Pupil Premium

1.1 Summary Information

School

Hatch Warren Junior School

Academic year 2019-2020

Total PP budget (September 2019 – August 2020) £77880

Date of most recent PP review:  19^th July 2019

Total number on roll: 349

Number of children eligible for PP: 59

Date of next internal review November 2019

Attainment at the end of Key Stage 2 in 2019

Proportion of pupils in year 6 eligible for PP School

(10 pupils)*

Proportion of pupils in year 6  not eligible for PP School

(75 pupils)

National outcomes for pupils not eligible for PP

% achieving the expected standard in Reading

7/10 (70.0%)

53/75 (70.7%)

78.1%

% achieving the expected standard in Writing

8/10 (80.0%)

67/75     (89.3%)

83.2%

% achieving the expected standard in Maths

7/10 (70.0%)

61/75    (81.3%)

83.7%

% achieving the expected standard in GPS (Grammar, punctuation and spelling)

8/10 (80.0%)

60/75   (80.0%)

82.8%

% achieving the expected standard in Reading, Writing and Maths

5/10 (50.0%)

52/75    (69.3%)

70.8%

2.2 Progress for end of Key Stage 2

Pupils in year 6 eligible for PP School

(10 pupils)

Pupils in year 6  not eligible for PP School

(75 pupils)

National outcomes for pupils not eligible for PP

Progress measure in Reading

+3.1

+1.5

+0.3

Progress measure in Maths

+0.7

+2.2

+0.3

Progress measures in Writing

+1.8

+3.1

+0.3

3.1 Barriers to future attainment (for pupils eligible for PP including higher attainers)

In-school barriers

a

Some children eligible for FSM/Ever6 are not currently expected to achieve Age Related Expectations by the end of the school year

b

Some children are vulnerable due to home circumstances which affects school performance

c

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)

d

Some children eligible for FSM/ Ever six have low attendance

e

Some low income families experience financial hardship

3.2 Outcomes

Ref

Desired outcomes and how they will be measured

Success criteria

a

Ensure that disadvantaged children achieve just 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

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.

c

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)

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. All PP children will have at least 95% attendance rates at school

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 at clubs, activities, residentials, trips and other events by FSM/ Ever 6 children and financial support provided to enable this to happen

4.1 planned expenditure

Academic year

2019-2020

4.2 Quality teaching for all

Desired outcome

Action/ Approach

Rationale

Monitoring

Staff lead

Review – scheduled 11/2019, 02/ 20, 07/20

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

Budget

Through normal in school provision / class support

4.3 Targeted support

Desired outcome   

Action/ Approach

Rationale

Monitoring

Staff lead

Review – scheduled 11/2019, 02/ 20, 07/20

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

ELSA

Desired outcome   

Action/ Approach

Rationale

Monitoring

Staff lead

Review – scheduled 11/2019, 02/ 20, 07/20

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

Small group work from highly skilled experienced practitioners will impact on outcomes. This approach has impacted in previous years in bringing about significant progress.

Head/ DHT/ PP lead 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

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. Additional hours beyond those from EHCP Monitoring the learning behaviour of that child by class teacher / lesson observation and the impact that the support is having  on the individual

SENCo / deputy / 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

£59,227 + £11,366 (this would be 30% of all of the LSAs time and 50% of the ELSA’s salary

4.3 Other approaches

Desired outcome   

Action/ Approach

Rationale

Monitoring

Staff lead

Review – scheduled 11/2019, 02/ 20, 07/20

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

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 work with PBS to impact on mental health and wellbeing. 

County maths/ English advisor to work alongside year leaders with a particular focus on supporting PP children in maths and English

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

Desired outcome   

Action/ Approach

Rationale

Monitoring

Staff lead

Review – scheduled 11/2019, 02/ 20, 07/20

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 SENCo

Head / deputy

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/

isolated

Through budget monitoring (music lessons) and club uptake reviews at the end of the year.

Business manager/ Deputy head

To assist PP children with homework through targeted support 

Provision of in-school homework club – opened up to PP children during lunchtimes

PP children may not receive similar levels of support with homework or are unable to access ICT facilities at home

Through the uptake of the opportunities provided to PP children to attend the club. To be run on Thursday lunchtime from 12.30

PP champion

Desired outcome   

Action/ Approach

Rationale

Monitoring

Staff lead

Review – scheduled 11/2019, 02/ 20, 07/20

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

SBM

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

Uniform purchased / PE kit 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.

SBM

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

Budget

Clubs (at £50- £63 for nine/ ten session) – numbers will depend on demand;  Music lessons at £300 per year – numbers will depend on demand

Approximately £1000 for trips and £3000 residentials – based on initial calculations but subject to increase. Training from external provider (Maple Ridge) - £500

Projected spend between £75,000 and £80,000 depending on uptake of opportunities

Review of the expenditure from the previous year (2018-2019)

Academic Year

2018/2019 (funding calculated for the academic year £58,080 -  September 2018 – August 2019)

Outcome

Action/Approach

Estimated Impact

Lessons Learned

Cost

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

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 academic year.

To continue with internal systems of referral by class teachers to the ELSA (or where appropriate to external agencies who come in and work alongside specific children.

ELSA time (who is employed for 22 hours a week (accounted on 50% of time provided)

Relax kids sessions £300

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 has impact on academic outcomes and helps to ensure that pupils are secondary ready. PP outcomes in terms of attainment and progress were stronger than in previous years (see data above)

To continue to make time for the head/ deputy to support children in this way 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)

Outcome

Action/Approach

Estimated Impact

Lessons Learned

Cost

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

Additional teacher working primarily alongside identified children in year six impacted on outcomes across the year group through directed support. Data outcomes indicated the success of the support for individual children 

When available this is an effective resource to target individuals but is an expensive option that is not always possible to sustain within financial constraints.

Teacher time supporting small groups and individuals (Staff salaries)  

LSAs employed 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)

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

Additional LSA hours dedicated to individual children beyond EHCP hours allocated (Based on 25% of LSAs cost in school)

Training

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

Staff who have received training, both internal and external, have been better able to meet the needs of individual children through in class support

Continue to invest in training from external professional bodies/ organisations for staff to raise the levels in school

£500

Outcome

Action/Approach

Estimated Impact

Lessons Learned

Cost

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

Attendance rate of PP children last year was 94.28%

This was particularly affected by 2 PP children with attendance rates of less than 80%. One was on a reduced timetable and had ALP support during the year. The remaining children had an average of over 95%

Need to continue to monitor the attendance levels of individual children and continue to focus on PP children’s levels of attendance as Pp children had lower levels of attendance compared to

Staff time to process attendance data

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

Use of the Boxall profile for PP children has aided teachers with strategies to cater for Pp children where this has been deemed to be useful

Where the Boxall profile/ PEP toolkit has been used pupil needs have been identified and strategies to cater for these needs discovered. The school will repeat the process during staff meetings again this year.

Time of staff at staff meetings

Ensuring  that staff have appropriate reading

resources to meet PP pupils’ needs in reading

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

Reading materials have increased the interest in reading workshop (guided reading) sessions. The investment is designed to impact on all children including PP children in providing high quality engaging materials

Guided reading sessions have impacted in school. Teacher response has been positive and staff feel the new approach is better promoting reading amongst those who choose to read less frequently at home

£5,000 on new books across the school

£24 on SATS revision books for PP children

£75 on TED materials  (teaching educational disadvantage)

To ensure that FSM/Ever6 children

have equality of access to additional  services

FSM children access to music lessons available if requested

Attendance at after school clubs for those who would benefit from additional opportunities

No music lessons sought by PP children despite attempts to promote. Improved opportunities in these extended areas have positively impacted on the children in terms of clubs attendance

Continue to promote music lessons and clubs to PP children to encourage greater up take next year.

Music lesson costs £0

After school clubs costs £510

Outcome

Action/Approach

Estimated Impact

Lessons Learned

Cost

Children feeling part of the school through the provision of school uniform

Purchasing school uniform for PP children when there is a need to help families in hardship

Building of self-esteem of pupils and feeling that they belong

Continue to do as needed. Class teachers to continue to identify where there is a need to support individual children

£189.90

Children are accessing the food needed to be able to function effectively in school

Funding of PP dinners at times when parents are facing particular challenges

Ensuring that no child goes hungry, even if FSM does not apply

Where there is a need pupils will be supported into the future with dinner money costs in specific circumstances if not in receipt of FSM (but ever 6)

£138.50

Financial Support for trips and visits- ensuring 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

PP children have been able to access trips and experiences that they would not otherwise have been able to do so.

Continue to help support the families of PP children that wish to attend residentials but are find it financially challenging to do so. 

£2,960 on residentials

£666.49 on non-residential trips

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

PP pupils completing transition felt well informed about what to expect as part of the transition to secondary school. Where PP children faced particular barriers or were moving to a secondary school without many of their peers the additional experiences significantly helped these individuals

For PP children to complete these additional transition experiences where it is felt they would have an impact for certain individuals

Time of ELSA taking pupils for additional visits to secondary school and leading transition with new PP children (staff salary)  

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

PP children were individually invited to homework club where they were provided

The uptake from the PP children was mixed and the number of other children who chose to attend the homework club meant that support from teaching staff was limited. Next year the suggestion will be to invite PP children only in an attempt to better support these children

Teacher time / LSA time after school

(staff salary) 

2013-2014

2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

2019-2020

Total number of pupils on roll

328

328

328

341

342

349

361

Total number of pupils eligible for PPG - As assessed and averaged over the last 6 years

33

33

36

35

37

44

59

Amount of PPG per pupil

£900

£1300

£1367

£1320

£1320

£1320

£1320

Total amount of PPG received

£29700

£42900

£49220

£46,200

£54,140

£58080

£77880

ARE+

Reading

Writing

Maths

Year 6

 11 children (6 girls, 5 boys)

6/11    55%

5/11     45%

6/11    55%