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Pupil Premium

How was the September 2015-September 2016 Pupil premium funding allocated?



The Pupil Premium (PP) was introduced in 2011. It was allocated to children from low-income families who were known to be eligible for free school meals, and children who had been ‘Looked After’ continuously for more than six months. Eligibility for the Pupil Premium for 2012–13 was extended to pupils who have been eligible for free school meals at any point in the last six years (known as the Ever6 Free School Meals measure). Schools also receive funding for adopted children, children who have been looked after continuously for more than six months, and a smaller amount for the children of service personnel.


Schools are free to spend the Pupil Premium (PP) as they see fit. However, they are accountable for how they use the additional funding to support pupils from low-income families and the other target groups. New measures have been included in school’s performance tables that show the achievement of pupils who attract the Pupil Premium.

This document has been put together by the Leadership Team here at Hatch Warren Junior School to show how the Pupil Premium has been used. It shows also (and possibly more importantly) the IMPACT of this additional funding.


At Hatch Warren Junior we have a relatively low number of pupils who claim funding for Pupil Premium. Our current data shows that 9% are eligible compared to the national average of 27% in all schools across the country. The 9% at Hatch Warren Junior are pupils who have been eligible for Pupil Premium at any time during the last 6 years and not just those who are currently claiming - this is how the government calculates PP funding.



The following statements underpin our vision of how to make best use of the Pupil Premium funding that we receive and outline the procedures we go through, in order to have the best possible impact on outcomes for this group of pupils.

  • Thoroughly analyse which pupils are underachieving, particularly in English and mathematics, consider why and put actions in place to enable them to improve.

  • Understand the importance of ensuring that all day-to-day teaching meets the needs of each learner, rather than just relying on interventions.

  • Allocate good teachers and learning support assistants to teach intervention groups to improve aspects of mathematics and English

  • Use achievement data frequently to check whether interventions or techniques are working and make adjustments accordingly, rather than just using the data retrospectively to see if something had worked.

  • Make sure that support staff, particularly teaching assistants, are highly trained and understand their role in helping pupils to achieve.

  • Systematically focus on giving pupils clear, useful feedback about their work, and ways that they could improve it.

  • Ensure that class teachers and learning support staff know which pupils are eligible for the Pupil Premium so that they can take responsibility for accelerating their progress.

  • Provide well-targeted support to improve attendance, behaviour or links with families where these are a barrier to a pupil’s learning.


  • To narrow the disadvantage gap by addressing inequalities and raising the attainment of those pupils in low income families

  • To ensure that children in receipt of pupil premium have full access to the curriculum and, where necessary, make accelerated progress to reach national expectations

  • To ensure children reach ARE (Are Related Expectations) by the end of year 6 in Reading, writing and maths

  • For these children to be able to access extra-curricular opportunities to further engage them in school life and ensure that no child missed out on opportunities as a result of financial hardship


The School and Governing Body are committed to supporting all pupils and families and recognise that many of these in the catchment area, whilst not necessarily being eligible for free school meals, can also suffer financial hardship. We also recognise that many of the opportunities put in place may also have an indirect positive impact on the progress and attainment of other groups.

Current and prior numbers of children receiving pupil premium money







Total number of pupils on role





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








Planned Funding


Impact (Sept 2015 -Sept 2016):

To ensure that all pupils have access to residential trips to enrich their curriculum and remove the barrier of financial burdens.






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.

To ensure that all pupils have access to enrichment curriculum trips to enrich their curriculum and remove the barrier of financial burdens.

£1000 for trips


No PP child misses out on learning opportunities in school. Through this we believe we open doors to further learning which might not be available to them outside of school

To support the children’s social skills through after school clubs based around sport

Attendance at courses run by external providers – cost £135

4 children accessed various after school clubs to develop self-esteem and confidence within a small group. (DSC, CM, DH and SH)

To provide Music tuition and in turn raise self-esteem so children persevere and develop resilience in other areas.



1 child accessed additional music lessons with a peripatetic music teacher

To provide new books for the library to develop core reading skills for reluctant readers


Greater selection of low level, high interest

To provide additional ELSA support to enable full access to the curriculum due to them feeling more safe and secure



Several children receiving additional ELSA support regarding home issues impacting on attendance at school, to improve friendships and

To support pupils through designated time provided by the inclusion manager including identification of needs of children and data analysis



All children in the group benefit from this support

To support children with individual needs through ‘in-class’ work and where appropriate additional intervention work both on a one to one basis and small groups.



All children in the group benefit from this support through LSA intervention and small group work both in class and through withdrawal sessions


End of year outcomes from September 2015 to July 2016 (PP) – 31 pupils



Year 3

(9 pupils)

Year 4

(8 pupils)

Year 5

(8 pupils)

Year 6

(6 pupils)

% of pupils achieving ARE in Reading

6/9 (67%)

4/8 (50%)

4/8 (50%)

4/6 (67%)

% of pupils achieving ARE in Writing

5/9 (56%)

1/8 (12%)

2/8 (25%)

5/6 (83%)

% of pupils achieving ARE in Maths

4/9 (44%)

2/8 (25%)

3/8 (38%)

5/6 (83%)



Current number of pupils eligible for PP, Free School Meals, Adoption and Services: 31 of which there are; Service children: 0; Looked after Children: 2; Adopted children: 0


Current Pupil Premium Spending from September 2016 - April 2017



Teacher dedicated time in addition to normal classroom practice (SENCo time)


Residential trips/ school trips and after school clubs/ music tuition.

Pupil premium children have been provided with financial support to allow them to attend the year five and six residentials which took place in the Autumn term. Pupils in receipt of pupil premium have attended after school clubs which are financed by the school thereby extending opportunities for these children. Music tuition costs have been met for children who receive pupil premium funding


Intervention – one to one and small groups, LSA time in class/HLTA support. All pupil premium children have accessed some withdrawal work sessions with LSAs over the course of the spring term. They have also been focused upon by teaching staff through additional input during class sessions


Office hours to provide admin support related to pupil premium


Staff training has been undertaken to raise the profile of pupils who are receipt of pupil premium and this training has been disseminated to all staff through INSET training


ELSA support 3 days a week.