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 2020-2021
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1.1 Summary Information |
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School |
Hatch Warren Junior School |
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Academic year 2020-2021 |
Total PP budget (September 2020 – August 2021) £70,634 |
Date of most recent PP review: 14/10/2020 |
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Total number on roll: 360 |
Number of children eligible for PP: 60 |
Date of next internal review: February 2021 |
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Attainment at the end of Key Stage 2 in 2020 |
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Proportion of pupils in year 6 eligible for PP School (13 pupils)* |
Proportion of pupils in year 6 not eligible for PP School (77 pupils) |
National outcomes for pupils not eligible for PP |
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% achieving the expected standard in Reading |
All external examinations were cancelled due to the COVID 19 pandemic – no academic outcomes are available |
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% achieving the expected standard in Writing |
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% achieving the expected standard in Maths |
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% achieving the expected standard in GPS (Grammar, punctuation and spelling) |
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% achieving the expected standard in Reading, Writing and Maths |
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2.2 Progress for end of Key Stage 2 |
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Pupils in year 6 eligible for PP School (13 pupils) |
Pupils in year 6 not eligible for PP School (77 pupils) |
National outcomes for pupils not eligible for PP |
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Progress measure in Reading |
All external examinations were cancelled due to the COVID 19 pandemic – no academic outcomes are available |
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Progress measure in Maths |
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Progress measures in Writing |
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3.1 Barriers to future attainment (for pupils eligible for PP including higher attainers) |
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In-school barriers |
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a |
Some children eligible for FSM / Ever 6 are not currently expected to achieve Age Related Expectations (ARE) by the end of the school year |
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b |
Some children are vulnerable due to home circumstances which adversely affects school performance |
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c |
Some PP children demonstrate challenging behaviours and have difficulty managing their mental wellbeing which adversely affects their ability to achieve their academic potential |
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External barriers (issues which also require action outside school such as low attendance rates) |
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d |
Some children eligible for FSM/ Ever 6 have low that average attendance levels |
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e |
Some low income families experience financial hardship |
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f |
The impact on the learning of all pupils by the enforced closure of the school and the loss of learning time. |
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3.2 Outcomes |
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Ref |
Desired outcomes and how they will be measured |
Success criteria |
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a |
Ensure that disadvantaged children achieve as well as non-disadvantaged children by the end of KS2 in terms of progress made across the year or across the key stage (in the case of year six PP children). Ensure that disadvantaged children who are on the SEN register and not projected to make ARE by the end of key stage two, make measurable progress against phase objectives. |
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. PP 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 |
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b |
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. |
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c |
Ensure that the needs of individuals who demonstrate challenging behaviour or who struggle with their mental wellbeing are met through in-class support and out-of-class provision (where needed) and that staff who work with them are able to use effective strategies to enable children to achieve both academically and have good mental health |
Levels of exclusions of PP children are minimised and incidents of poor behaviour are reduced for identified individuals through appropriate support mechanisms being in place. Children are better informed about how to manage their mental wellbeing and can use taught strategies which help support their mental wellbeing. |
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d |
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. The aim to for all PP children to have at least 95% attendance rates at school |
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e |
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 levels for in-school based activities and on school trips are at the maximum possible by ensuring that FSM/ Ever 6 families are provided with the necessary financial support to allow for this to happen. |
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f |
Create a programme of support for identified children to enable them to catch up on learning, addressing gaps in knowledge where appropriate through intervention/ in class support |
The school will identify children who require additional support and provide in class support and additional withdrawal sessions as appropriate. |
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4.1 Planned expenditure Academic year 2020-2021 |
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4.2 Quality teaching for all |
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Desired outcome |
Action/ Approach |
Rationale |
Monitoring |
Staff lead |
Review – scheduled February 2021/ July 2021 |
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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 (in line with the school marking policy) |
Feedback studies tend to show high impact on learning of quality feedback to children |
During observations Head / Deputy head to monitor books to gauge level of feedback provided by the teacher and the responses of the pupil that then follow this feedback. Termly lesson observations to include focus on the quality of input received by PP children from the class teacher and LSA. |
Head teacher/ deputy head teacher/ class teacher in class |
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4.3 Targeted support |
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Desired outcome |
Action/ Approach |
Rationale |
Monitoring |
Staff lead |
Review – scheduled February 2021/ July 2021 |
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‘Vulnerable’ children receive 1:1 or small group pastoral care and support from ELSA when referred, requested or identified by teaching staff. |
To work with identified children to affect positive change on learning, behaviour, social and emotional development and wellbeing. |
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.
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SENDCo to monitor the work of the ELSA to consider the impact of sessions with identified children |
ELSA |
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Desired outcome |
Action/ Approach |
Rationale |
Monitoring |
Staff lead |
Review – scheduled February 2021/ July 2021 |
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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 by the end of year six. To begin from January onwards (assuming that Covid regulations allow for this to be possible) |
Small group work from highly skilled and experienced practitioners will impact positively on outcomes. This approach has impacted in previous years in bringing about significant progress. |
Head/ DHT to monitor outcomes for pupils through termly progress review meetings with year six team and children moving fluidly between groups to ensure their needs are met. |
Dept head / year six leader |
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Identified PP individual receiving individualised 1:1 support beyond normal ECHP support provided to impact on outcomes/ behaviour. |
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. LSA is allocated to a PP child in one year group on the basis of behavioural need- this includes additional hours beyond those on the EHCP. |
Monitoring the learning behaviour of that child by class teacher / through lesson observation and the impact that the support is having on the individual. |
SENCo / deputy / head |
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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 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
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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 by admin assistant and deputy head. Looking at absence levels and immediate responses from the school office for those identified children for whom absence is an issue. Termly letters out to parents indicating the children’s levels of attendance and lateness. Fortnightly checks by the senior admin assistant and the deputy head teacher on levels of attendance of PP children. |
SBM/ Head teacher |
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Desired outcome |
Action/ Approach |
Rationale |
Monitoring |
Staff lead |
Review – scheduled February 2021/ July 2021 |
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PP children are able to access withdrawal programmes where they are needed, provided by the class LSA where a need has been identified |
Delivery of withdrawal programmes to all PP children who require additional support |
EEF research shows that 1:1 tuition /small group input can be effective at helping children to make additional progress |
Through lesson observations/ data analysis of progress made following programmes that have been delivered |
SENDCo/ Head teacher |
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Pupil premium children are able to catch up on their academic learning following a period of time away from school during lockdown |
Delivery of catch up sessions for children delivered by specially employed ‘catch up’ teacher (or additional LSAs depending on availability) to work alongside children who have fallen behind due to extended period of time away from school |
EEF research shows that 1:1 tuition /small group input can be effective at helping children to make additional progress |
Through monitoring of outcomes for different children during progress review meetings. Also through lesson observations of the member of staff who is delivering the catch up programme. |
Head/ catch up teacher |
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4.3 Other approaches |
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Desired outcome |
Action/ Approach |
Rationale |
Monitoring |
Staff lead |
Review – scheduled February 2021/ July 2021 |
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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 completed for them and areas in which support can be identified have been established |
Head/ Deputy |
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Improved understanding of the needs of PP children through identified training. Provision of appropriate training for ELSA / LSAs / teaching staff working alongside PP children |
To enable staff to access training workshops and guidance that will positively impact on PP outcomes. This will include specific training for wellbeing champion in school to enable them to impact on mental health and wellbeing across the school through dissemination of ideas and strategies. Other training will include training linked to play therapy and other specific courses identified by the SENDCo for particular LSAs who work with identified 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 |
Through lesson monitoring / NQT induction programme looking at how the behaviour of pupils is monitored. Through observations/ monitoring of the practice of the LSAS within school by the SENDCo / head teacher |
Deputy head /head |
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Staff have appropriate resources to meet their needs in support of vulnerable children |
To equip the teachers with appropriate resources to support vulnerable children, especially in reading to address both reading and through the provision of high quality texts to support the writing process – purchasing of new reading materials for use in each year group where needed |
Resources are required to enable other activities to progress which are regarded as having a moderate/high impact on progress |
Through staff meetings discussions consideration of how purchased reading resources can be best used to impact on outcomes for pupils across the board but also considering how children with different needs can be addressed through accurately matched texts to their needs. Monitoring by the head/ deputy and by the SENDCo |
Head / deputy |
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Pupils have reading promoted so they actively enjoy reading texts which appeal to them |
To purchase additional age appropriate books for PP children to access in school through the school library |
PP children would benefit from exposure to more engaging books which will encourage higher levels of engagement in reading. |
Through discussions with the children in class to consider what reading materials they would want to see in school and then purchasing these books for the children to access through the library.
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Librarian |
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Desired outcome |
Action/ Approach |
Rationale |
Monitoring |
Staff lead |
Review – scheduled February 2021/ July 2021 |
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Access to additional services To ensure that FSM/Ever6 children have equality of access to additional services |
FSM children access to peripatetic music lessons
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EEF research shows positive impact for younger learners for activities such as access to music lessons.
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Through providing governors with details of numbers of PP children accessing music lessons
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Business manager/ Head teacher |
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Pupils all feel part of the school community |
Provision of uniform for financially vulnerable families to ensure that all children have equal access to uniform and don’t feel excluded/isolated |
Children feel comfortable within school and comfortable in their physical appearance |
FSW to check in with class teachers to ensure that all children have the necessary school uniform and contact parents if there is an issue over accessing appropriate uniform. |
FSW |
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To assist PP children with homework through targeted support and provision of laptops to children through government scheme |
Identification of where pupils do not have access to laptops through parental questionnaire and the provision of lent computers to the children to enable them to access on-line learning |
Children will be able to complete their homework and access on-line learning easier with specific equipment being provided |
Reporting to governors the number of laptops which have been issued to children following government scheme |
Head/ SBM |
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To ensure that all PP children attend trips, visits and residential activities that wish to do so. |
To enable FSM children and other children who are very vulnerable to access trips, visits and residential trips during the school year. With a lack of availability of residentials this year ensure that PP children are able to access special day visits/ costs of visitors into school are paid by the school |
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 will look at amounts that are spent on day trips |
SBM/ Head |
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Training of staff in identified areas will impact on provision for PP children through Maple Ridge extended outreach programme / PBS wellbeing support programme |
Expert training to be delivered in school through Special school staff guiding staff on how to meet the needs of a variety of children with different requirements |
Experts can provide staff with valuable advice and guidance to enable them to cater better for the needs of individual children |
Monitoring by Maple Ridge staff as part of programme of support of the impact in school of the training completed |
SENDCo |
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Budget
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Projected/ estimated costs |
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Total |
£75,900 |
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Review of the expenditure from the previous year (2019-2020) |
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Academic Year |
2019/ 2020 (funding calculated for the academic year £70, 634 September 2019 – August 2020) |
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Outcome |
Action/Approach |
Estimated Impact |
Lessons Learned |
Cost |
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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 |
The feedback given to pupils by teachers helped to impact on the learning that they make. Pupils are expected to respond to this feedback and this has helped them progress with their learning. |
To continue with this approach next year and re-inforce with teachers the need to ensure that PP children receive this feedback to enable them to make progress. |
Teacher time to ensure that feedback is good quality and SLT time to monitor the levels of feedback |
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Vulnerable children receive 1:1 or small group pastoral care and support when referred, requested or identified by staff by ELSA / external councillors |
To work with identified children to effect positive change on learning, behaviour and social and emotional development. |
The impact of intervention time with the ELSA / councillors can be considerable. The teachers recommend that the ELSA completes sessions with identified PP children and these help build self-esteem and relationships in school which ensure that children continue to attend regularly. There were 0 exclusions of PP children over the course of the first part of the academic year. The ELSA also spent a huge proportion of her time during lockdown making contact with families of vulnerable / PP children to check on their wellbeing and support in a number of different ways |
To continue with internal systems of referral by class teachers to the ELSA and where appropriate to external agencies who come in and work alongside specific children. . |
ELSA time (who is employed for 22 hours a week) this accounted on 50% of time provided and more than that during the period of lockdown from March – September
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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 |
This approach was not possible in the normal manner due to the closure of the school. The head and deputy were able to continue to support the work of PP children during lockdown through the provision of both in school support for those vulnerable children and out of school support through the production of work and activities for all pupils |
To once again plan to have the head and deputy working alongside PP children (along with other children who are falling behind their projected outcomes) supporting them where there is a need in small groups (which are Covid compliant) in year six in the run up to SATS |
Time for the head and deputy each day from commencement in the Spring term. (Staff salaries) |
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Outcome |
Action/Approach |
Estimated Impact |
Lessons Learned |
Cost |
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Identified PP individual receiving individualised 1:1 support beyond normal ECHP support provided to impact on outcomes/ behaviour |
To enable 1:1 specialist support for vulnerable child with specific needs |
During the first part of the school year this child was effectively supported on a 1 to 1 basis and this support enabled greater levels of engagement in class than has been seen before and significantly improved behaviour |
To continue to use this level of support from a specialised LSA who is able to provide high quality support |
Additional cost of hours provided beyond the funded EHCP hours (part of LSA spend) |
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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 |
Levels of attendance across the whole school year were disrupted by the lockdown which shut the school from March – August. There were several PP or vulnerable children who were provided with space in school to ensure that their needs were met as well as possible over the lockdown period. |
To continue to monitor the levels of absence of PP children moving forwards and to take action to address low levels of attendance of PP children on an individual basis. |
Time for office staff / deputy to meet with parents / monitor levels of attendance |
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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 |
Teacher knowledge of individual children in their classes has increased as a result of using the Boxall profiles for pupils. |
Repeat the process with identified children after allowing them some initial time in school acclimatising to the new ways of working. |
Time for staff to complete the Boxall profiles in staff meetings |
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Improved understanding of the needs of PP children through identified training - Provision of appropriate training for Head / ELSA / LSAs / teaching staff working alongside PP children in relation to wellbeing |
To enable staff to access training workshops and guidance that will positively impact on PP outcomes. This will include work with PBS to impact on mental health and wellbeing. Relax kids sessions for identified children |
PBS ran various workshops in the first half of the school year with a focus on mental health and wellbeing which contributed to the schools’ developing approach towards well-being. It also provided specific guidance for the school ELSA / head teacher and helped develop practice within school |
The school will continue to look at ways in which the staff can be supported to develop their professional expertise. |
Training costs for various courses completed by staff in relation to wellbeing Relax kids sessions - £375 |
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Outcome |
Action/Approach |
Estimated Impact |
Lessons Learned |
Cost |
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Improved understanding of the needs of PP children through identified training |
County maths/ English advisor to work alongside year leaders with a particular focus on supporting PP children in English
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Following advice from the county English advisor the school has adapted its approach to delivering teaching of reading. This has positively impacted on the outcomes for PP children (and other children) in their ability to read with greater stamina and greater fluency |
We will continue to use strategies learnt through the training to continue to support reading with all children in school |
Training costs – approximately £1800 |
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Staff have appropriate resources to meet the needs of all PP children |
To equip the teachers with appropriate resources to support PP and vulnerable children, especially in reading through the provision of high quality texts to support the reading process – this would include the purchasing of new reading materials for use in each year group |
Children have been able to access more high quality texts during their reading workshop sessions which has been accompanied by updated planning to raise standards in outcomes |
Children have appreciated the access that they have had to a variety of texts. We will continue to increase the number of books that we have in school both for in class provision and in the school library. |
Cost of spend on books for reading workshop during the last academic year - £2,500 |
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Pupils have reading promoted so they actively enjoy reading |
To purchase PP age appropriate books for PP children to access over the summer holidays to encourage higher levels of reading |
Children who may not have been able to access texts over the summer holidays have been provided with new reading materials that has been hand selected to appeal to them |
At a time when access to the school library and other local libraries was limited the school felt it appropriate to provide books for pupils to keep at home. Should we have another lockdown this would be considered once again. |
Cost of new books for PP children £359 |
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Access to additional services To ensure that FSM/Ever6 children have equality of access to additional services |
FSM children access to peripatetic music lessons Attendance at after school clubs for those who would benefit from additional opportunities |
PP children who wished to take up learning a musical instrument were given the opportunity to do so. Those who expressed an interest were supported financially to do so and lent musical instruments where this was needed or provided with time/ space in school where tis was needed |
We will continue to offer this opportunity to PP children wish to study a musical instrument. |
3 children accessed these lessons at a cost of £300 per child - £900 total |
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To assist PP children with homework through targeted support |
Provision of in-school homework club – opened up to PP children during lunchtimes |
PP children who found it difficult to access work at home were able to work alongside a member of staff at lunchtimes to complete their homework. This ran for the first 6 months of the year |
Whole this is desirable and something that we would wish to complete again next year, the need to maintain social distancing between children in different bubbles makes this unfeasible at the current time. Should the situation change we will re-consider our position. |
Staff time to work with children over the lunch period. |
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Outcome |
Action/Approach |
Estimated Impact |
Lessons Learned |
Cost |
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Financial support for trips and visits To ensure that all PP children attend trips, visits and residential activities that wish to do so. |
To enable FSM children and other children who are very vulnerable to access trips, visits and residential trips during the school year
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PP children were able to access both day trips and residentials with the school supporting the families financially to enable them to complete the activities |
We will continue to support PP children in this regard. This will mean that we will continue to offer |
Day trip money spent supporting PP children £1658.21 Residential trip money spent supporting PP children £1272.84 |
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Ensuring that PP children are engaging effectively with school |
Provision of after school clubs for PP children- paid for clubs |
PP children are able to access externally provided clubs which increases their positive response to time in school and widens their experiences |
To continue to provide this opportunity for the children (covid dependent) |
£310 |
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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 |
The usual arrangements for transition were not possible this year due to the school’s closure. However the transition arrangements that we were able to put into place included remote meetings with teachers via zoom and specific opportunities for year 6 pupils to visit their secondary school (if at the main feeder school). There were also opportunities for identified children to visit the junior school over the summer holidays on an individual basis |
There is a need to return to return to normal when this is possible and PP children will be individually supported once again in the usual ways assuming that Covid arrangements allow for this to happen. |
n/a |
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Uniform purchased / PE kit purchased |
To ensure that children feel part of the school and not self-conscious about their appearance |
Wellbeing of individual children is addressed |
To continue to do this where this is needed. |
£239 |
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Training of staff in identified areas will impact on provision for PP children through Maple Ridge extended outreach programme / PBS wellbeing support programme |
Expert training to be delivered in school through special school staff guiding staff on how to meet the needs of a variety of children with different requirements
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Training delivered to staff met identified need within school for teaching staff. |
Continue to work alongside the special school and consider the next steps that are required for support staff in the next cycle which will allow them to support further PP children |
£500 |
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Outcome |
Action/Approach |
Estimated Impact |
Lessons Learned |
Cost |
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LSAs employed in numbers across the school to help support the learning of PP children as part of in class provision |
Ensuring that support is provided by LSAs in lessons and through the delivery of intervention sessions where needed for PP children |
Individualised support when targeted in class has a significant impact for PP children in school. Withdrawal programmes also help to contribute to their needs. |
LSAs having an increased knowledge of the needs of the PP children in class needs to continue to be a priority for the year ahead |
Cost of LSAs employed in the school. (Based on 25% of LSAs cost in school for the year)- £54, 342 |
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LSAs additional support for individuals and in class support for PP children |
To enable 1:1 specialist support for vulnerable children |
Has allowed for individualised support for PP children or providing the opportunity to enable the class teacher to support PP children through work completed with other members of the class |
To continue to provide 1:1 support for identified PP children who are also in receipt of EHCP – at greater levels than those allocated in EHCP hours – needed to meet the needs of these children to enable them to make progress |
As above |
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Total budget spend |
Some of the planned expenditure did not take place due to the reduced time spent in school last year |
£65,528.89 |
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Funding data over time
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2013-2014 |
2014-2015 |
2015-2016 |
2016-2017 |
2017-2018 |
2018-2019 |
2019-2020 |
2020-2021 |
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Total number of pupils on roll |
328 |
328 |
328 |
341 |
342 |
349 |
361 |
360 |
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Total number of pupils eligible for PPG |
33 |
33 |
36 |
35 |
37 |
44 |
50 |
56 (Jan 2019 census) |
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Amount of PPG per pupil |
£900 |
£1,300 |
£1,367 |
£1,320 |
£1,320 |
£1,320 |
£1,320/ £1,345 (in year split of funding) |
£1,345 |
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Total amount of PPG received |
£29,700 |
£42,900 |
£49,220 |
£46,200 |
£54,140 |
£58,080 |
£70, 634 |
£75,320 |