Pupil Premium
The designated person responsible for the leadership of Pupil Premium within the school is: Mrs Cady
Pupil premium is additional funding given to schools from the government. Pupil premium is provided to help raise the attainment and achievement of disadvantaged children and close the gap between them and their peers. Please see the following information for details on how this premium has been allocated within the school and the attainment at the end of Key Stage 2.
Pupil premium strategy statement
School overview
Metric | Data |
School name | Hatch Warren Junior School |
Pupils in school | 337 |
Proportion of disadvantaged pupils | 2020-2021 = 18% 2021-2022 = 17.8% |
Pupil premium allocation this academic year | £95,461 |
Academic year or years covered by statement | September 2020- August 2021 September 2021- August 2022 |
Publish date | 18th October 2021 |
Review date | April 2022 |
Statement authorised by | Emma Cady |
Pupil premium lead | Emma Cady |
Governor lead | Steve Smith |
Disadvantaged pupil progress scores for last academic year
Measure | Score |
Reading | No scores available in either 2020 or 2021 due to cancellation of SATS 2019 scores +3.1 (County -1.5) |
Writing | No scores available in either 2020 or 2021 due to cancellation of SATS 2019 scores +1.8 (County -1.1) |
Maths | No scores available in either 2020 or 2021 due to cancellation of SATS 2019 scores +0.7 (County -2.0) |
Disadvantaged pupil performance overview for last academic year
Measure | Score |
Meeting expected standard at KS2 | No scores available in either 2020 or 2021 due to cancellation of SATS 2019 scores – 70% Reading Are + 80% Writing Are + 70% Maths Are + |
Achieving high standard at KS2 | 2019 scores – high 30% Reading 10% Writing 20% Maths |
Strategy aims for disadvantaged pupils
Measure | Activity | ||||||||||||||||||||||||||
Priority 1 In class support for pupils | To provide targeted in class support/ provision for all PP children to enable them to catch up with their learning following a period of closure due to the national pandemic and the enforced school closure. The aim is to target PP children to meet ARE (age related expectations) by the end of the school year in the areas of reading, writing and maths for those children who came into school as (at least) ARE on entry from key stage 1. For any PP children who are ‘tracked separately’ or WTS the aim is to ensure they make demonstrable progress against phase objectives on which they are working. | ||||||||||||||||||||||||||
Priority 2 Intervention support | To provide targeted intervention group work to support PP children who are struggling to meet minimum sufficiency by the end of the school year. Again this is working towards achieving minimum sufficiency in the core subject areas / developing progress towards identified individual objectives. | ||||||||||||||||||||||||||
Priority 3 Equality of access | Ensure that all PP children have equality of access to resources, activities and other opportunities, measured by financial support provided from the Pupil Premium money. | ||||||||||||||||||||||||||
Priority 4 Addressing vulnerabilities | Ensure that any vulnerable PP children receive appropriate pastoral support from the ELSA/ class teacher when needed in order to reduce any impact of challenging home circumstances on children’s ability to attend school and learn. | ||||||||||||||||||||||||||
Priority 5 Ensuring attendance | Improve identified children’s attendance through support and intervention from the FSW and other staff measured through attendance data | ||||||||||||||||||||||||||
Barriers to learning these priorities address |
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Projected spending | ELSA/ FSW support for children –50 % £9202 of ELSA’s salary and 50% of FSW salary £9398 Catch up teacher interventions – (50% of Catch up teacher expenditure £26,971 LSA in class support for children – 25% of all LSA salary for the year £66,084 | ||||||||||||||||||||||||||
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Commentary for April review
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The ELSA has continued to provide targeted support to children across the school through small group work/ interventions when needed. This includes PP pupils who have been referred by class teachers / members of the SLT
- The FSW and the deputy head target children across the school when their attendance levels drop and become a cause for concern. This has been affected by the Covid pandemic over the last year with increased levels of absence in school generally due to illness.
Teaching priorities for current academic year
Aim | Target | Target date |
Ensuring Progress in Reading | Ensure that all PP children assessed as working at ARE in reading at the end of key stage 1 are reaching ARE by the end of the school year through the provision of appropriate interventions and support Ensure that all PP children who are tracked separately are making demonstrable progress against identified objectives on individual plans | July 2022 |
Ensuring Progress in Writing | Ensure that all PP children assessed as working at ARE in writing at the end of key stage 1 are reaching ARE by the end of the school year in writing Ensure that all PP children who are tracked separately are making demonstrable progress against identified objectives on individual plans
| July 2022 |
Ensuring Progress in Mathematics | Ensure that all PP children assessed as working at ARE in maths at the end of key stage 1 are reaching ARE by the end of the school year in maths. Ensure that all PP children who are tracked separately are making demonstrable progress against identified objectives on individual plans
| July 2022 |
Targeted academic support for current academic year
Measure | Activity |
Priority 1 - In class support for pupils PP children who were at ARE on entry to the school (or above) will achieve at least ARE by the end of the school year in reading, writing and maths PP children who are tracked separately will make demonstrable progress on their individualised targets |
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Priority 2 - intervention support PP children who were at ARE on entry to the school (or above) will achieve at least ARE by the end of the school year in reading, writing and maths PP children who are tracked separately will make demonstrable progress on their individualised targets |
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Barriers to learning these priorities address |
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Projected spending |
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Wider strategies for current academic year
Measure | Activity |
Priority 3 Equality of access to wider aspects of education PP children are provided with the financial support to enable them to access all available in school activities including after school clubs, residential experiences, peripatetic music lessons, school trips and access to learning at home where needed. |
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Priority 4 Addressing vulnerabilities PP children and families of PP children will be provided with the necessary emotional support to allow them to attend school |
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Priority 5 Ensuring in school attendance Levels of attendance for PP children will be in line with levels of attendance for non PP children across the year |
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Projected spending | £13867 new ELSA and £16071 current ELSA/ FSW) |
Monitoring and Implementation
Area | Challenge | Mitigating action |
Teaching | Staff having to significantly adapt the programmes that they are having to deliver to meet the needs of the different children. | Use of staff meeting time and INSET time spent considering how to best support the needs of all pupils after the last two years of disruption and on-going interruptions to learning for individuals. Using progress review meetings to ensure that PP pupils are tracked effectively ensuring that programmes being delivered are impacting on the children positively |
Targeted support | Ensuring that there is enough time for the catch up teacher to support the needs of the children who have missed out on learning over the course of the last two years. Ensuring that there is sufficient support in class to deliver LSA intervention programmes | Employing a full time catch up teacher and providing them with the time needed to work alongside the class teachers to support the children’s needs through on-going conversations. Continuing to use HLTA time to cover classes where possible to avoid having to pull catch up teacher time away from groups due to staff absence Increasing LSA hours (overtime) to enable them to deliver additional in class and out of class interventions and support. Ongoing adaptation of timings of withdrawal groups to ensure that TAs are available to deliver small group support |
Wider strategies | Ensuring that attendance levels remain high for PP children when historically these have been lower that non PP children Supporting children back into school who have suffered academically (and possibly socially and emotionally) during a period of school closure | Through regular attendance meetings which take place and checking that the attendance levels of PP children does not slip through intervention by the head, deputy and FSW. Providing additional ELSA support to children through the delivery of additional ELSA hours over in school to support the current ELSA provision |
Review: last year’s aims and outcomes September 2020 - July 2021
Aim | Outcome | ||||||||||||||||||||||||||||||||||
Progress in Reading Ensure that all PP children assessed as working at ARE in reading at the end of key stage 1 receive additional input to enable them to reaching minimum sufficiency by the end of the school year. Ensure that all PP children who are tracked separately are making demonstrable progress against identified objectives on individual plans
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All PP children who were tracked separately (because they were working on objectives from earlier year groups) made demonstrable progress against their individual targets. These are recorded on individual tracking sheets for these pupils
Progress in Writing Ensure that all PP children assessed as working at ARE in reading at the end of key stage 1 receive additional input to enable them to reaching minimum sufficiency by the end of the school year Ensure that all PP children who are tracked separately are making demonstrable progress against identified objectives on individual plans
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All PP children who were tracked separately (because they were working on objectives from earlier year groups) made demonstrable progress against their individual targets. These are recorded on individual tracking sheets for these pupils.
Progress in Mathematics
Ensure that all PP children assessed as working at ARE in reading at the end of key stage 1 receive additional input to enable them to reaching minimum sufficiency by the end of the school year Ensure that all PP children who are tracked separately are making demonstrable progress against identified objectives on individual plans
Maths | Year group | |||
3 (16) | 4 (22) | 5 (16) | 6 (12) | |
Tracked separately | 2 | 5 | 2 | 6 |
Below ARE on entry | 6 | 13 | 4 | 8 |
At or above ARE on entry | 10 | 9 | 12 | 4 |
Reaching min sufficiency at end of year | 8 | 9 | 8 | 4 |
Received targeted intervention | 5 | 9 | 7 | 0 |
All PP children who were tracked separately (because they were working on objectives from earlier year groups) made demonstrable progress against their individual targets. These are recorded on individual tracking sheets for these pupils