Metric

Data

 School name

Hatch Warren Junior School

Pupils in school

360

Proportion of disadvantaged pupils

17.87%

Pupil premium allocation this academic year

£87,284 (Academic Year)

£93,275 (Financial Year)

Academic year or years covered by statement

April 2020- March 2021

April 2021 – March 2022

Publish date

29th April 2021

Review date

September 2021

Statement authorised by

Ed Dawson

Pupil premium lead

Ed Dawson

Governor lead

Measure

Score

Reading

No scores available in 2020 due to cancellation of SATS

2019 scores +3.1 (County -1.5)

Writing

No scores available in 2020 due to cancellation of SATS

2019 scores +1.8 (County -1.1)

Maths

No scores available in 2020 due to cancellation of SATS

2019 scores +0.7 (County -2.0)

Measure

Score

Meeting expected standard at KS2

No scores available in 2020 due to cancellation of SATS

2019 scores –

70% Reading Are +

80% Writing Are +

70% Maths Are +

Achieving high standard at KS2

No scores available in 2020 due to cancellation of SATS

2019 scores –  high

30% Reading

10% Writing

20% Maths

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 minimum sufficiency 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’ 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 ELSA and other staff measured through the SIMS attendance data

Barriers to learning these priorities address

• Some PP children have made less progress over the course of the most recent lockdown that their non PP peers due to limited levels of engagement in learning over the period of closure
• Some PP children were not able to access school and learning over the period of school closure and did not fully engage in the on-line learning provided by the school
• Some PP children are vulnerable  due to home circumstances which has the capacity to adversely affect their performance
• Some PP children have lower that average attendance levels that affect their ability to make good academic progress
• Some PP children do not have the resources needed to allow them to fully access wider in school opportunities – for example residentials, peripatetic music lessons, school uniform

Projected spending

ELSA/ FSW support for children –50 % £9,274 OF ELSA’s salary and of FSW salary £3,000

Catch up teacher interventions – (50% of Catch up teacher expenditure £26,136

LSA in class support for children – 25% of all LSA salary for the year £61,295

Aim

Target

Target date

Progress in Reading

Ensure that all PP children assessed as working at ARE in reading at the end of key stage 1 are reaching minimum sufficiency 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

(28% of PP children will be attending intervention sessions with catch up teacher to develop reading skills in the summer term)

July 2021

Progress in Writing

Ensure that all PP children assessed as working at ARE in writing at the end of key stage 1 are reaching minimum sufficiency 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

(22% of PP children will be attending intervention sessions with catch up teacher  to develop writing skills in the summer term)

July 2021

Progress in Mathematics

Ensure that all PP children assessed as working at ARE in maths at the end of key stage 1 are reaching minimum sufficiency 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

(30% of PP children will be attending intervention sessions with catch up teacher  to develop maths skills in the summer term)

July 2021

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 minimum sufficiency 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

• Staff to receive training/ guidance on what constitutes ‘minimum sufficiency’ in reading, writing and maths following county guidance
• Staff have a clear understanding of the assessment approaches that are required to enable them to complete accurate assessments of children.
• Staff to track progress and build interventions based upon in-year NFER testing
• Staff will complete progress review meetings to consider target children in class with the necessary staff support.
• Teachers to direct their LSA / focus their support on PP children in class as required

Priority 2  - intervention support

PP children who were at ARE on entry to the school (or above) will achieve at least minimum sufficiency 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

• Teaching staff to meet at progress review meetings to consider each individual child and discuss with the catch up teacher the interventions needed to support these children to work towards minimum sufficiency
• Catch up teacher to work with all class teachers to devise groups to support which are based upon identified needs and maintain records of progress made. Catch up teacher to keep class teachers informed of progress made ensuring withdrawal sessions
• LSA providing additional intervention sessions for PP children to meet their specific learning needs. Programmes delivered in line with pupils’ IEP programmes as appropriate.
• LSAs to access support from Maple Ridge special school to enable them to better support the learning needs of individuals

Barriers to learning these priorities address

• Some PP children have made less progress over the course of the most recent lockdown that their non PP peers due to limited levels of engagement in learning over the period of closure
• Some PP children were not able to access school and learning over the period of school closure and did not fully engage in the on-line learning provided by the school

Projected spending

• Cost of training from county in relation to changes in assessment and planning processes  10%of training budget = £600
• Cost of additional staff – LSA support and catch up teacher support (total)    £87,431
• Cost of outreach support from special school to enable staff to develop the expertise to support pupils needs  £500
• Annual access to county moodle for resources to support learning (particularly during catch up period)  £903

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, peripatetic music lessons, school trips and access to learning at home.

• All PP children will be offered the opportunity to learn a musical instrument if they wish to do so and have weekly additional music lessons made available
• PP children will be offered additional school uniform where there is a need
• Families of PP children will be offered financial assistance to enable the children to take part in all school trips including residentials when these are able to resume.
• Families of pupils will be offered school based laptops to enable them to complete any on-line learning from home both during period of enforced school / bubble closures and to tackle homework activities that are set on-line.
• Provision of additional reading materials at home for individual children to support reading at home.

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

• Family support worker to support identified families in a variety of different ways including signposting external agencies who can assist families in need, sourcing food parcels and providing emotional support where needed.
• ELSA in school working with individual children to support their emotional wellbeing needs through the provision of small group and one to one support where needed.

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

• Weekly monitoring of attendance levels of all children in school including a focus on the attendance levels of PP children
• Issuing of RAG letters to keep individual families informed of attendance levels and the importance of regular school attendance 

Projected spending

£6k new Elsa and £18,549 for current ELSA/ FSW)

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 working through guidance provided by county / the DFE. Using progress review meetings to ensure that 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 15 months

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

Increasing LSA hours (overtime)to enable them to deliver additional in class and out of class interventions and 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

Aim

Outcome

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

Teaching staff have adapted their practices significantly over the last 12 months to meet the needs of the children as they have worked from home for significant periods of time over the 12 month period including lockdowns from March 2020- September 2020 for most children. Lockdown also occurred for 2 further months from January 2020. During this time the school provided a combinations of on-line learning and paper based learning for pupils. Identified key worker children were supported in school and a significant number of year 6 pupils were also able to access school from June 2020 through to the end of term.

Vulnerable children were supported in a number of different ways with identified children invited into school to continue to work and through regular contact with parents through the class teachers and the FSW.

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

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

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

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

ELSA work has resumed since the school has re-opened and staff have been re-trained on how to complete the referral process to enable the ELSA to effectively target support. Parents have also been kept informed of the work and support offered by the ELSA through newsletter, leaflet and website updates.

Specific identification of needs of PP children by class teachers

Staff completed Boxall profiles for identified children to aid understanding of the learning needs of individuals

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

Approaches to the delivery of training in relation to wellbeing have been completed by head and SENDCo. Additional programmes (Relax kids) have been delivered to children across the lower school to provide support to all children 

Staff have appropriate resources to meet the needs of all PP children  / Pupils have reading promoted so they actively enjoy reading

The school has continued to invest in resources to support children across the school in a number of different ways. This has included the purchasing of additional reading materials specifically for PP children to use at home. This includes sending home new reading books for PP children to read while the school was closed to all but keyworker/ vulnerable children. Additional books have been purchased for the school library along with new trolleys to enable children to access library books while adhering to Covid requirements.

Access to additional services to ensure that PP children have equality of access to additional  services

Music lessons provided to PP children who requested them with costs coming to the school.

To assist PP children with homework through targeted support 

Homework club was not run due to Covid limitations. Laptops were however provided to around 50 families who required support to access learning at home during lockdown. These laptops continue to be lent to families to enable them to access home learning activities.

Financial support for trips and visits - To ensure that all PP children attend trips, visits and residential activities that wish to do so.

The school was not able to run residential trips or visits as a result of the Covid limitations for most of the year

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

Transition arrangements were completed both for children moving onto secondary school and for those moving from year 2 into year three. Systems had to be adapted significantly with much of the transition process moving on-line or completed following Covid restrictions. The ELSA was significantly involved in additional transition processes for identified children transitioning in and out of school. 

Uniform purchased / PE kit purchased 

Identified families of PP children were supported through the provision of additional school uniform.

Training of staff in identified areas will impact on provision for PP children through Maple Ridge extended outreach programme / PBS wellbeing support programme

Maple Ridge special school provided support to LSAs through the provision of training related to catering for the needs of specific individuals

LSAs employed in numbers across the school to help support the learning of PP children as part of in class provision

LSAs in school have been able to provide additional support for PP children who have been in school over the period of partial school closure. The ability to impact on all PP children as hoped has been limited by the amount of time that children have been out of school over the last year.  Additional support has been provided to PP children through the employment of a catch up teacher from January 2021 who has been able to start catch up programmes both remotely for identified children and children who have been in school.