Pupil Premium Strategy Statement 2022 – 2025

Overview of Projected Spend 2022-2023

This statement details Hill West Primary School’s use of Pupil Premium, Recovery Premium and School-Led Tutoring for the 2022 to 2023 academic year. This funding enables us to improve the attainment of our vulnerable and disadvantaged pupils.

School Overview

School NameHill West Primary
Number of pupils in school420
Proportion (%) of pupil premium eligible pupils15% (65 children)
Academic year / years that our current pupil premium strategy plan covers (3 year plans are recommended)2022-2023

2021-2022 Review
Date this statement was publishedPublished September 2022
Date on which it will be reviewedJuly 2023
Statement authorised byBeth Clarke – Headteacher
Pupil premium leadRhian Warrack – Deputy Headteacher
Governor / Trustee leadMatt Walker, lead Governor for disadvantaged pupils

Funding Overview

Pupil premium funding allocation for 2022-2023£91,715
Recovery premium funding allocation for 2022-2023£11,020
School-Led Tutoring 2022-2023£10,530
Pupil premium funding carried forward from previous years£0
Total Budget for 2022-2023£113,265

Statement of Intent

At Hill West Primary School we know that every child can succeed socially and academically. Through very high expectations, excellent teaching, personalised provision where necessary and highly effective engagement with parents our children are successful. The central tenet of our work is ensuring every child can read fluently by the end of Year One. This combined with developing a love of reading and learning translates into success across all subject disciplines. All in-school resources both tactile and financial are targeted so that this is achieved.
Our current strategy supports our aims by ensuring pupils receive high-quality teaching in all subjects.  Embedded into our practice is the importance of early language development, the explicit teaching of vocabulary and enrichment opportunities which enhance cultural capital and remove barriers to accessing and understanding the wider curriculum. Our locally developed curriculum provides children in receipt of Pupil Premium with opportunities to develop into confident, independent and successful learners who will thrive in later life and make a positive contribution to society.
Leaders also use the funding to create opportunities for children to develop resilience, perseverance and positive self-esteem through the explicit teaching of social and emotional development in EYFS that progresses through to our Personal Development and Well-being Curriculum in KS1 and KS2.  In addition, and where relevant, early help is used to support families’ to respond positively and proactively to challenges they face. . 


This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Due to socio-economic inequalities some children start school without typical levels of development in relation to their age and stage. It is our job to help them catch up quickly. Sometimes children:

  • Have a limited vocabulary and are not familiar with traditional tales, rhymes or story language in general.
  • May not have experienced those things others of us take for granted e.g. visiting the beach, watching a film in the cinema, visiting a museum, playing in the park.
  • Have a developmental age that is not reflected in their chronological age meaning their attention, concentration, focus, and manipulation is less well developed.
  • Have experienced early trauma and loss.
  • Have experienced an adverse childhood experience (ACE) and in some cases have experienced multiple ACEs.

In addition, the pandemic has impacted more significantly on the learning and progress of our disadvantaged pupils.  They haven’t always been able to catch up as quickly as their peers on learning lost and gaps in their conceptual understanding have been more difficult to close.

Specific ChallengesDetails of Challenge
1Some children in receipt of Pupil Premium have limited life experiences beyond their home and immediate community, creating a ‘cultural capital’ disadvantage. They may also have limited access to books, libraries and technology. Some may also be living in poverty.
2Some children in receipt of Pupil Premium are not read to at home nor do they read outside of school.  This may be because their parents are not able to read, not able to afford books or because family life is chaotic.  This means they start school with a limited vocabulary compared with their peers.
3On average, Pupil Premium children have lower attainment than their peers on entry to school. In 2019 82% of EYFS pupils achieved a GLD compared to 67% of PP children (9 in this cohort).  In 2022 75% of EYFS pupils achieved GLD compared to 56% of PP children (also 9 in the cohort). 
4Some of our PP children also have SEND – 39%
5COVID-19 has meant that some of our PP children, who didn’t attend school and struggled to learn remotely, have gaps in their knowledge and understanding
6Attendance of disadvantaged children in 2020 – 2021 was below other children. 91.7% compared to 95.7% (-4%)
Attendance of disadvantaged children in 2021 – 2022 was below other children. 92.3% compared to 94.7% (-2.4%)

Intended Outcomes

This explains the outcomes we are aiming for by the end of our current strategy plan (Summer 2025) and how we will measure whether they have been achieved.

Intended OutcomeSuccess Criteria
Disadvantaged pupils develop the necessary cultural capital, allowing them to engage in their programmes of study, preparing them for success in their next phase of education and in life outside/beyond school.100% of Disadvantaged pupils make at least good progress from their starting points across the curriculum.   Disadvantaged pupils participate in the school’s wider offer of curriculum enrichment to enhance their lived experiences and learning.    
How will this be achieved?
Quality first teaching is outstanding and interventions are timely and purposeful, leading to quick gains in skills and knowledge.

Experiences will be funded where appropriate

Curriculum enrichment opportunities will be fully inclusive and mapped against our curriculum schemes of work.

Priority will be given to disadvantaged children to participate in a range of events, competitions, experiences, activities, one-to-one tutoring.
Disadvantaged pupils make at least expected progress, from their individual starting points, across all areas of the curriculum and, more specifically, in Reading. The gap is narrowed in the progress and attainment of PP and other children, both in school and nationally.The % of disadvantaged pupils achieving GLD improves with a greater proportion achieving this expected standard.  

The gap in readings attainment between disadvantaged pupils and other pupils in KS1 will close (75% met versus 30% met in 2022, with a cohort size of 10 children).  

Our approaches to the teaching of early reading guarantees all children (100%) can read fluently and independently by aged 7.

How will this be achieved?  
To ensure that all staff engage in subject specific professional learning and development so that teaching is outstanding.

Letters and Sounds Revised will be used with fidelity across KS1. School will embed additional resources to support home reading, matched to in-school phonics teaching.

Targeted small group and 1:1 intervention will be delivered to those who need to make accelerated progress in early reading and phonics

High quality class literature (classics and contemporary) will be sourced to match the curriculum aims/lexile measures. These will be used in all daily reading lessons.
All disadvantaged pupils will have at least 95% attendance and persistent absence will decrease.Attendance for disadvantaged pupils will be at least in line with other children nationally.   Persistent absence for disadvantaged pupils will improve so there is a reduction in overall persistent absence of at least 5%  

How will this be achieved?
Robust and rigorous attendance monitoring

Early Help offered to families

Locality Teams and family support workers utilised effectively  
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 (approximately 20%).              Pupils involved in pastoral interventions make at least expected progress.   100% of behaviour plan targets being achieved in a timely fashion.  Behaviour of dysregulated children in class and during free time improves significantly over time.   Identified families will be accessing a comprehensive offer of extended services through Early Help.  
How will this be achieved?
A tailored PDW curriculum will equip children with the skills to self-regulate and manage their own physical and mental well-being over time. 

Staff will be allocated effectively to support identified children through key worker roles. 

Support staff are used effectively to challenge and guide children without creating an over-reliance on adult support.

Specialist Educational Psychology focusing on preventative and reactive support will be highly effective in supporting staff, pupils and parents.
Projected spendingFull spend annually

Activity in 2022-2023 Academic Year

Priority One – Teaching priorities for current academic year

Budgeted cost: £12,500

Activity 1Evidence that supports this approachChallenge numbers addressed
Teaching To continue to ensure that all teaching staff are highly competent at accelerating the learning of disadvantaged learners across the curriculum (including the delivery of one-to-one tuition).

Embedding dialogic activities across the school curriculum. These can support pupils to articulate key ideas, consolidate understanding and extend vocabulary.
Evidence from Education Endowment Foundation – ‘Teaching and Learning Toolkit’:
Individualised instruction = + 4 months
One-to-one tuition = +5 months
Small group tuition = +4 months
Teaching assistant Interventions = +4 months
Evidence from Education Endowment Foundation, ‘Early Years Toolkit’:
Communication and Language Approaches = +6 months
Reading Comprehension Strategies = +6 months

Tuition targeted at specific needs and knowledge gaps can be an effective method to support low attaining pupils or those falling behind, both one-to-one:
One to one tuition | EEF (educationendowmentfoundation.org.uk)
And in small groups:
Small group tuition | Toolkit Strand | Education Endowment Foundation | EEF

There is a strong evidence base that suggests oral language interventions, including dialogic activities such as high-quality classroom discussion, are inexpensive to implement with high impacts on reading:
Oral language interventions | Toolkit Strand | Education Endowment Foundation | EEF
2, 3, 5

Priority Two – Targeted academic support for current academic year

Budgeted cost: £53,211

ActivityEvidence that supports this approachChallenge numbers addressed
Phonics To maintain and / or improve on the very high pass rate at phonic check in Year 1 for disadvantaged learners’ (88% of disadvantaged children 2022).  

Reading To ensure all children especially the vulnerable, disadvantaged and or SEND read avidly and make excellent progress from their starting points (to achieve at least 85% at the met standard and 22% at the higher standard in Summer 2023).

Well-targeted and effective Pastoral Care ensures that our most vulnerable disadvantaged pupils are fully engaged in all aspects of school life (including Educational Psychology).
Phonics approaches have a strong evidence base that indicates a positive impact on the accuracy of word reading (though not necessarily comprehension), particularly for disadvantaged pupils:
Phonics | Toolkit Strand | Education Endowment Foundation | EEF
Evidence from Education Endowment Foundation, ‘Teaching and Learning Toolkit’:
Mastery Learning (+ 5 Months)
Phonics (+5 months)
Reading Comprehension Strategies (+5 months)
Evidence from Education Endowment Foundation, ‘Early Years Toolkit’:
Early Numeracy Approaches = +6 months
Early Literacy Approaches = +4 months
Communication and Language Approaches = +6 months
Evidence from Education Endowment Foundation – The Guide to Pupil Premium: A tiered approach To Spending
Evidence from Education Endowment Foundation – Teaching and Learning Toolkit:
Arts Participation = +3 months
1, 2, 3, 5, 6

Priority Three – Wider strategies for current academic year

Budgeted cost: £47,554

ActivityEvidence that supports this approachChallenge numbers addressed
Social, Emotional and Mental Health needs To improve the SEMH outcomes for children across school so that fewer children (<12% which is -5 on national) have a probable difficulty.  

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 ensure that 100% of our behaviour support plans are having the desired impact for learners.  

Attendance To rigorously monitor and encourage excellent attendance.
There is extensive evidence associating childhood social and emotional skills with improved outcomes at school and in later life (e.g., improved academic performance, attitudes, behaviour and relationships with peers):
EEF_Social_and_Emotional_Learning.pdf (educationendowmentfoundation.org.uk)
Evidence from Education Endowment Foundation – The Guide to Pupil Premium: A tiered approach To Spending.
Evidence from Education Endowment Foundation – Teaching and Learning Toolkit:
Parental Engagement = + 4 Months.
Social and Emotional Learning = +4 months
Behaviour Interventions = +4 months
Social and Emotional Learning = +4 months
Both targeted interventions and universal approaches can have positive overall effects:
Behaviour interventions | EEF (educationendowmentfoundation.org.uk)

Embedding principles of good practice set out in the DfE’s Improving School Attendance advice.
1, 2, 3, 4, 5, 6

Part B: Review of outcomes

Pupil Premium Strategy Outcomes 2021-2022

This details the impact that our pupil premium activity had on pupils in the 2021 to 2022 academic year (first full year post Covid19 restrictions).

Desired OutcomesImpact
To ensure teaching is highly effective in every classroom for all learners.
Outcomes for disadvantaged children in EYFS in 2022 were broadly in line with outcomes for disadvantaged children nationally in 2019 (56% of our disadvantaged children achieved GLD compared to 57% of disadvantaged pupils nationally in 2019).
88% (7/8) of disadvantaged pupils passed the phonic screening check in Year 1, compared to 71% of disadvantaged pupils nationally in 2019
Teaching across school is strong with 88% meeting the MET or above standard in Reading at the end of KS2 and 40% meeting the Higher Standard in July 2022. This is also true for writing with 75% and 26% and Maths with 78% and 32%.  Outcomes for our disadvantaged pupils in Year 6 were also strong, with those not securing the Met standard having significant cognition and learning needs but having made excellent progress from their starting points (Reading 40% (2/5); Writing 60% (3/5); Maths 60% (3/5)).  
To ensure targeted academics support is highly effective for disadvantaged learners and accelerates their progress from their starting points.
Targeted academic support has seen 100% of pupils make strong progress from their starting points, measured against individual continua, standardised tests scores and national assessments.  Same Day catch up has seen accelerated rates of progress for pupils in Reception and Year One leading to excellent phonic and early reading outcomes. 
School Led Tutoring created opportunities for 78 x 15 hour sessions.  This focused on targeting 46 learners and has led to accelerated rates of progress.
Wider Strategies To ensure highly effective pastoral support breaks down barriers to behaviour, learning and school attendance.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 ‘Disadvantaged children’ at Hill West pre pandemic.  Barriers to learning were identified and proactively diminished. (See Catch Up Funding).
Overall absence (2.8%) was in the lowest 20% of all schools in 2018/19 as well as in 2017/18 and 2016/17.
Overall absence in 2021-2022 increased (in the main due to COVID-19) but is still lower than national at (5.3%)
Persistent absence (3.2%) was in the lowest 20% of all schools in 2018/19.  This has increased post pandemic to 14% in 2021-2022.  The overall attendance of persistently absent pupils in 2021-2022 was 85%
There were no suspensions in 2019/20.  In 2020-2021 there was 1 fixed term exclusion for 5 days and in 2021-2022 there was 1 fixed term exclusion for 3 days.
Since the introduction of PP funding there have been no permanent exclusions.

School Data

Year 1 Phonics

2022Pupils eligible for PPPupils not eligible for PP
% passing phonic screening check88%96%

Key Stage 1

2022Pupils eligible for PP (10 pupils)Pupils not eligible for PP (51 pupils)
% achieving expected or above standard in reading, writing and maths20% and 0%76% and 8%
% achieving expected or above standard in reading40% and 0%90% and 24%
% achieving expected or above standard in writing20% and 0%78% and 8%
% achieving expected or above standard in maths30% and 0%84% and 14%

Key Stage 2

2022Pupils eligible for PP
(5 pupils)
Pupils not eligible
for PP (55 Pupils)
% achieving expected or above standard in reading, writing and maths20% and 0%67% and 20%
% achieving expected or above standard in reading40% and 0%90% and 42%
% achieving expected or above standard in writing60% and 0%70% and 26%
% achieving expected or above standard in EGPS40% and 0%76% and 36%
% achieving expected or above standard in maths60% and 20%78% and 33%

Externally provided programmes

MindfulnessRelax Kids
HamiltonHamilton Trust

Service pupil premium funding (optional)

How did you spend your service pupil premium allocation last academic year?N/A
What was the impact of that spending on service pupil premium eligible pupils?N/A