Home Page

Pupil Premium

Pupil Premium strategy statement 2017-2018

1.1 Summary Information


Hatch Warren Junior School

Academic year 2017-2018

Total PP budget (September 2017 – August 2018) £58,080

Date of most recent PP review 22/01/18

Total number on roll:

Number of children eligible for PP: 44 (January 2017 Census)

Date of next internal review March 2018


Attainment at the end of Key Stage 2 in 2017


Proportion of pupils in year 6 eligible for PP School

(6 pupils)*

Proportion of pupils in year 6 not eligible for PP School

(74 pupils)

National outcomes for pupils not eligible for PP

% achieving the expected standard in Reading

5/6 (83%)

61 /74 (82.4%)


% achieving the expected standard in Writing

4/6 (67%)

62 / 74 (83.8%)


% achieving the expected standard in Maths

3/6 (50%)

63/ 74 (85.1%)


% achieving the expected standard in SPAG

4/6 (67%)

63/ 74 (85.1%)


% achieving the expected standard in Reading, Writing and Maths

2/6 (33%)

56/ 74 (75.7%)







*NB – one PP child was not entered into any of the end of key stage tests as unable to access and is now enjoying special school provision in year 7


2.2 Progress for end of Key Stage 2



Pupils in year 6 eligible for PP School

(6 pupils)

Pupils in year 6 not eligible for PP School

(74 pupils)

National outcomes for pupils not eligible for PP

Progress measure in Reading




Progress measure in Maths




Progress measures in Writing







3.1 Barriers to future attainment (for pupils eligible for PP including higher attainers)

In-school barriers


Some children eligible for FSM/Ever6 are not currently expected to achieve Age Related Expectations


Some children are vulnerable due to home circumstances which affects school performance


Some PP children demonstrate challenging behaviours which adversely affect their ability to achieve their academic potential

External barriers (issues which also require action outside school such as low attendance rates)


Some children eligible for FSM/ Ever six have low attendance


Some low income families experience financial hardship


3.2 Outcomes


Desired outcomes and how they will be measured

Success criteria


Ensure that disadvantaged children achieve just as well as non-disadvantaged children by the end of KS2, or are able to make substantial progress towards meeting ARE, measured through attainment using the Hampshire Assessment Model and Statutory Assessments.

PP children will achieve at least in line with outcomes for non PP children by the end of the school year and at least in line with national outcomes for non-PP children.

Children on the SEN register who do not achieve ARE by the end of the school year will be able to demonstrate progress from their start of year point using internal assessment processes


Ensure that vulnerable children receive appropriate pastoral support from the ELSA/ class teacher when needed in order to reduce the impact of home circumstances on children’s ability to attend school and learn.

Children who are referred to the school ELSA make good progress with their area of pastoral needs.


Ensure that the needs of individuals who demonstrate challenging behaviour are met through in and out of class support and that staff who work with them are able to use effective strategies

Levels of exclusions of PP children are decreased and incidents of poor behaviour are reduced for identified individuals through appropriate support mechanisms being in place


Improve identified children’s attendance through support and intervention from the ELSA and other staff measured through the SIMS attendance data

Absence levels are reduced and attendance is improved with a reduction in lateness where it is an issue. All PP children will have at least 95% attendance rates at school


Ensure that all FSM/ Ever 6 children have equality of access to resources, activities and other opportunities, measured by financial support provided from the Pupil Premium money.

Attendance at clubs, activities and other events by FSM/ Ever 6 children and financial support provided to enable this to happen



4.1 planned expenditure

Academic year


4.2 Quality of teaching for all

Desired outcome

Action/ Approach



Staff lead

Review (January 2018)

Teachers provide PP children with high quality feedback to impact on their learning

Teachers to spend time working alongside PP pupils during each lesson and to ensure that PP children receive high quality feedback in their books which brings about improvement. Marking provides explicit next steps for pupils and these are acted on by children

Feedback studies tend to show high impact on learning of quality feedback to children

Pupil progress meetings at each milestone. PP champion to monitor books to gauge level of feedback provided by the teacher and the responses of the pupil that then follow. Lesson observations focus on the quality of input received from the class teacher and LSA.

PP champion / head teacher/ class teacher in class

Monitoring has been completed of the feedback that has been provided to children and additional recommendations made to SLT / staff (January 2018). In class support for PP children will be monitored by the head and deputy as part of the next round of classroom observations


Through normal in school provision / class support


4.3 Targeted support

Desired outcome

Action/ Approach



Staff lead

Review (January 2018)

Vulnerable children receive 1:1 or small group pastoral care and support when referred, requested or identified by staff by ELSA

To work with identified children to effect positive change on learning, behaviour and social and emotional development.

Children with anxiety and medium level mental health needs often fall between class support and CAMHS support so the ELSA role can provide liaison with parents, teachers and child to address vulnerabilities to aid development in learning, behaviour and social/emotional development.




SENCo to monitor the work of the ELSA to consider the impact of sessions with identified children


The school ELSA continues to work with children whose have identified needs. Her hours have been increased to cater for increased demands on her time and she has particularly been involved working with two PP children who require full time one to one support

Desired outcome

Action/ Approach



Staff lead

Review (January 2018)

Identified children are supported in their learning by leading practitioners from across the school

Deputy head and head teacher to teach a small group of children on a daily basis to help them achieve ARE

Small group work from highly skilled experienced practitioners will impact on outcomes. This approach has impacted in previous years

Head to monitor outcomes for pupils through Progress review meetings with year six team and children moving fluidly between groups to ensure their needs are met

Dept head / year six leader

Booster groups have started with deputy’s group containing significant number of pupil premium children for both maths and reading

Qualified teacher 1:1 support either through the SENCo or through the SENCo releasing the class teacher to work with the identified child

To provide high quality 1:1 qualified

teacher learning support for

underachieving children eligible for

FSM/ Ever 6

EEF research shows that 1:1 tuition

can be effective at helping children to make additional progress.

Progress review meetings at each milestone to consider the impact of the 1:1 support work that has taken place. Teacher / SENCo to attend and feed in outcomes for individuals

SENCo / Class teachers

The programme planned has not been able to be delivered as the SENCo has had to cover a long term absence since the start of the year

LSAs additional support for individuals and in class support for PP children

To enable 1:1 specialist support for vulnerable children

EEF research shows that 1:1 tuition can be effective at helping children to make additional progress.

Record keeping of individual programmes for children to be maintained for children receiving withdrawal programmes and the impact of these programmes

SENCo / PP champion

1: 1 programmes have been implemented by the LSAs focusing primarily on the children with SEND (these include a significant number of pp children). The programmes have been monitored and evaluated for impact and records maintained for each child


Provision of appropriate training for ELSA / LSAs / teaching staff working alongside identified children

To enable staff to access training workshops and guidance that will positively impact on PP outcomes. This will include ELSA training and work with PBS to impact on behaviour of children

Improved staff knowledge of how to cater for the different needs of PP children will help to bring about better provision for these individuals

SENCo/ Deputy head / head teacher to monitor the effectiveness of training for LSAs through performance management processes


PBS – delivering structured work systems and de-escalation strategies

Visits to Harewood centre- 4 LSAS for input. Supporting children to manage own anger for 1:1 support

Training for SENCo/ 3 x LSAs – social stories

All PP children have attendance rates of at least 95% over the course of the year.

Identification of the specific PP children for whom attendance is an issue and create plans to cater for these children on an individual basis., Use the school based system (new) of red, amber and green letters to increase attendance and then individual meetings for identified children. Consider early help hub referrals for where persistent absence is an issue

Children who are in school regularly and miss less school have better outcomes while those with regular absence often fail to make the necessary progress

Half termly monitoring of all children across the school to look at absence levels and immediate responses from the school office for those identified children for whom absence is an issue. Half termly letters out to parents indicating the children’s levels of attendance and lateness.

SBM/ Head teacher

Letters issues with red, amber and green in attempt to address absences.

Meetings with parent of child with worst absence levels has seen a significant change in their attendance rates. At present PP children running as a group at 93.1% while non PP at 97.07% (January 2018)


£45,120 and £10,485

(this would be 25% of all of the LSAs time and 100% of the ELSA’s salary which would be easily spent on PP children input)


4.3 Other approaches

Desired outcome

Action/ Approach



Staff lead

Review (January 2018)

Specific identification of needs of PP children by class teachers

For teaching staff to develop a sound appreciation of the strengths and areas for development for individual PP children through the use of Boxall profile and PEP toolkit

Identifying the barriers to learning for PP children on an individual basis will positively impact on in class provision and progress

Through staff meetings where PEP toolkit / Boxall profile training has taken place consideration of which children have had this approach

PP champion / SENCo

Pep toolkit completed by class teachers for identified PP children. PEP toolkit also explored at staff meeting by PP champion. Needs to be reviewed in the Spring term. Training costs for expert input at staff meeting


To ensure that staff have appropriate

resources to meet their needs in support of vulnerable children

To equip the teachers / ELSAs with appropriate resources to support

vulnerable children

Resources are required to enable other activities to progress which are regarded as having a

moderate/high impact on progress

Through staff meetings discussions of what the key needs are for PP children and professional discussions about the impact of any purchased resources

PP lead

Rapid reading scheme / Rapid phonics resources purchased to meet needs of PP children (and others) £2000

Books requested purchased to cater for individuals

Production if weighted cushions for PP children

Desired outcome

Action/ Approach



Staff lead

Review (January 2018)

Access to additional services

To ensure that FSM/Ever6 children

have equality of access to additional services

FSM children access to music lessons

Assistance with uniform

Attendance at after school clubs for those who would benefit from additional opportunities

EEF research shows positive impact for younger learners for activities such as access to music lessons.

Provision of uniform for financially vulnerable families to ensure that

all children have equal access to uniform and don’t feel excluded/


Through budget monitoring (music lessons) and club uptake reviews at the end of the year.


Business manager/ Deputy head

Uniform expenditure to date £23

£165.50 paid to support PP children attending after school clubs run by external companies

£119.60 for dinners



Financial Support for trips and visits

To ensure that all children attend trips, visits and residential activities.

To enable FSM children and other

children who are very vulnerable to

access trips, visits and residential trips during the school year

EEF research shows that, overall, there are positive benefits on academic learning, and wider outcomes such as self-confidence from outdoor and adventurous activities.

Budget review through governing body


£880 spent subsidising the residential trips so far this year – both years 5 and year 6

£369 paid for PP children to cover some of the costs of the school trips this year and £169 for whole school trip. The support was well received by the families

Induction and pastoral support for PP children likely to find transition arrangements difficult

To ensure that pupils move on to the next stage of the education equipped with the knowledge needed to be successful

To ensure that there is a smooth transition in and out of the school for PP children, including

specific pastoral support when/if required including transition meetings for PP children transferring into junior school or out to secondary school

Identified children may require additional actions to ease the transitions at the start and end of the key stage to prevent pauses in learning

Through monitoring of completion of specific activities that have been completed for individual children

Year leaders (3 and 6) and SENCO

Completed IPAs for children from the infants school and to the senior school. Additional ELSA visits from year 2 to year 3 to ease transition work. Commitment to LSAs working alongside year 2 pupils while in situ during the summer term

Support identified children to enable them to complete their homework in a supportive environment

Invite identified children along to after school homework club to ensure that they are supported with the work which they have been set

Providing children with specialist support (Head/ deputy/ LSAs) to support the children with homework activities that they might find difficult to complete at home

Monitor the uptake of PP children who choose to attend homework club as part of the annual

Head/ Deputy head

Individual children have been invited to the homework club and the uptake is good with the club running at capacity every week so far this year. Additional help from LSAs is now available at the club from the start of the Spring term. Directed LSAs hours additional cost




£60, 000




Review of the expenditure from the previous year (2016-2017)

Academic Year

2016/2017 (funding calculated for the academic year -£46,200 - September 2016 – August 2017)



Estimated Impact

Lessons Learned


Financial support for trips and visits

To enable PP children to access trips, visits and residential trips during the school year

2 children were given support for the year 6 residential trip. 1 Child was supported to attend the year 4 camp. This gave the children self-confidence and boosted self-esteem whilst being away from home for a week. The children actively engaged in activities that they would not have been able to undertake in school.

Continue to work alongside parents of PP children to have early conversations about accessing funds to ensure there is greater uptake of trips by PP children who are not attending due to financial constraints


Financial support for after school clubs

4 PP children who would not have accessed after school clubs attended paid for clubs

Children showed enthusiasm for a specific club and helped promote a positive attitude towards school.

Continue to identify PP children who are not attending any after school clubs and consider reasons for why this is and if appropriate extend the opportunity to join after school clubs

£135 – 4 children attended paid for after school clubs

Financial support for children to access peripatetic music lessons

Offering identified PP children the opportunity to take up a musical instrument

An attempt was made to engage the pupil in school through the provision of additional music lessons

On this occasion the process was not enjoyed/ further pursued by the pupil and this may not be offered again if it does not have a positive impact for the individual


LSA additional support for individual children

Enabling specialist support for PP children where needed

Support programmes provided to PP children who also have SEND had demonstrable impact in addressing their needs. Significant support had to go in when new children with specific needs came into school who required one to one support but did not have an AHCP

We want to consider ways in which we can extend this process and introduce new time for class teachers / SENCo to work with the PP children on a one to one basis. There will continue to be a need to use LSAs to support in class with PP children with increasing numbers of PP children coming into school


Additional books purchased for the school library/ promotion of reading across the school

Attempting the raise the profile of reading across the school, following the installation of a new library additional books were bought in to motivate the children to read more widely. This was coupled with in school activities including a school book week and visiting author

Children enjoyed the new facilities and positive response to reading within the school. Outcomes for year six reading results (attainment) were stronger for PP children than non PP children in year six.

Continue to promote the use of the library and pupils access to books through weekly timetabled sessions in the library and promotion of reading events to inspire the children.




Funding data over time







Total number of pupils on roll






Total number of pupils eligible for PPG - As assessed and averaged over the last 6 years






Amount of PPG per pupil






Total amount of PPG received