Pupil Premium Strategy Statement
Overview of Projected Spend 2022-2025
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 will enable us to improve the attainment of our vulnerable and disadvantaged pupils.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and outcomes for disadvantaged pupils last academic year
School Overview
| Detail | Data |
| School Name | Hill West Primary |
| Number of pupils in school | 410 |
| Proportion (%) of pupil premium eligible pupils | 16.5% |
| Academic year / years that our current pupil premium strategy plan covers (3 year plans are recommended) | 2022-2023 to 2024-2025 |
| Date this statement was published | Published July 2022 and republished December 2022 |
| Date on which it will be reviewed | July 2023 |
| Statement authorised by | Beth Clarke – Headteacher |
| Pupil Premium lead | Rebecca George – Assistant Headteacher |
| Governor / Trustee lead | Matt Walker, lead Advocate for disadvantaged pupils |
Funding Overview
| Detail | Amount |
| Pupil premium funding allocation this academic year | £95,495 |
| Recovery premium funding allocation this academic year | £33,946 £9,425 |
| School-Led Tutoring | £8,302.56 (75% of total anticipated cost) |
| Pupil premium funding carried forward from previous years | £0 |
| Total Budget for this academic year | £113,222.56 |
Statement of Intent
| At Hill West primary school our intention is that all pupils, irrespective of their background or the challenges they face, make good progress and achieve high attainment across all subject areas. The focus of our pupil premium strategy is to support disadvantaged pupils to achieve that goal, including progress for those who are already high attainers. We know that every child can succeed socially and academically. Through very high expectations, excellent teaching, adaptive practices where appropriate and highly effective engagement with parents our children, including those who have a social worker or a vulnerability are successful. High-quality teaching is at the heart of our approach, with a focus on areas in which disadvantaged pupils require the most support (reading, but not exclusively). This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school. Implicit in the intended outcomes detailed below, is the intention that non-disadvantaged pupils’ attainment will be sustained and improved alongside progress for their disadvantaged peers. Our strategy is also integral to wider school plans for education recovery following the COVID-19 pandemic, notably in its targeted support through one-to-one tutoring for pupils whose education has been worst affected, including non-disadvantaged pupils. Our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment, not assumptions about the impact of disadvantage. The approaches we have adopted complement each other to help pupils excel. To ensure they are effective we will: adopt a whole school approach in which all staff take responsibility for disadvantaged pupils’ outcomes and raise expectations of what they can achieveensure disadvantaged pupils are challenged in the work that they’re setact early to intervene at the point need is identified |
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
| Challenge number | Details of Challenge |
| 1 | Assessments, observations, and discussions with pupils indicate that disadvantaged pupils generally have fewer life experiences to draw upon when compared to their peers in school. |
| 2 | Assessments, observations, and discussions with pupils indicate underdeveloped oral language skills and vocabulary gaps among many disadvantaged pupils. These are evident from Reception through to KS2 and in general, are more prevalent among our disadvantaged pupils than their peers. |
| 3 | Assessments, observations, and discussions with pupils suggest disadvantaged pupils generally have greater difficulties with phonics than their peers. This negatively impacts their development as readers. |
| 4 | Some of our PP children also have SEND – 39% |
| 5 | Our assessments, observations and discussions with pupils and families indicate that the education and wellbeing of many of our disadvantaged pupils continues to be affected by the impact of the partial school closures during the COVID-19 pandemic, and to a greater extent than for other pupils. These findings are supported by national studies. This has resulted in significant knowledge gaps leading to pupils falling further behind age-related expectations, especially in writing. |
| 6 | Our attendance data over the last 3 years indicates that attendance among disadvantaged pupils has been between 4 – 2.5% lower than for non-disadvantaged pupils. Attendance 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, and how we will measure whether they have been achieved.
| Intended Outcome | Success Criteria |
| Improved oral language skills and vocabulary among disadvantaged pupils. | Assessments and observations indicate significantly improved oral language among disadvantaged pupils. This is evident when triangulated with other sources of evidence, including engagement in lessons, book scrutiny and ongoing formative assessment. |
| Improved reading attainment among disadvantaged pupils. | KS2 reading outcomes in 2024/25 show that outcomes of disadvantaged pupils are in line with outcomes for all children nationally at the met standard (at least 74%) |
| Improved writing attainment for disadvantaged pupils at the end of KS2. | KS2 writing outcomes in 2024/25 show that outcomes of disadvantaged pupils are in line with outcomes for all children nationally at the met standard (at least 78%) |
| To achieve and sustain improved wellbeing for all pupils in our school, particularly our disadvantaged pupils. | Sustained high levels of wellbeing by 2024/25 demonstrated by: qualitative data from student voice, student and parent surveys and teacher observations a significant reduction in bullying / restorative conversationsa significant increase in participation in enrichment activities, particularly among disadvantaged pupils |
| To achieve and sustain improved attendance for all pupils, particularly our disadvantaged pupils. | Sustained high attendance by 2024/25 demonstrated by: The attendance gap between disadvantaged pupils and their non-disadvantaged peers being reduced by 2%.the percentage of all pupils who are persistently absent being below 5% and the figure among disadvantaged pupils being no more than 1% lower than their peers. |
| Projected spending | Full spend annually |
Activity in this Academic Year
This details how we intend to spend our pupil premium, (and recovery premium) funding this academic year, to address the challenges listed above.
PRIORITY ONE – TEACHING
Budgeted cost: £12,500
| Activity | Evidence that supports this approach | Challenge 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). | 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 | 1, 2, 3, 4, 5 |
| Embedding dialogic activities across the school curriculum. These can support pupils to articulate key ideas, consolidate understanding and extend vocabulary. | 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 | 1, 2 |
| Purchase of standardised diagnostic assessments. Training for staff to ensure assessments are interpreted and administered correctly. | Standardised tests can provide reliable insights into the specific strengths and weaknesses of each pupil to help ensure they receive the correct additional support through interventions or teacher instruction: Standardised tests | Assessing and Monitoring Pupil Progress | Education Endowment Foundation | EEF | 1, 2, 3, 4, 5 |
| Enhancement of our phonics teaching and planning in line with Little wandle Letters and Sounds | 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 | 3 |
| Enhancement of our teaching and curriculum planning of Writing in line with DfE and EEF guidance. We will fund leadership release time to develop, refine and embed our English Scheme of work across school. | There is robust evidence that suggests that schools should teach writing composition strategies through modelling and supported practice as well as developing pupils’ transcription and sentence construction skills through extensive practice. https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks-1 https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks2 | 2, 3 |
| Improve the quality of social and emotional learning in line with our focus on improving behavior and conduct of all pupils across school. | 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): https://educationendowmentfoundation.org.uk/education-evidence/early-years-toolkit/self-regulation-strategies | 1 |
PRIORITY TWO – TARGETED ACADEMIC SUPPORT
Budgeted cost: £42,783
| Activity | Evidence that supports this approach | Challenge numbers addressed |
| Additional phonics sessions targeted at disadvantaged pupils who require further phonics support. This will be delivered in collaboration with our local English hub. | Phonics approaches have a strong evidence base indicating a positive impact on pupils, particularly from disadvantaged backgrounds. Targeted phonics interventions have been shown to be more effective when delivered as regular sessions over a period up to 12 weeks: Phonics | Toolkit Strand | Education Endowment Foundation | EEF | 1, 2, 3, 4, 5 |
| Additional Reading and Writing sessions targeted at disadvantaged pupils who require further English support. This will be delivered in collaboration with our local English hub. | One to one tuition involves a teacher, teaching assistant or other adult giving a pupil intensive individual support. It may happen outside of normal lessons as additional teaching – for example as part of extending school time or a summer school – or as a replacement for other lessons. https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/one-to-one-tuition | 2, 3 4, 5 |
| Engaging with the National Tutoring Programme to provide a blend of tuition, mentoring and school-led tutoring for pupils whose education has been most impacted by the pandemic. A significant proportion of the pupils who receive tutoring will be disadvantaged, including those who are high attainers. | 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 | 2, 3, 4, 5 |
PRIORITY THREE – WIDER STRATEGIES
Budgeted cost: £57,940
| Activity | Evidence that supports this approach | Challenge numbers addressed |
| Whole staff training on behaviour management and anti-bullying approaches with the aim of developing our school ethos and improving behaviour across school. | Both targeted interventions and universal approaches can have positive overall effects: Behaviour interventions | EEF (educationendowmentfoundation.org.uk) | 5 |
| 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. | 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) | 5 |
| Embedding principles of good practice set out in the DfE’s Improving School Attendance advice. This will involve training and release time for staff to develop and implement new procedures and appointing attendance/support officers to improve attendance. | The DfE guidance has been informed by engagement with schools that have significantly reduced levels of absence and persistent absence. | 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). We have analysed the performance of our school’s disadvantaged pupils using key stage 1 and 2 performance data, phonics check results and our own internal assessments.
The attainment gap between our disadvantaged pupils and non-disadvantaged pupils is difficult to compare year on year due to the differences of cohort size. Some years the number of disadvantaged children in a year group is quite small and therefore statistically insignificant, other years it is large enough to make useful comparisons. This was the case in 2022, where the disadvantaged cohort size was 9 in EYFS, 8 in Year 1, 10 in Year 2 and 5 at the end of KS2.
| Desired Outcomes | Impact |
| Teaching 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)) |
| Learning To ensure targeted academic 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 positive outcomes. |
| 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 ‘All 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 has increased (in the main due to COVID-19) but is still above 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%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. |
Internal school data
| 2022 | Pupils eligible for PP | Pupils not eligible for PP |
| % passing phonic screening check | 88% | 96% |
Key Stage 1
| 2022 | Pupils eligible for PP (10 pupils) | Pupils not eligible for PP (51 pupils) |
| % achieving expected or above standard in reading, writing and maths | 20% and 0% | 76% and 8% |
| % achieving expected or above standard in reading | 40% and 0% | 90% and 24% |
| % achieving expected or above standard in writing | 20% and 0% | 78% and 8% |
| % achieving expected or above standard in maths | 30% and 0% | 84% and 14% |
Key Stage 2
| 2022 | Pupils eligible for PP (5 pupils) | Pupils not eligible for PP (55 pupils) |
| % achieving expected or above standard in reading, writing and maths | 20% and 0% | 67% and 20% |
| % achieving expected or above standard in reading | 40% and 0% | 90% and 42% |
| % achieving expected or above standard in writing | 60% and 0% | 70% and 26% |
| % achieving expected or above standard in EGPS | 40% and 0% | 76% and 36% |
| % achieving expected or above standard in maths | 60% and 20% | 78% and 33% |
Externally provided programmes
Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England
| Programme | Provider |
| Mindfulness | Relax Kids |
Service pupil premium funding (optional)
For schools that receive this funding, you may wish to provide the following information:
| Measure | Detail |
| 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 |
