Overview of Projected Spend 2019-2022
|School name||Hill West Primary|
|Pupils in school||423|
|Proportion of disadvantaged pupils||17.7% (2020-2021)|
|Pupil premium allocation this academic year||2019-2020 – £88,440|
2020-2021 – £77,285
2021-2022 – yet to be confirmed
|Academic year or years covered by statement||2019-2022|
|Publish date||Republished July 2021 as part of annual review|
|Review date||Interim review September 2020; January 2021 Full Review September 2022|
|Statement authorised by||Beth Clarke|
|Pupil premium lead||Hannah Cook / Rhian Warrack|
|Governor lead||Matthew Walker|
Disadvantaged pupil progress scores in 2018-2019
|Reading||-2.77 (based on a cohort size of 6)|
|Writing||0.45 (based on a cohort size of 6)|
|Maths||-0.97 (based on a cohort size of 6)|
Disadvantaged pupil performance overview in 2018-2019
Hill West Strategy aims for disadvantaged pupils
|Priority One||To ensure that all staff engage in subject specific professional learning and development so that teaching is great (Great Teacher Toolkit).|
|Priority Two||Ensure our approaches to the teaching of early reading guarantees all children can read fluently and independently by aged 7.|
|Priority Three||To embed highly effective pastoral support to meet the social, emotional and mental health needs of all pupils across school; leading to improved outcomes for those affected by early developmental trauma and loss.|
|Projected spending||Full spend annually|
Priority One – Teaching priorities for current academic year
|Teaching To continue to ensure that all teaching staff are highly competent at accelerating the learning of disadvantaged learners across the curriculum.||Tailored and specific continuous professional learning and development delivered to all staff in approaches to teach|
Tailored and specific continuous professional learning and development delivered to all staff in approaches to support children’s SEMH.
Tailored and specific continuous professional learning and development delivered to all staff in approaches to teach Music and in KS2 French.
|Continuous and ongoing|
|Barriers to learning that these priorities address||Professional Learning and Development ensures approaches to the teaching of any given subject are consistently implemented with fidelity to the chosen scheme/s.|
New to school staff are effectively supported to understand the school’s approach to teaching and pedagogy.
Clarity of expectations for all.
A culturally embedded approach to high aspiration for all learners.
Priority Two – Targeted academic support for current academic year
|Phonics To maintain the very high pass rate at phonic check in Year 1 (91% of disadvantaged children 2019; 90% in Autumn 2020).||Use Letters and Sounds with fidelity across EYFS and KS1 |
To buy and embed additional resources to support home reading through a decodable scheme.
To ensure all children are accessing Reading Eggs at least weekly at home and in school (with support where appropriate).
|Continuous and ongoing|
|Reading To ensure all children especially the vulnerable, disadvantaged and or SEND read avidly and attain in line with other children in school.||To ensure class novels read aloud by teachers daily expose children to a range of texts both classic and contemporary across school. Children enjoy reading for pleasure during ‘everyone reads in class’ time daily.|
To embed highly effective reading teaching across KS1 and into Year 3 to ensure children make rapid and sustained progress.
|Continuous and ongoing|
|Barriers to learning that these priorities address||Group reading has been introduced for|
children in Key Stage 1 for 30 minutes each day where they develop their decoding, prosody and comprehension skills. Same day catch up interventions occurs daily for children who have not yet mastered that day’s new skill or have shown a misunderstanding. In addition, the bottom 20% of readers receive additional interventions daily to bridge any gaps in their phonic knowledge.
Clear expectations ensure staff have the time to read to their class daily and timetable daily ‘eric’.
For those children who don’t read avidly out of school opportunities are created for this to happen during the school day.
|Projected spending||£23,000 annually|
Priority Three – Wider strategies for current academic year
|Social, Emotional and Mental Health needs To improve the SEMH outcomes for children across school.||To equip children with mindfulness approaches to safeguard their own mental health and well-being.||Continuous and ongoing|
|Personalised Provision To personalise the provision for children who have experienced developmental interruptions so that they can remain in mainstream school and access appropriate learning opportunities.||To allocate staff resource to best meet the needs of all learners. |
To support some parents to understand how early interruptions can impact on brain development and subsequently learning behaviours.
To provide specialist Educational Psychology preventative and reactive support to improve outcomes of our disadvantaged children.
|Continuous and ongoing|
|Barriers to learning that these priorities address||Early developmental trauma / interruptions in development.|
Therapeutic parenting strategies at the heart of all child centred reviews. Practitioners’ understanding of SEMH needs of learners.
|Projected spending||£57,940 annually|
Monitoring and Implementation
|Teaching||Ensuring staff professional learning and development is at the very heart of everything we do.||Ensure the effective use of all staff time allocated to professional learning and development.|
|Targeted Academic Support||Ensuring early reading interventions happen consistently and with urgency.||Employ a reading intervention lead for KS1.|
|Wider strategies||Lack of funding available through our Local Authority to support our children with the most complex SEMH needs.||Sound financial planning with probity whilst seeking alternative funding streams.|
Review: aims and outcomes 2019-2021
|Teaching||Outcomes for Disadvantaged children are strong with 86% meeting the MET or above standard in Reading at the end of KS2 and 38% meeting the Higher Standard. This is also true for writing with 89% and 16% and Maths with 78% and 22%. Our remote and blended learning rationale was highly effective at engaging disadvantaged learners and barriers were broken down. Expert teachers have delivered a progressive and engaging curriculum and focused on closing the gaps through a responsive curriculum (in English, Maths, Science, Personal Development and Well-Being and P.E. in the autumn term of 2020.|
|Targeted Academic Support||Outcomes for disadvantaged students in Year 6 Summer 2019 were excellent with all children making at least expected progress in reading, writing and maths. Reading ALL 85% Met 37% GD V DIS 74% Met 16% GD|
Writing ALL 92% MET, 30% GD V DIS 84% Met 5% GD
Maths ALL 83% MET, 50% GD V DIS 68% Met 26% GD
EGPS ALL 83% MET, 57% GD V DIS 74% Met 37% GD
Although pupils did not sit statutory tests in Summer 2020 or 2021 standardised tests were used to support teacher assessments and this enabled school to make summative judgements about progress and attainment, both of which remained strong.
|Wider Strategies||Highly effective pastoral care has led to early support for families and as such outcomes for Disadvantaged children are broadly in line with outcomes for ‘All Children’ at Hill West. Barriers to learning were identified and proactively diminished. (See Catch Up Funding).|