Pupil Premium Strategy 2021-22

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What is the Pupil Premium?

The Pupil Premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers. This funding is aimed at addressing the current underlying inequalities that exist between children from disadvantaged backgrounds and their more affluent peers.

This funding is allocated to schools on the basis of the number of pupils who have been eligible for Free School Meals at any point over the last six years; children who have been “looked after” for more than six months, children who have left local authority care or children of service personnel.

The DFE has given us the freedom to use the Pupil Premium as we see fit, based on the knowledge of our pupils‟ needs.

School overview

School name

Hartley Primary Academy

Number of pupils in school

444

Proportion (%) of pupil premium eligible pupils

9%

Proportion (%) of pupil premium pupils with SEN/AEN

24%

Amount received per pupil

£1320

Total received

£49,400
38 x 1300

nature of support

At Hartley Primary Academy we continue to use the additional funding to support a variety of strategies to best meet the needs of each individual child for
whom the grant funding was allocated, including:
 
  • high quality, inclusive teaching.
  • precision teaching by the class teacher.
  • pupils taught in groups with other pupils who are working at a similar level.
  • focused support from skilled teaching assistants, both in class and in small groups.
  • individual tuition, by an experienced teacher or teaching assistant.
  • intervention strategy support from teaching assistants (for example: Early Literacy Support, Targeted Support for Teaching Inference in Reading, Peer Mentoring, Lego Therapy).
  • carefully targeted resources known to raise attainment.
  • personalised support including pastoral support for individual pupils and their families, to meet their needs.
  • supporting parents to fund clubs and trips.
All interventions are highly targeted over a period of time, according to need and impact tracked.
 
Monitoring the impact of Pupil Premium Grant
 
The Principal, Miss Galinis, has overall responsibility for the attainment and progress of Pupil Premium children through ensuring the progress of eligible pupils and evidencing this as a whole-school priority.
 
Children’s progress and attainment is tracked and monitored carefully to ensure they achieve their full potential. Regular monitoring and evaluation is key to ensuring effectiveness of expenditure. Targets for pupils are set in maths, reading and writing and we know where we expect them to be by the end of the programme or set of lessons. Monitoring is a joint responsibility of the class teacher and Senior Leaders and regular assessment data is analysed and acted upon. All pupils eligible for Pupil Premium funding are discussed at termly pupil progress meetings. The DFE and LA also analyse our school data and compare our results to national data.
 
Through our termly Pupil Progress Meetings we report clearly on data for Pupil Premium.
 
Pupil Premium Action Plan
 
Objective 1: to provide personalised, targeted intervention for pupils, enhancing Quality First Teaching to enable every pupil deemed to be disadvantaged to make at least expected progress and be on track for achieving age-related expectations or above by the end of Year 6.
 
How will we meet this objective?
At Hartley Primary Academy, provision is tailored to meet the needs of every individual PP pupil. The combination or all of following strategies will be used:
 
  • Analysis of half termly / termly assessments and on-going formative assessment to identify gaps in knowledge / understanding. Soft assessments in reading and maths at the start of the term September 2020 to establish a baseline, following school closure.
Specialist support then timetabled:
  • focused specialist TA support, outside the classroom either 1:1 or small group. Timetables reviewed termly following review of pupil progress.
  • focused TA support within lessons to enhance QFT.
  • SALTA support across the school to identify and support areas of need.
Timetables reviewed termly following review of pupil progress.
Cost: £2000
 
Experienced teacher working supporting 1:1 tuition
Cost: £9700
 
  • Experienced Teacher to support Year 3-6 teachers with 1:1 / small group support, either in the classroom during English / Maths lessons or withdrawal from the classroom (Covid19 secure procedures in place)
Support targeted at either:
 
  • gaps in knowledge / understanding to enable rapid catch up following school closures in the last two academic years
  • Deepening pupil’s knowledge and understanding where they are securely at age- related expectations and seeking to accelerate progress for identified pupils to achieve greater depth.
Cost: £5730
 
SALT TA across the school to identify and support specific SLCN needs. Full EYFS screening to identify need on entry to school.
Cost: £5430
 
1A
Action: Support provided according to Pupil Premium Provision mapping. Support sessions recorded on year group provision maps. Dialogue between class teacher and support staff as to the ongoing learning priorities for each individual pupil.
Personnel: Class teacher, support staff
Timescale: Daily/weekly
Monitoring strategies: Pupils’ books, lesson observation, dialogue between teacher/support
Success criteria: Gaps identified in the September 2021 assessments are narrowed by the end of the academic year. Pupils are making at least expected progress if working at ARE or above.
 
1B
Action: Termly Pupil Progress meetings, discussions of progress with class teacher, scrutiny of books, analysis of summative assessments results, review of PP provision and development of provision for the following term
Personnel: Principal, SLT, class teacher
Timescale: Completed at the end of each term (6x per year)
Monitoring strategies: Pupils’ books, Summative assessment, Data Analysis, Discussions with class teachers, Discussions with support staff
Success criteria: Pupils are making accelerated progress in targeted areas if working below ARE. Targeted pupils are in-line to achieve greater depth or higher standard.
 
1C
Action: Pupil Premium Audit to review: Effectiveness of PP strategies in meeting the needs of each individual pupil, Effectiveness of provision, leadership and management, assessment and recording, resourcing in meeting pupils’ learning priorities and in accelerating progress, where necessary
Personnel: principal, PP champion
Timescale: twice a year (Jan/July)
Success criteria: Pupils are making at least expected progress if working at ARE or above. Pupils are making accelerated progress in targeted areas if working below ARE. Pupil Premium provision is well lead, resourced effectively and best meeting the needs of learners
 
Objective 2: to provide personalised, targeted pastoral support for individual PP pupils to enable them to be happy, secure and fully engaged in school and supported (where appropriate) outside school.
 
How will we meet this objective?
 
At Hartley Primary Academy, provision is tailored to meet the needs of every individual PP pupil.
The combination or all of following strategies will be used:
 
  • Discussions between Principal, Class teacher, external agencies and parents in identifying the social and emotional needs of individual pupils and the most appropriate support.
This support may include any of the following: focused specialist TA pastoral support, outside the classroom either 1:1 or small group.
The focus for provision and the provision itself are determined according to individual pupil needs.
Cost: £12,300
  • Purchase of external counsellor worker time
Cost: £2470
  • The setting up of the well-being team to support the recovery , re-introduction and renewal project.
Cost: £3500
  • Involvement of outside agencies
Cost: determined on an individual basis
 
2A
Action: Support determined and provided according to Individual need, Every support session recorded and evaluated on individual pastoral plans, Dialogue between class teacher, support staff, Principal as to the ongoing priorities for each individual
Personnel: Class teacher, support staff, principal, external agencies
Timescale: Daily/weekly
Monitoring strategies: Support Plans and provision maps, Dialogue between teacher / support / external agencies / parents
Success criteria: Provision is effectively meeting individual pastoral needs.
 
2B
Action: Regular formal review of quality and impact of provision by relevant staff, external agencies and parents. Review includes: Feedback from individual providing the support, Feedback from the class teacher, Information on pupil’s learning progress, Feedback from parents, Verbal feedback from child (if appropriate), Review informs future, provision.
Personnel: Principal, Class teacher, Support staff, External Agencies
Timescale: Determined by relevant adults
Monitoring strategies: Pupils’ books, Summative assessment, Error analysis, Data Analysis, Discussions with class teachers, Discussions with support staff
Success criteria: Provision is effectively meeting individual pastoral needs.
 
Objective 3: ensure all PP pupils have the opportunity to access learning opportunities beyond the classroom (ie. school trips and extra-curricular activities)
 
How will we meet this objective?
 
We will fund, where appropriate and after discussion with parents and outside agencies, activities from the following:
  • Extra-curricular Clubs
  • Additional lessons e.g. music, drama
  • School Trips
  • Residential trips
  • Well-being activities as part of the recovery curriculum

Cost: £5600

3A
Action: Dialogue between the principal, parents or carers, Outside Agencies and/or outreach worker to identify the priorities for PP funding to best meet the needs of the individual child. Contributions towards any of the above determined on an individual child basis
Personnel: Principal
Timescale: When required
Monitoring strategies: Dialogue between PP Leader, external agencies, outreach worker and parents
Success criteria: Provision is effectively meeting individual needs.
 
 

summary 2021-22

Objectives

Projected spend

To provide personalised, targeted intervention for pupils, enhancing Quality First Teaching to enable every pupil deemed to be disadvantaged to make at least expected progress and be on track for achieving age-related expectations or above by the end of Year 6.

£22,860

To provide personalised, targeted pastoral support for individual PP pupils to enable them to be happy, secure and fully engaged in school and supported (where appropriate) outside school.

£18,270

To ensure all PP pupils have the opportunity to access learning opportunities beyond the classroom (ie. school trips and extra-curricular activities)

£5600

Total

£46,730