimming sessions for primary pupils |
£2,468.46 |
Swimming sessions allow primary pupils the opportunity to learn a lifelong skill. Swimming helps develop the pupil’s heart and lungs, improves strength and flexibility, increases stamina and even improves balance and posture. |
|
|
Horse riding and external coaching
Horse riding sessions for primary pupils |
£4,182.00 |
These provides our pupils to learn how to develop their balance and coordination when sitting on a horse using safe/high quality facilities. Horse riding is very important as it physically strengthens the body, especially the core muscles. |
|
|
Internal Equipment and resources Equipment includes Table Tennis equipment, Basketballs, Basketball Hoops, Bean Bags, Orienteering maps and punches, Cones, Hula Hoops, Hockey sticks, Hockey balls and Hockey goals. |
£8,905.41 |
High quality equipment for PE and sports games ensure that sport and fitness is valued by pupils and staff. Enables pupils to develop skills. |
Total spent £16,290.00
|
|