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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

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 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

 

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. 

 

 

 

 

End of Key Stage results 2019

In 2019 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 2018 – 2019

Total number of pupils on roll

419

Funding received per child

Total Amount Received

Total number of FSM pupils

15

£1320

£19800

Total number of Looked After Children (PP+)

1

£6614

£6614

Total number of Post Looked After Children

4

£1320

£5280

Total number of Service Family children

13

£300

£3900

Total amount of funding received

£35,594

 

 

 

 

2018-2019 Funding Review

Action

Objective

Activity

Expected Outcomes

Cost £

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.

59% of PP children achieved ARE in maths.

 

 

 

£10143

 

 

 

£10644

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 85% PP children were offered and 97% attended received additional support. Of those children not offered four children were in Year R and one child it was not considered appropriate for family reasons. Alternative support was provided.  Of these children 78%  met ARE in reading, 56% in writing and 59% in maths by the end of the year.

 

£13673

 

 

£13745

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.

 

Across the school 78% PP children achieved ARE in reading.

£385

 

 

 

£269

ELSA

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

ELSA to provide emotional support to PP children who require it.

 

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.

34% 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. Of these children 67% achieved ARE in reading, 67% in writing and 67% in maths. 

 

£2918

 

 

 

 

 

£3372

Attendance

To improve attendance for PP pupils

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.

Average attendance of PP pupils is 95.84%.  For PP pupils with continued poor attendance we have an open dialogue with parents and medical evidence is provided for absences.  Lateness is also closely monitored and by working with parents we have introduced payback for some children. 

£1426

 

 

 

 

£1349

Subsidies

To subsidise uniform and educational opportunities for disadvantaged pupils

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.

3 children had some of their residential visits subsidised.  13 families were supported in the payment for educational visits, 4 supported with music tuition payments.  There were 0 uniform vouchers requested or given out and used.

£570

 

 

£1497

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.

Close monitoring by the Inclusion Manager has shown 78% of PP children across the school made expected progress in reading throughout the year.  56% of PP children across the school made expected progress in writing throughout the year. 59% of PP children across the school made expected progress in maths throughout the year.  Of those children that didn’t achieve ARE in one or more areas (7 children) 29% of the families have or are currently receiving additional support and strategies to overcome identified issues.

 

£4996

 

 

 

 

 

£3863

Social and Emotional Development

Pupils to manage emotions and learn to self regulate

1-1 supervision provided during unstructured times of the day. ‘Thinking place’ available throughout day with suitable resources.

Pupils manage emotions, recognising times when they need to withdraw, think and self regulate.

100% of KS2 targeted children developed the skills during the year to recognise when they needed to withdraw from situations and de-escalate.  They made good use of the spaces provided for them.  This impacted on overall playground behaviours and on their ability to learn in the classrooms. 

£1924

 

 

 

£1924

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 12% (4 children).  The interventions they have received have impacted greatly on their ability to be understood and to access the curriculum. As a consequence 50% (2 children) were discharged from Speech and language Therapy.

£366

 

 

£366

 

Communication and Language

To develop the use of Makaton with PP children

Children for whom the PP Grant applies with low speech and language skills will be supported in developing key skills through signing to access the full curriculum.  Dedicated trained member of staff to use Makaton with pupils and to develop a Shared Attention group

PP children with communication issues are better able to communicate and access the curriculum.

Pupils’ ability to be understood and to access the curriculum has improved.  This has enabled them to engage in meaningful play and make friends.  The impact on social interactions has been great and there has been a reduction in behavioural incidents.

£3661

 

 

£1839

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.

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

The percentage of PP children accessing social communication groups and shared attention was 9%.  By the end of the year this had reduced by 30% as the pupils’ ability to recognise and use social skills and make and maintain friendships had improved with good integration in class and with their peer group.  There was also an impact on the reduction of anxiety.

£237

 

 

£949

Targeted support

To provide additional targeted support for selected pupils

Additional LS support for year 6 which is a year group with a high proportion of PP/PP+ pupils who have moved to the school within the last two years.

Cover provided for additional 1-1 and in class support.  Also time allocated for teachers to meet with PP children to carry out pupils conferencing in English and Maths

Children who receive targeted support will make identifiable progress by the end of the academic year.

100% of year 6 PP pupils received targeted support.  Of these 71% achieved ARE in reading; 57% achieved ARE in writing; 57% achieved ARE in maths.

Additional funding was provided during the year for tutoring for a specific pupil.  This led to ARE attainment in reading.

£3933

 

 

£3933

Spelling

To consolidate the new spelling scheme and classroom strategies with PP children across the school

Spelling scheme and strategies utilised throughout the school.  The progress of PP children to be focused on by teacher responsible.

 

 

PP children show a marked improvement in spelling which impacts on the number of children achieving ARE in writing across the school.

56% of PP children across the school achieved ARE in writing

 

£0

 

 

 

£0

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.

65% of PP children achieved Handwriting Awards during the academic year.

£50

 

£48

Total projected spend

£43,798

 

2019-2020Funding Plan

Action

Objective

Activity

Expected Outcomes

Cost £

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.

 

 

 

£11973

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.

 

 

£15589

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.

 

 

£463

ELSA

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

  • To train a newly appointed ELSA
  • ELSA to provide emotional support to PP children who require it.

 

 

ELSA appropriately trained 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.

 

 

£2487

Attendance

To improve attendance for PP pupils

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.

 

 

 

£1371

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.

 

 

 

£630

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.

 

 

 

 

£5061

Social and Emotional Development

Pupils to manage emotions and learn to self regulate

Pupils identified to attend Therapeutic Forest School led by Primary Behaviour Unit.

Pupils manage emotionsand their anxieties. They learn how to co-operate with others in group situations.

£1248

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.

 

 

£426

Communication and Language

To develop the use of Shared Attention Group with PP 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 develop a Shared Attention group

PP children with communication issues are better able to communicate and access the curriculum.

£1713

 

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.

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

£1028

 

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.

£50

Total projected spend

£42039

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