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Pupil Premium

Please read the information below which gives details of our Pupil Premium Grant and how we allocate the funding.

 

Hook-with-Warsash C.E. Academy

Pupil Premium Strategy Statement

Section 1: Summary Information

Academic Year

2016/2017

Total PP Budget

£31,450

Date of Last Review

March 17

Total Number of Pupils

411

Number of PP Eligible Pupils

26

Date of Next Review

July 17

 

Section 2: Current Attainment

 

Pupils eligible for PP inc. FSM, service, LAC

All pupils

All pupils (national average)

% at expected standard for reading at end of KS2

75

80

66

% at expected standard for writing at end of KS2

75

83

74

% at expected standard for maths at end of KS2

100

90

70

% at expected standard for GAPS at end of KS2

75

87

72

% achieving expected standard reading, writing and maths at end of KS2

75

75

53

 

  1. 3: Barriers to future attainment (for pupils eligible for PP)

In-School Barriers

A.

Spelling and handwriting as a barrier to writing attainment

B.

Mastery of basic concepts and application of maths facts for quick recall

C.

Some children who are eligible for the PP Grant are also on the Special Educational Needs and Disability (SEND) register which means they may face additional learning barriers such as poor working memory, dyslexia, dyspraxia, autism and speech, language and communication difficulties which can impact on their academic progress

 

External Barriers

A.

External factors such as parenting skills, lower attendance and mental health issues affect engagement with school and progress for some pupils eligible for PP Grant

B.

The home environment for some children eligible for PP lack support with home learning activities and developing each child’s learning

C.

Disruption in home circumstances has had an impact on some children eligible for PP Grant

D.

Service family pupils affected emotionally by a parent away which can affect concentration and progress

Section 4: Desired outcomes (Desired outcomes and how they will be measured)

Success Criteria

A.

All children for whom the PP grant applies will be supported to achieved ARE

Identified pupils achieve ARE

B.

The spelling and handwriting of PP children has improved and more are meeting the requirements within this domain of the English curriculum

Children eligible for PP Grant feel more confident in their own ability as spellers and hand writers

Additional spelling support provided to children as appropriate leading to increased spelling test scores

Increased percentages of children eligible for PP Grant are meeting ARE for spelling and hand writing

C.

Children for whom the PP Grant applies with low speech and language skills will be supported in developing key skills to access the full curriculum

Pupils for whom speech and language is an issue achieve ARE

D.

Pupils eligible for the PP Grant are provided with timely and effective pastoral support in school to address external barriers to learning, to minimise impact of attendance, parenting skills and mental health issues on progress and engagement.

Increased attendance figures for Pupils eligible for the PP Grant. PP who access pastoral support shown to be making appropriate progress in comparison to their peers.

       

 

Section 5: Planned expenditure

Academic Year

2016 - 2017

The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies

  1. Quality of teaching for all

Desired outcome

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review the implementation?

PP pupils are supported in closing the gap with their peers, to increase the number working at ARE by the end of the year

  • Whole school focus on pupils who are close to ARE with teachers engaging in ‘Active Assessment’

 

 

 

 

 

  • Performance management objective for all teachers focussed on selected pupils who need to catch up with their peers

 

 

 

 

 

  • Introduction of new spelling planning throughout school

 

 

 

  • Handwriting award scheme

The effectiveness and impact of this practice has been evidenced by other schools and Hampshire inspectorate.

After a year of implementing the new curriculum and assessment systems there is a clear need to look at how we can support children in catching up who have not benefitted from the new curriculum since year 1 and therefore have gaps in their learning.

 

 

 

 

 

 

 

 

 

 

 

 

Tracking of spelling and handwriting for children eligible for PP Grant shows this is an area of weakness. New scheme recommended by other schools where positive impact had been seen.

 

Raise profile of handwriting and motivate pupils through rewards

 

SLT to coach staff in ‘active assessment’ process for English.

SLT to monitor that maths ‘active assessment’ is embedded and introduce peer coaching

Regular work sampling

All teachers to have a pupil progress as their first objective

 

 

In Performance Management

Time allocated within INSET and staff meetings for those attending out of school training to cascade information from courses to all staff.

Focus for Pupil Progress meetings

Teachers provided with time to work with coaches before and after lessons

 

Dedicated manager to train staff, monitor implementation and impact. In addition to run information evenings for parents.

 

Head teacher to take an active lead in this and raise profile of it.

Work sampling and progress meetings.

DT

CN

 

 

 

 

 

 

 

 

 

 

 

SW

DT

CN

 

 

 

 

 

 

 

 

 

 

 

JH

 

 

 

 

 

 

SW

Termly through Performance Management and Progress Meetings

Total budgeted cost

£12,896

  1. Targeted support

Desired outcome

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review the implementation?

All children in year 6 for whom the PP grant applies who are not on track to achieve ARE

  • Experienced teachers support teachers in class during English and maths lessons

 

Previous years’ experience in the school have shown a positive impact on outcomes

Work sampling and pupil progress data

ZH

CN

July 17

All children for whom the PP grant applies who are not on track to achieve ARE receive intervention support

  • Children eligible for PP grant with identified gaps in learning attend early 8.30 booster groups before school

Previous years’ experience in the school have shown that learning intervention groups before school each morning support pupils to catch up when gaps in learning are identified – evidenced by children no longer needing IEPs following intervention

LSA training

Inclusion Manager monitoring

Progress Meetings monitor impact

SENCO

Class teachers

Termly

Improve communication and language skills for pupils eligible for PP Grant

  • Dedicated trained member of staff to use Language Links to assess identified pupils
  • Language Links programme followed by classroom staff

Recommended by the school link Speech and Language Therapist and by other schools. Also highlighted as a successful on SENCO Accreditation training

Dedicated member of staff

Impact measured through Progress Meetings

ZH

 

Termly

Total budgeted cost

£19,429

  1. Other approaches

Desired outcome

Chosen action/approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review the implementation?

Pupils eligible for PP grant are provided with timely and effective pastoral support in school to address external barriers to learning, to minimise impact of attendance, parenting skills, disruption to home circumstances and mental health issues on progress and engagement

  • Develop a pastoral support team – training for lego therapy, play therapy.
  • Allocated ELSA time
  • Nurture groups provided by dedicated staff at lunchtime as necessary
  • Support group coffee mornings for parents

The EEF toolkit suggests that targeted interventions, matched to specific students with particular needs or behavioural issues can be effective.

Monitored through PP governor visits and subsequent reports and curriculum committee minutes. Overseen by the Inclusion manager with regular team meetings.

CH

ZH

DT

AB

PU

KB

Termly

All children for whom the PP grant applies who are not on track to achieve ARE

  • Introduction of reading challenge and incentives to encourage children to read aloud at home.

Reading surveys show that fewer pupils are reading aloud at home-this impacts on progress. Challenge carried out in another similar school had positive impact on reading progress.

High profile in Collective Worship/newsletters/classrooms.

Feedback regarding impact in progress meetings.

HB

Termly

All outcomes

  • Dedicated time for inclusion manager to ensure that the actions above are monitored, supported and directed/targeted appropriately and that teachers are well equipped to meet the needs of pupils eligible for PP Grant within their class through mentoring, training and support.
  • As part of her time she will be running the parent drop-in coffee mornings.
  • She will be responsive to the needs of pupils eligible for PP Grant as they arise.

We want to ensure that the numerous strategies and interventions put in place are monitored well and that teachers are provided with the support in how best to help their learners-this requires dedicated time from a member of the SLT, the inclusion manager can be an advocate for all children eligible for PP Grant.

PP Governor

Progress meetings

Data analysis.

Performance Management

ZH

Termly

 

 

 

 

 

 

Total budgeted cost

£12,103

 

Section 6: Review of expenditure

Previous Academic Year

2015 - 2016

Action

Outcome

Lessons Learned

Assistant Heads to provide teaching support in year 6 to enable smaller group work in maths to boost those requiring further support to reach ARE

Attainment of ARE for children eligible for the PP Grant at end of year 6 and other pupils in our school is greater than nationally in R/W/M combined.

Supported pupils in filling gaps in their knowledge caused by new curriculum expectations.

Focus support into the classrooms with a view to accelerating progress through ‘active assessment’ approach.

Small group tuition for 5 days a week before school for identified pupils including those eligible for PP Grant

Targeted interventions supported children in making greater progress during the year and led to some children no longer requiring IEPs.

Continue approach in 2016 – 2017, with a review of how the groupings work depending on the needs of the cohort.

Increase in ELSA hours

There are far more children in our school requiring both regular ELSA support and shorter programmes due to a specific need/event. The additional hours enabled a greater number of pupils to be supported in a more timely way.

Due to increase in social and emotional needs of our pupils this needs to continue and develop.

Further training to be implemented – lego play therapy.

Employment of attendance officer

Attendance closely monitored and meetings held with parents and HT when seen as necessary. Strategies employed with support of ELSA to engage some pupils eligible for PP to engage with school and improve attendance

Continue approach in 2016 – 2017. Introduce half termly attendance meetings for SLT and attendance officer.

Subsidies for uniform (£30 voucher). Support for music tuition, residential visits and school educational visits where hardship is evident

Targeted support has enabled pupils eligible for PP Grant to have equality of opportunity as their peers.

To be continued as this ensures equality of access.

Support the costs associated with the role of SENCO/Inclusion manager within the school

SENCO/Inclusion manager has the time to work with pupils and to ensure strategies are in place and working effectively

To be continued to ensure standards are maintained and improved upon.

 

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