Pupil Premium
Hampton Hargate Primary School - Pupil Premium: 2021/22
Pupil Premium Strategy Statement
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Please see the attachment at the bottom of the page for a copy of the Pupil Premium Strategy Statement. |
Key Facts
- Our school community promotes and encourages high expectations of all pupils
- Outcomes at the end of Key Stage 2 in July 2020 continue to remain in line with previous National FSM but due to COVID-19 we have no National comparative data.
- Ofsted (Sept 2015) noted: "Senior leaders and governors use the pupil premium funding very effectively. As a result, disadvantaged pupils achieve exceptionally well, and gaps have closed in English and mathematics for these pupils when compared with their classmates."
- We are engaged in and committed to partnership working with a wide range of schools and organisations which strongly enhances our provision and supports our local community. our Teaching School status enables us to facilitate this.
- The school has excellent partnerships with a range of agencies and works extremely effectively with external agencies to support all pupils and families in need of help.
- Accreditations reflecting our best practice include: SFVS – School Financial Value Standard; Healthy Schools Award; STEM Ambassadors Award; Inclusion Charter Mark; EAL Gold Quality Mark; Core Offer in Extended School Provision; Stephen Lawrence Award; Peterborough ECO Framework; Equality mark; Governor Mark
Recent Initiatives / Improvements:
- Increased percentages of children working at or above age related levels
- Gap between key groups has been narrowed in all Key Stages
- Improved phonics scores and continue to be well above National
- Team Leaders established across each phase (5/6, 3/4, 1/2, Rec) continue to improve quality of teaching, ensure greater consistency in practice and expectations thus reducing any within school variance
- Earlier intervention in place in years 1/2, 3/4 and EYFS
- Early identification and intervention for pupils new to our school
- Outstanding behaviour achieved through revision of whole school approach - introduction of “It’s Good to be Green” scheme spring 2014
- Booster clubs set up across KS2 which take place after school and during lunchtimes
- Established IT infrastructure, including the use of net books, chrome books and ipads allows IT to be delivered effectively in classes as well as interactive touch screens.
- Reorganised and beautifully designed library and teaching space to support teaching of reading and 1:1 / small group interventions and extensive new reading initiatives and resources
- Outstanding safeguarding procedures and systems (Ofsted September 2015)
- Increased uptake of extended school provision
- Increased sports provision in school time and after school clubs
- Increased musical instrument opportunities
- Early help assessments
- Family Support Worker
- Sleep Right – pupil support
- MASG (Multi-Agency Support Group)
- Dyslexia Expert Teacher in school
- SEND agencies including Educational Psychologist, Support for Learning, Occupational Therapy, speech and Language therapist (based on individual needs)
- YoUnited
- Young Carers
- Family support
- Barnardos
- Food Bank
Number of pupils and pupil premium grant (PPG) received 2020-2021
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Total number of pupils on roll |
630 |
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Total number of pupils eligible for PPG |
118 |
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Amount of PPG received per pupil |
Varies on need from £310 - £1345 |
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Total amount of PPG received |
167,554.71 |
| Review date |
September 2021 |
| Year Group | Item/Project | Objective | Impact/Outcome |
| 5/6 | Boosters HA and LA |
Extending School Hours Programme of revision for SATs |
Increased attainment in KS2 English and maths (Assessment Data) All children making at least expected and identified progress (Assessment Data) Increase in confidence. |
| More able/Greater depth provision – maths / English |
Drawing in expertise Extended provision for higher attaining children |
Increased attainment at Greater Depth |
Increased attainment in KS2 English and maths (Assessment Data) All children making at least expected and identified progress (Assessment Data) Increase in confidence. |
| One to one tuition |
Individualising support at all level Targeted support for children to address misconceptions, gaps and weaknesses |
Increase in confidence and attainment. Focus on next steps and reinforcement of teaching. |
Increased attainment in KS2 English and maths (Assessment Data) All children making at least expected and identified progress (Assessment Data) Increase in confidence. |
| Small groups in reading comp, GPS, writing and maths – HA and LA |
Individualising support at all levels Small group work to extend children’s writing and maths skills |
Increase in confidence and attainment. Reinforcement of key skills. |
Increased attainment in KS2 English and maths (Assessment Data) All children making at least expected and identified progress (Assessment Data) Increase in confidence. |
| 3 / 4 | Small groups in writing and maths – HA and LA |
Individualising support at all levels Small group work to extend children’s writing and maths skills |
Increased attainment in writing and maths (Assessment Data) All children making at least expected and identified progress (Assessment Data) |
| 1 / 2 | Boosters – HA and LA |
Extending Learning Time Programme of revision for SATs |
Increased attainment in KS1 English and maths (Assessment Data) |
| Small groups phonics, writing and maths – HA and LA |
Individualising support at all levels Small group work to extend children’s writing and maths skills |
Increased attainment in writing and maths (Assessment Data) All children progress at least 2 / 3 sub levels progress (Assessment Data) |
Increased attainment in writing and maths (Assessment Data) All children making at least expected and identified progress (Assessment Data) |
| EYFS | Additional TA in EYFS and Year 1 |
Individualising support at all levels Targeted for identified children with significant SEN Targeted for additional reading support |
SEN children settle well and quickly, making good progress (Discussion, Observations and Assessment Data) |
| Whole school | Team Leaders |
Promoting high quality daily teaching and sharing expertise: • Setting high expectations • Developing teachers’ practice • Ensuring consistent implementation of school initiatives • Facilitating sharing good practice • Improving quality of assessment • Planning for and delivering interventions • Quality assurance • Data analysis • Monitoring and evaluation |
Improved quality first teaching Consistent implementation of practice and expectations across school (Lesson observations / Monitoring file) Increased % of children working at or above age related expectations (Assessment Data)
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| Whole School | Deputy and Assistant Headteachers |
To monitor and track the progress of PP children; liaising with relevant staff ensuring that all children are receiving relevant and appropriate opportunities. · Setting high expectations · Developing practice. Leading Pupil Progress Meetings · Reporting to Governors · Reporting to Head teacher · Monitoring progress and data · Regular meetings with the PP teachers to discuss progress and next steps · Key link between staff and additional interventions INSET to staff regarding new initiatives and updates on PP |
To enable the gap to be narrowed and closed in the learning for these identified pupils. |
| Whole School | Outside & Enrichment activities; author visits | Providing children with additional experiences beyond the classroom to enhance their life skills and learning. Broaden their experiences and extend their thinking. |
Children share new experiences with other children and build on this by using it as a point of reference to build on. Enables them to a first hand experience to apply to their learning through maths and literacy projects. Inspire children’s creativity. |
| Whole School |
Targeted parents’ meetings (Family Support Worker) |
Engaging Parents in learning: Targeted parents meetings providing support / guidance with regard curriculum, children’s levels and next steps Targeted family work to support families in overcoming barriers to attendance and barriers to the children’s learning |
Discussion with parents Targeted children make accelerated progress Improved attendance (Attendance analysis) |
| Identified children | Nurture Groups |
Building Belief: Providing additional support for children with a range of needs – emotional, social, behavioural, attendance / punctuality etc. |
Barriers to learning are overcome and targeted children make 2 sub levels+ progress |
| Y5 and Y6 | Homework club for Y5/6 PP | Providing support at all levels and giving children the confidence and reinforcement needed. | 100% of all children making at least expected and identified progress by end of KS2 |
| Identified Y6 Children | Contribution to Y6 Residential | To enable children to attend and participate in the residential. |
Children to share experiences with peer group. increase in Independence, confidence. |
| Identified PP Children |
Music Lesson Contributions |
To support a Y6 pupil with 1:1 music lessons.
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Children to access music lessons. Increase in confidence. Music skills and attainment. |
| KS1 | Enrichment Day with an Artist | To produce art for the sensory courtyard and library and corridors |
Children to have access and experience of a new skill. Produce something to be proud of and to celebrate. |
| KS2 |
Enrichment Day with an Artist
Year 6 Cinema Visit |
To produce art for the sensory courtyard and library and corridors
Follow up media work to engage and inspire outcomes. |
Children to have access and experience of a new skill. Produce something to be proud of and to celebrate. |
| Whole School | Enrichment events through the year |
Planting outdoor area. Cookery opportunities throughout the year including baking shortbread for the homeless shelter at Christmas. Designing own Sweet Rooms linked to core text. Producing own story books. Diwali assembly. star Dome- interactive day.
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Impact of Pupil Premium Spending
The school’s evaluation of its own performance is rigorous. Tracking of progress over time for each pupil is thorough to ensure we can quickly identify any issues and develop sensible strategies and interventions to encourage and promote improvement.
- A wide range of data is used – achievement data, pupils’ work, observations, learning walks, case studies, and staff, parent and pupil voice
- Assessment Data is collected at key dates during the year so that the impact of interventions can be monitored regularly
- Assessments are closely moderated to ensure they are accurate
- Pupil Progress meetings each term are used to ensure the identification of children is reviewed and good or better progress is being made
- Feedback about performance is given to children and parents
- Interventions are adapted or changed if they are not working
- Case studies are used to evaluate the impact of pastoral interventions, such as on attendance and behaviour
- All members of SLT maintain an overview of pupil premium relating to their own KS Team as well as having an overview of the whole school position/progress
- Governors are updated termly and challenge the school on both progress and spending
- Raise Online data identifies a closing of the gap and that children are making good or better progress over time with improving 3 year trend data.
Pupil Premium support/interventions in addition to PP sessions
Please refer to the Policies Section for a copy of the Pupil Premium Policy. Please click the OUR CLASSES tab and select Trips & Visits from the sub-menu |
