Skip to content ↓

Pupil Premium

Hampton Hargate Primary School  -  Pupil Premium: 2021/22
Context of School

Hampton Hargate Primary School is a three form entry school in Peterborough. We cater for Reception to Year 6 and provide extended provision from 7.45am to 6.00pm each day.

We encourage and promote high aspirations and ambitions for our pupils and we believe that no child should be ignored. We strongly believe that all children should be given the opportunity to achieve and our job is to encourage and extend their passion and thirst for knowledge, resulting in pupils realising their full potential.

We are committed to ensuring that Pupil Premium Funding is spent to maximum effect.

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

Objectives of Pupil Premium Spending

When making decisions about using pupil premium funding it is important to consider the context of the school and the subsequent challenges faced. Common barriers for FSM children can be less support at home, weak language and communication skills, lack of confidence, more frequent behaviour difficulties, and attendance and punctuality issues. There may also be complex family situations that prevent children from flourishing. This can sometimes be for a short period of time but can also be long running and stressful for the child. The challenges are varied and there is no “one size fits all”.

Our key objective in using the Pupil Premium Grant is to narrow the gap between pupil groups. As a school we have developed an excellent track record of ensuring that pupils make good or better progress, but historically levels of attainment have been lower for FSM (eligible for free school meals) – this is also a national trend. Through targeted interventions we are working to eliminate barriers to learning and progress. For children who start school with low attainment on entry, our aim is to ensure that they make accelerated progress in order to reach age related expectations as they move through the school.

Furthermore, children who join our school in Reception are proven to make better progress and higher attainment than those who join throughout KS2 proving that the longer you are in our school, the better your attainment and progress. Those that join during KS2 still make progress but the time available to increase this progress can be far less.

We have started each year looking at and considering the needs of our school, the context and the successes of previous years and initiatives/interventions. In addition to this we have identified some key principles (outlined below) which we believe will maximise the impact of our pupil premium spending. We have regular Pupil Premium Meetings to identify need and plan for support and interventions. 

Key Principles

Building Belief
We will provide a culture where:

Staff believe in ALL children
There are “no excuses” made for under performance
Staff adopt a determined and informed approach to overcoming barriers
Staff support children to develop positive mindsets towards learning and enthusiasm towards challenge

Analysing Data

We will ensure that:

All teaching staff and relevant support staff are involved in the analysis of data so that they are fully aware of strengths and weaknesses

Identification of Pupils

We will ensure that:

All teaching staff and appropriate support staff are involved in the analysis of data, identification of pupils and implemented interventions
All  pupil  premium  children  benefit  from  the  funding,  not  just  those  who  are under performing
We identify appropriate support and interventions based upon our professional judgement and knowledge of the pupils and not just on research or recommendations
Children’s individual needs are considered carefully so that we provide support for those children who could be doing “even better if…..” This is a continuous process to ensure fluidity in both support and challenge.

Improving Day to Day Teaching

We will continue to ensure that all children across the school receive good teaching, with increasing percentages of outstanding teaching achieved by using our Senior Leadership Team to:

  • Set and promote high expectations
  • Address any within-school variance
  • Ensure consistent implementation of the non-negotiables, e.g.  marking  and  guided reading
  • Share good practice within the school and draw on external expertise
  • Report back to all SLT and teachers on strengths and areas for development relating to the quality of teaching and to the DH and AHT during Pupil Progress Meetings.
  • Provide and encourage high quality CPD
  • Improve assessment through joint moderation exercises as part of KS Teams and whole school staff sessions

Increasing learning time

We will maximise the time children have to “catch up” through:

  • Improving attendance and punctuality
  • Providing earlier intervention in KS1 and EYFS as well as in year admissions to our school
  • Extended learning out of school hours and lunch times

Individualising support

We ensure that there is no stigma attached to being in an intervention at our school. We believe that every pupil, at some point in their schooling, needs something, whatever that might be.

We will ensure that the additional support we provide is effective by:

  • Looking at the individual needs of each child and identifying their barriers to learning
  • Ensuring additional support staff and class teachers communicate regularly to support the next steps for the child/ren
  • Using teachers and TAs to provide high quality interventions
  • Matching the skills of the support staff to the interventions they provide
  • Working with other agencies to bring in additional expertise
    o    Own Family Support Worker
    o    School nursing
    o  Early Help assessment which can lead to multi-agency support work which can signpost to many further agencies
  • Providing extensive support for parents
    o    To develop their own skills (Literacy, IT, Family Support Worker, School Nurse)
    o    To support their children’s learning within the curriculum (meetings with teachers, with Every Child A Reader and/or Every Child Counts lead, Pupil Premium Leaders etc)
    o    To manage in times of crisis (behaviour, bereavement, separation, housing)
  • Tailoring interventions to the needs of the child (e.g. Targeted maths revision sessions)
  • Recognising  and  building  on  child’s  strengths  to  further  boost  confidence, enthusiasm and self-esteem

Going the Extra Mile

In our determination to ensure that all children succeed we recognise the need for and are committed to providing individualised interventions as appropriate for set periods of time to support children in times of crisis.

Funding Priorities

Our aim is to further increase the percentage of outstanding teaching & learning across the school. We also continue to reduce the use of casual supply staff as we use our own contracted staff to ensure consistency and continuity for all pupils in our school. We aim to maintain our high standards further in all subject areas, by enthusing children to become avid learners. We continue to extend reading resources and opportunities, encourage more Reading Buddies in school to listen to readers and focus on improving home reading and continue to promote a love of reading from day one. 

We continue to promote collaborative learning opportunities which in turn develop the child’s speaking and listening skills. We want all children to be able to talk confidently about their learning, where they are and what they need to do to improve. Particularly in upper KS2, the teachers involve the children in identifying their next steps and ways of achieving their targets (not just academic targets).

We are determined to ensure that the percentage of children working at age related expectations and above plus the percentage of pupil's making expected progress or better at end of KS1 and 2 increases further.

Number of pupils and pupil premium grant (PPG) received

Total number of pupils on roll


Total number of pupils eligible for PPG


Amount of PPG received per pupil

Varies on need from £310 - £1345

Total amount of PPG received



Review date

September 2022

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)


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


To support a Y6 pupil with 1:1 music lessons.


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.


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.



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

Reception Interventions

Fine motor skills

1:1 support & small group work

Letter formation.

Challenge for more able writers and mathematicians

Phonic interventions

Paston Pack interventions

EAL talk group

Target Readers

Year 1 Interventions

Target readers (daily and weekly)

Target writers


Writing boosters

Number boosters

EAL support

Target maths groups – weekly

Sensory Circuits


Paston Pack

Reading Recovery teacher (Estella Todisco)

Sunshine Club

BRSP (Better Reading Support Partner)

Year 2 interventions

Reading skills booster

Writing skills booster
(inc. handwriting)

Phonic booster group

Target readers

Toe by toe

Numeracy booster

Sensory Circuits

Maths work with Intervention Support from lead Tessa Brooker

Every Child A Reader (Estella Todisco)

1st Class @ Number

Power of 2

BRSP (Better Reading Support Partner)

Year 3 Interventions

Catch up @ Number 

Talk for Number

Paston pack

Supported spelling


Family support worker

Sunshine club

Beginners phonics

EAL group- supporting all EAL

Target readers

Timestables awards 

Year 4 interventions

Numeracy booster

TAs delivering pre-teaching to enable children to access learning with their peers

Social skills:
Early Starters


Paston pack

Supported spelling

Numbers count


Family support worker

Sunshine club

Sensory Circuits

Year 5 Interventions


Boosters – all teachers running one

Catch up Numeracy for identified pupils 

Focus groups with Mrs Bird

Next steps support – assisting children

Target readers

Supported spellings

Sensory Circuits

1:1 support

Mental Maths targeted group

MAG&T Literacy group

Brain Booster sessions

Year 6 interventions

Booster groups with teachers

Target readers

Booster groups with head

Toe by toe

Sensory circuits

Small group support in lessons

Focused interventions in lessons

Supported spelling

Some 1:1 supported as required in the lessons

Sensory Circuits

Success @ Arithmetic: Calculation

Maths support from Maths Intervention lead Tessa Brooker

Early Starters

Rapid Reading

MAG&T Booster Groups

Easter and Saturday School booster

Brain Booster sessions


Whole School

Clubs to support children with Dyslexia to support and empower further


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