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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

 

What is Pupil Premium Funding?

The Pupil Premium was introduced by the government in April 2011 and is paid by means of a specific grant, based on school census figures, for pupils registered as eligible for free school meals (FSM) in reception to Year 11.  For Looked After Children the Pupil Premium was calculated using Children Looked After data.  A premium has also been introduced for children whose parents serve in the armed forces.  This service premium is designed to address the emotional and social well-being of these pupils.

The Pupil Premium is additional to main school funding and it will be used by the school to address any underlying inequalities between children eligible by ensuring that funding reaches the pupils who need it most.  All schools are required to ensure that identified funding is carefully targeted to improve the life chances of designated pupils or groups of pupils.

Principles and Objectives for Pupil Premium at Hook with Warsash C.E. Academy

At Hook with Warsash we aim to provide an inspirational environment based on Christian values where individuals can excel and flourish academically, socially and emotionally, preparing them for life’s journey.  The targeted and strategic use of Pupil Premium funding will support us in achieving our vision.

In order to meet this we:

  • Ensure that teaching and learning opportunities meet the needs of all pupils;
  • Ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately addressed;
  • In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged;
  • We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals.  We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being vulnerable;
  • Ensure that pupil premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals.  Limited funding and resources means that not all children receiving free school meals will be in receipt of pupil premium interventions at one time.

Provision

The range of provision the Governors may consider making for the group could include:

  • Early morning intervention groups.
  • 1:1 support.
  • Provision of an Inclusion Manager to oversee opportunities, manage teacher tracking and oversee pupil progress.
  • Provision of a Designated Teacher to oversee PP+ pupils.
  • Providing small group work with an experienced teacher focused on overcoming gaps and barriers in learning.
  • Increasing the number of experienced teachers working in classrooms to support the acceleration of progress.
  • Additional teaching and learning opportunities provided through members of the SLT and trained TAs.
  • Support for educational visits and trips to enhance the curriculum opportunities available to all.
  • Provision of Emotional Literacy Support and therapeutic intervention for vulnerable pupils.
  • Support for families regarding attendance and other issues that impact on this.
  • Support for children to attend after school clubs and enrichment opportunities.
  • Resourcing and supporting pupils with speech and language difficulties.
  • Providing opportunities for more able children to excel.

 

All our work through the Pupil Premium will be aimed at accelerating progress, moving children to at least Age Related Expectations, initially this will be in communication, English and maths.  Pupil Premium resources may also be used to target able children on FSM to exceed end of year expectations.  Provision will also be aimed at children with EHCPs or those who are on SEN support where appropriate.

 

Barriers to learning

 

Reporting

It will be the responsibility of the Pupil Premium lead to produce regular reports for the governors on:

  • The progress made towards narrowing the gap, by year group, for pupils who are in receipt of Pupil Premium funding;
  • An outline for the provision that was made since the last report;
  • An evaluation of the cost effectiveness in terms of the progress made by the pupils receiving a particular provision will be produced annually in the Pupil Premium Strategy Statement.

The governors of Hook with Warsash C.E. Academy will ensure that there is an annual statement to parents available on our website on how Pupil Premium funding has been used to address issues of narrowing the gap for vulnerable pupils.  This task will be carried out within the requirements published by the Department for Education. 

In-School Barriers

A.

Spelling and handwriting as a barrier to writing attainment

B.

Engagement with reading impacting on fluency/comprehension

C.

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

D.

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 and social, emotional and mental health difficulties which can impact on their academic progress

 

External Barriers

A.

External factors such as parenting skills, lower attendance, wellbeing and mental health issues, pandemic impacts 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.

The home environment for some children eligible for PP is poor for language acquisition and engagement with  literature

D.

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

E.

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

F.

Previous home environments for LAC and post LAC children may have impacted on their social, emotional and mental health and ability to engage

 

 

End of Key Stage results 2019

Due to school closure in Summer 2020 and the cancellation of SAT tests, data is for the end of KS2 in 2018-2019.  In this cohort there were 7 pupils in Year 6 in receipt of Pupil Premium funding. 

 

 

Pupils eligible for PP inc. FSM, service, LAC/ Pupils eligible for PP inc. FSM, service, LAC excluding SEN

All pupils

All pupils (national average)

% at expected standard for reading at end of KS2

71%/80%

82

73

% at expected standard for writing at end of KS2

57%/80%

89

79

% at expected standard for maths at end of KS2

57%/80%

92

79

% at expected standard for GAPS at end of KS2

71%/100%

92

78

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

43/60%

79

65

     

Overview of the School 2020 – 2021

 

Total number of pupils on roll

404

Funding received per child

Total Amount Received

Total number of FSM pupils

29

£1320

£38280

Total number of Looked After Children (PP+)

0

£0

£0

Total number of Post Looked After Children

5

£1320

£6600

Total number of Service Family children

9

£300

£2700

Total amount of funding received

£47,580

 

2020-2021 Funding Review

 

Action

Objective

Activity

Expected Outcomes

Cost £

Additional catch up support for all children

To provide additional support for all pupils

All teachers released from class for ½ day a week all year to enable small differentiated grouped catch up sessions.

Children who receive additional support have been supported in filling gaps in their knowledge caused by the disruption to education due to lockdown.

By the end of the academic year 78% of PP children had caught up and made expected progress, although due to the Spring term lockdown learning was not always embedded.  In addition to this, 10% had achieved Greater Depth.  All of the children who did not achieve ARE were on the SEN register.

£20,000

 

 

 

 

£19,464

Additional catch up support for PP children

To provide additional support for PP pupils

PP children will all receive the equivalent of 8 hours small group (no more than 3) intensive catch up support from qualified teachers.  Needs and focus of this support to be directed by class teachers.

PP children who receive additional support have further filled gaps in their knowledge caused by the disruption to education due to lockdown.

These groups focused on specific areas following the Spring term lockdown.  Children were in small groups and focused on areas identified by the class teachers. The teachers carrying out these intervention groups assessed progress at the end of the programme:

Year R - 4 children 100% targets achieved

Year 1 – 3 children 100% targets achieved

Year 2 – 8 children 75% targets achieved

Year 3 – 1 child 100% targets achieved

Year 4 – 8 children 88% targets achieved

Year 5 – 5 children 80% targets achieved

Year 6 - 4 children 100% targets achieved

£4,700

 

 

 

 

£5,322

Additional support for selected children

To provide additional support for selected pupils

Small group tuition for 5 days a week before school for identified pupils including those eligible for PP Grant.  To be carried out by both LSs and teachers.

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

Across the school 87% were offered and 74% attended and received additional support.  Of those children not offered 3 were in year R and for 1 child it was not considered appropriate for family reasons.  Alternative support was provided.

 

£15,589

 

 

 

£13,902

Must Reads

To raise the profile of books with PP children and to increase their engagement and enjoyment.  In addition to this to increase comprehensions skills.

Continue to promote ‘Must Read’ scheme throughout school with provision of multiple copies of identified texts.  PP children challenged to read all 6 copies within academic year.  Badges awarded to children who read all copies.

Increased engagement with reading leading to increase in number of PP children attaining at least ARE.

70% of PP children gained their Must Read badges during the academic year.  This was despite the Covid closure in January.  Throughout the lockdown Must Reads continued to be promoted and the Hook fairy hand delivered badges and awards in the evenings – this further engaged children.

 

 

£463

 

 

 

 

£463

ELSA

To continue to support the children‘s emotional well- being and development

  • ELSA to provide emotional support to PP children who require it.
  • ELSA to continue with supervision sessions.
  • ELSA to support transition back into school setting for PP children adversely affected by Covid-19.

 

 

ELSA appropriately trained and supervised to deal with the needs of the pupils.

Increased emotional well-being and children are in the right place to access their learning within the classroom following intervention.  Increased communication with parents where necessary.

Mental health issues due to Covid-19 are supported.

37% of PP children received ELSA support during the year with impact noted by staff in progress meetings.  The amount of time for each child varied depending on need. 

Throughout Covid lockdown the ELSA continued to contact children at home and made packs to support wellbeing which were delivered home.  ELSA also spent time supporting children on the transition back into school in September after the summer lockdown.

 

 

£2,000

 

 

 

 

 

 

 

 

£1,818

Mental Health First Aider

To oversee the impact of Covid-19 on the mental health of the school community.

  • Train staff on mental health awareness and strategies to support it.
  • Support PP children and families exhibiting mental health issues.

Staff feel better prepared to deal with the potential impact of Covid-19.

PP children will make a smooth transition back into school.

Mental health issues rapidly identified and support provided.

PP children and families who receive direct support for mental health issues utilise strategies given to them which impact on their wellbeing and ability to learn.

All staff received mental health training to support them with the impact Covid had had during the Summer term lockdown.

5 PP children have received specific support from the mental health first aider during the year.

£3,148

 

 

 

 

 

 

 

 

 

 

 

£3,629

Attendance

To improve attendance for PP pupils

Attendance officer monitors, records and acts on low levels of attendance.

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.

Average attendance of PP pupils was 96%.

For PP pupils with continued poor attendance we have an open dialogue with parents and medical evidence requested for absences.  In one case an Early Help referral was made and the mental health first aider had regular contact with the family.  This resulted in the pupil attending school under the vulnerable category throughout lockdown.  Attendance officer also completed daily (DFE) and weekly (HCC) data sheets.

 

 

£550

 

 

 

£1,418

Subsidies

To subsidise uniform and educational opportunities for disadvantaged pupils

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.

2 pupils had some of their residential visits subsidised.  3 families were supported in the payment for educational visits; 0 supported with music tuition.

£650

 

 

 

£242

Inclusion Manager and Designated Teacher

To utilise some funding to ensure close monitoring takes place  of the opportunities/

provision PP/PP+ children receive and the impact of this.  In addition to provide support to the families of PP/PP+ children

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

Support the costs to implement, oversee and monitor identified interventions.

Support group coffee mornings for parents with professionals attending.

SENCO/Inclusion manager/Designated Teacher has the time to work with staff and ensure strategies are in place and working effectively.  This also provides opportunities to work more closely with families.

By July 2021 in house data showed 78% of PP children across the school had achieved at least ARE and 10% of those had reached Greater Depth.  However, some of this learning still required embedding.  Of those children that didn’t achieve ARE in one or more areas (9 Children) 89% of the families have or are currently receiving additional support and strategies to overcome identified issues.

Throughout the Spring term lockdown the inclusion manager kept in regular contact with PP families providing strategies and support.

 

 

 

£4,860

 

 

 

£3,200

Speech and Language

To develop speech and language skills for some children

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.  Dedicated trained member of staff to use Language Links to assess identified pupils.

Language Links programme followed by classroom staff and referrals made to professionals as identified.

Fewer PP children requiring speech and language programmes by the end of the year.

The percentage of PP children requiring support with language was 7% (3 children).  The interventions they are receiving are allowing these children to be understood and to access the curriculum at an appropriate level. 

£500

 

 

 

£570

Handwriting

Handwriting award scheme

Raise profile of handwriting and motivate PP pupils through awards.

 

PP children to develop a fluent, cursive style of writing which is consistent across their work.

60% of PP children achieved Handwriting Awards during the academic year.

£400

 

 

£520

Total projected spend

Actual spend

£52,860

£50,548

 

During the lockdown of Spring 2021, 58% of PP children attended school on a daily basis.  All of these children attended Key Worker and vulnerable children groups.  For those children who didn’t attend they received regular phone calls home and deliveries of food parcels.  In addition to this they were offered free places at our Easter and Half Term holiday clubs. 38% of our PP children attended these clubs along with key worker children. 

 

2021-2022 Funding Plan

 

Action

Objective

Activity

Expected Outcomes

Cost £

Additional catch up support for PP children

To provide additional support for PP pupils

PP children will all receive the equivalent of 15 hours small group (no more than 3) intensive catch up support from a qualified teacher.  Needs and focus of this support to be directed by class teachers.

PP children who receive additional support have further filled gaps in their knowledge caused by the disruption to education due to lockdown.

 

£8,430

Additional support for selected children

To provide additional support for selected pupils

Small group tuition for 5 days a week before school for identified pupils including those eligible for PP Grant.  To be carried out by both LSs and teachers.

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

 

 

£16,000

Additional support for selected children

To provide additional support for selected pupils

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

Children who receive additional support have been supported in filling gaps in their knowledge caused by new curriculum expectations and will meet ARE at the end of year 6.

 

 

£11,842

 

 

Must Reads

To raise the profile of books with PP children and to increase their engagement and enjoyment.  In addition to this to increase comprehensions skills.

Continue to promote ‘Must Read’ scheme throughout school with provision of multiple copies of identified texts.  PP children challenged to read all 6 copies within academic year.  Badges awarded to children who read all copies.

Increased engagement with reading leading to increase in number of PP children attaining at least ARE.

 

 

£500

ELSA

To continue to support the children‘s emotional well- being and development

  • ELSA to provide emotional support to PP children who require it.
  • ELSA to continue with supervision sessions.

 

 

ELSA appropriately trained and supervised to deal with the needs of the pupils.

Increased emotional well-being and children are in the right place to access their learning within the classroom following intervention.  Increased communication with parents where necessary.

Mental health issues due to Covid-19 are supported.

 

 

£2,438

Mental Health First Aider

To oversee the impact of Covid-19 on the mental health of the school community.

  • Training to become Mental Health Lead
  • Working party developed
  • Support PP children and families exhibiting mental health issues.

Staff are more confident dealing with the impact of Covid-19.

Mental health issues rapidly identified and support provided.

PP children and families who receive direct support for mental health issues utilise strategies given to them which impact on their wellbeing and ability to learn.

£1,651

Attendance

To improve attendance for PP pupils

Attendance officer monitors, records and acts on low levels of attendance.

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.

 

 

£550

Subsidies

To subsidise uniform and educational opportunities for disadvantaged pupils

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.

 

 

 

£650

Inclusion Manager and Designated Teacher

To utilise some funding to ensure close monitoring takes place  of the opportunities/

provision PP/PP+ children receive and the impact of this.  In addition to provide support to the families of PP/PP+ children

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

Support the costs to implement, oversee and monitor identified interventions.

Support group coffee mornings for parents with professionals attending.

SENCO/Inclusion manager/Designated Teacher has the time to work with staff and ensure strategies are in place and working effectively.  This also provides opportunities to work more closely with families.

 

 

 

 

£5,000

Speech and Language

To develop speech and language skills for some children

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.  Dedicated trained member of staff to use Language Links to assess identified pupils.

Language Links programme followed by classroom staff and referrals made to professionals as identified.

Fewer PP children requiring speech and language programmes by the end of the year.

 

 

£600

Emotional and  Social Development

To develop emotional and social skills through social communication groups

Children for whom the PP Grant applies with poor emotional and social development will be supported in developing key communication skills.  Trained member of staff to work with identified pupils.

Train a member of staff to undertake Lego Therapy Interventions and offer to relevant PP children.

Identified pupils develop skills during the year which enable them to integrate better and work with other children in their classes.

 

£1,090

Handwriting

Handwriting award scheme

Raise profile of handwriting and motivate PP pupils through awards.

 

PP children to develop a fluent, cursive style of writing which is consistent across their work.

£500

Total projected spend

£49,251

 

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