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Pupil Premium

Pupil Premium strategy statement 2018-2019

1.1 Summary Information


Hatch Warren Junior School

Academic year 2018-2019

Total PP budget (September 2018 – August 2019) £58,080

Date of most recent PP review 03/10/18

Total number on roll: 349

Number of children eligible for PP: 44 (January Census 2018 )

Date of next internal review March 2019


Attainment at the end of Key Stage 2 in 2018


Proportion of pupils in year 6 eligible for PP School

(6 pupils)*

Proportion of pupils in year 6 not eligible for PP School

(84 pupils)

National outcomes for pupils not eligible for PP

% achieving the expected standard in Reading

4/6 (66.7%)

71 /84 (84.5%)


% achieving the expected standard in Writing

4/6 (66.7%)

66/84 (78.6%)


% achieving the expected standard in Maths

2/6 (33.3%)

70 /84 (83.3%)


% achieving the expected standard in SPAG

4/6 (66.7%)

70 /84 (83.3%)


% achieving the expected standard in Reading, Writing and Maths

2/6 (33.3%)

57/84 (67.9%)







*NB – one PP child with an EHCP was not entered into one of the end of key stage tests as unable to access the reading presented in the test


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

(84 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.

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.

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 (LSA in class support)


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


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 leader to monitor books to gauge level of feedback provided by the teacher and the responses of the pupil that then follow. Lesson observations to include focus on the quality of input received by PP children from the class teacher and LSA.

PP champion / head teacher/ class teacher in class



Through normal in school provision / class support

4.3 Targeted support

Desired outcome

Action/ Approach



Staff lead


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



Desired outcome

Action/ Approach



Staff lead


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


Qualified teacher to provide 1:1 or small group support to 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 in the Spring and Summer terms (milestones 2 and 3) to consider the impact of the 1:1 support work that has taken place. Support teacher to attend progress review meetings and provide feedback on the impact that withdrawal programmes have had on progress.

Class teacher / PP champion


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.

LSA is allocated to a PP child in one year group on the basis of behavioural need. Monitoring the behaviour of that child by class teacher / lesson observation and the impact that the support is having

SENCo / deputy / head



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 work with PBS to impact on behaviour of children by NQTs

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

Deputy head /head



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


Planned Budget

£45,120 and £10,739.

(this would be 25% of all of the LSAs time and 50% of the ELSA’s salary which would be spent on PP children input) £15,000 – a significant proportion of PP champion (teacher) salary – time spent working with PP children


4.3 Other approaches

Desired outcome

Action/ Approach



Staff lead


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

Head/ Deputy



To ensure that 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

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 high. Monitoring by the head/ deputy and by the SENCo

Head / deputy


Desired outcome

Action/ Approach



Staff lead


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


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

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



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


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 club review

Head/ Deputy head



£ dependent on uptake of clubs (at £45 per term/ music lessons at £225 per year

Approximately £3000 for trips and residentials


Projected spend in excess of £58,000




Review of the expenditure from the previous year (2017-2018)

Academic Year

2017/2018 (funding calculated for the academic year -£45,186 - September 2017 – August 2018)



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. Pay some / all of the contribution towards the trips to enable pupils to participate in the trips/ visitors into school

PP children were given support for the year 6 residential trip and to attend year 5 residential trip/ 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. PP children accessed other trips and contributions for these trips came from the school budget

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. Ensure that no child fails to attend a trip because of financial constraints

£3000 for residentials

£382 for trips

£169 for panto

Financial support for after school clubs

2 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 on an individual basis to join after school clubs

£163.50 – 2 children attended paid for after school clubs

LSA additional support for individual children (on a one to one basis where needed)

Enabling specialist support for PP children where needed

Support provided to PP children had demonstrable impact when it came to addressing their individual needs. Significant support had to go in when new child with specific needs came into school who required one to one support but did not have an EHCP and when circumstances for individuals changed from a personal point of view that then required additional support to allow them to thrive in school. (CP issues)

Where some pupils are concerned there is sometimes a need to support individuals on a 1 to 1 basis to provide them with an additional level of support while other processes are developing (pursuit of EHCP or catering for child with particular personal changes in circumstances)

£9.31 per hour of support provided on a one to one basis. This was done for one pp child throughout the year (on a re-integration timetable) and one child throughout the Summer term

(£3630 + £3910 respectively)

LSA support in school for PP children through in class provision and withdrawal programmes of support

Supporting pupils in class through the provision of LSA support for PP children through withdrawal programmes and in class support during lesson time – regular check-ins with both class teacher and LSA to check on progress. Support for PP children through contact time with ELSA

Improved provision in class and programmes to support learning of pupils

Continue to provide the support and raise the awareness of PP children through staff meetings and LSA meetings. PP children had regular contact with the ELSA throughout the year. This will need to continue to be applicable this year ahead.

£45,120 and £10,739

(this would be 25% of all of the LSAs time and 50% of the ELSA’s salary which would be spent on PP children input)

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. Look at ways in which the promotion of reading as an activity in school can impact in all areas of the curriculum.


Additional dinner money to support PP children where needed

To ensure that children did not go hungry, to respond to individual circumstances

Children able to access the learning and not preoccupied by hunger

This is used as an immediate response to situations arising in school


Uniform purchased

To ensure that children feel part of the school and not self-conscious about their appearance

Self esteem impact where needed

To be used to support known families where a need arises.



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









Current projections for 2018-2019 end of year six outcomes at ARE+ (based on end of year 5 outcomes)





Year 6

(9 children, 6 girls, 3 boys)

3/3 100%

4/6 66.7%

77.8% overall

3/3 100%

3/6 50%

66.7% overall

3/3 100%

4/6 66.7%

77.8% overall