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 2023 to 2024 academic year. This funding will enable us to improve the attainment of our under-served pupils (vulnerable and disadvantaged)

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 2023-2024

Detail	Data
School Name	Hill West Primary
Number of pupils in school	415
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 July 2023
Date on which it will be reviewed	July 2024
Statement authorised by	Beth Clarke – Headteacher
Pupil Premium lead	Rebecca George – Deputy Headteacher
Governor / Trustee lead	Matt Walker, lead Advocate for disadvantaged pupils

Funding Overview 2023-2024

Detail	Amount
Pupil premium funding allocation 23-24	£95,192
Recovery premium funding allocation 23-24	£7,177.50
School-Led Tutoring 23-24	£4455.00 (50% of total anticipated cost)
Pupil premium funding carried forward from previous years	£0
Total PP Budget for 23-24	£95,192

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 under-served 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 under-served pupils require the most support (reading, but not exclusively). This is proven to have the greatest impact on closing the attainment gap and at the same time will benefit ALL pupils in our school. Implicit in the intended outcomes detailed below, is the intention that the attainment of those pupils who are well-served will be sustained and improved alongside progress for their under-served 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 identified pupils, to accelerate their progress so they reach expected standards. Our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment, not assumptions about the impact of being under-served. The approaches we have adopted complement each other to help pupils excel. To ensure they are effective we will: ü  adopt a whole school approach in which all staff take responsibility for under-served pupils’ outcomes and raise expectations of what they can achieve ü  ensure our under-served pupils are challenged in the work that they’re set ü  act 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.

Intended Outcomes

Challenge number	Details of Challenge
1	Assessments, observations, and discussions with pupils indicate that our under-served pupils have more limited access to the broad life experiences (music, theatre, the arts and travel) to draw upon compared to their peers in school.
2	Assessments, observations, and discussions with pupils indicate underdeveloped oral language skills and vocabulary gaps. These are evident from Reception through to KS2 and in general, are more prevalent among our under-served pupils than their peers.
3	Some of our children eligible for pupil premium funding, also have SEND – 45% (an increase of 6% from 2022-2023
4	Our assessments, observations and discussions with pupils and families indicate that the education and wellbeing of many of our under-served 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.
5	Our attendance data over the last 3 years indicates that attendance among under-served pupils has been between 4 – 2.5% lower than for well-served 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%) Attendance of disadvantaged children in 2022 – 2023 was below other children. 91.6% compared to 95.1% (-3.5%)

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 underserved pupils.	Assessments and observations indicate significantly improved oral language among underserved 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 underserved pupils.	KS2 reading outcomes in 2024/25 will show that outcomes of under-served (disadvantaged) pupils are in line with outcomes for all children nationally at the met standard (at least 74%)
Improved writing attainment for underserved pupils at the end of KS2.	KS2 writing outcomes in 2024/25 will show that outcomes of under-served (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 under-served 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 conversations a significant increase in participation in enrichment activities, particularly among disadvantaged pupils
To achieve and sustain improved attendance for all pupils, particularly our underserved pupils.	Sustained high attendance by 2024/25 demonstrated by: ·           The attendance gap between under-served pupils and their well-served peers being reduced to below 2%. the percentage of all pupils who are persistently absent is reduced from 11% to below 5% and the figure among underserved pupils is reduced by half from 33% to fewer than 17%.
Projected spending	Full spend annually

Activity in this Academic Year 2023-2024

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: £20,125

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 under-served 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 ü  One-to-one tuition = +5 months ü  Small group tuition = +4 months ü  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. £1500	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. £4000	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 £4875	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. £9750	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, through a Trauma Informed lens	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: £78,245

Activity	Evidence that supports this approach	Challenge numbers addressed
Additional phonics sessions targeted for under-served pupils who require further phonics support. This will be delivered in collaboration with our local English hub.  £30,000	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 teaching interventions to support our under-served pupils who require further English support. This will be delivered in collaboration with our local English hub.  £28,805	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 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 under-served, including those who are high attainers. £19,440	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: £4,000

Activity	Evidence that supports this approach	Challenge numbers addressed
Whole staff training on Trauma Informed Attachment Aware principles to support our behaviour management and anti-bullying approaches with the aim of cultivating excellent attitudes and dispositions towards learning	Both targeted interventions and universal approaches can have positive overall effects: Behaviour interventions | EEF (educationendowmentfoundation.org.uk)
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. £4,000	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 to improve the attendance of persistently absent children, specifically.	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 2022-2023

This details the impact that our pupil premium activity had on pupils in the 2022 to 2023 academic year.  We have analysed the performance of our school’s under-served pupils using key stage 1 and 2 performance data, phonics check results and our own internal assessments.

The attainment gap between our under-served pupils and well-served 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 under-served cohort size was 8 in EYFS, 11 in Year 1, 9 in Year 2 and 17 at the end of KS2. 

Desired Outcomes	Impact
Teaching To ensure teaching is highly effective in every classroom for all learners.	Outcomes for under-served children in EYFS in 2023 were broadly in line with outcomes for disadvantaged children nationally 50% v 49.1%   91% (10/11) of under-served pupils passed the phonic screening check in Year 1, compared to 62% nationally   Teaching across school is strong with 81% meeting the MET or above standard in Reading at the end of KS2 and 39% meeting the Higher Standard in July 2023. This is also true for writing with 85% and 27% and Maths with 83% and 44%.  Outcomes for our underserved 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 58%/24%; Writing 76% / 24%; Maths 64% / 29%)
Learning To ensure targeted academic support is highly effective for under-served 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 83 x 15 hour sessions.  This focused on targeting 53 learners and has led to positive outcomes where children were able to demonstrate they knew more and could remember more.
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 under-served children are broadly in line with outcomes for ‘All Children’ at Hill West pre pandemic.  Barriers to learning were identified and proactively diminished. Pre pandemic ·         Overall absence (2.8%) was in the lowest 20% of all schools in 2018/19 as well as in 2017/18 and 2016/17. ·         Persistent absence (3.2%) was in the lowest 20% of all schools in 2018/19.    ·         Overall absence in 2022-2023 was below absence levels nationally at (4.9%), an improvement on 2021-2022 (5.3%) ·         Persistent absence was 11% in 2022-2023 a reduction of 3% from 2021-2022.  However this was higher for under-served children at 33% versus 20.9% nationally ·         In 2021-2022 there was 1 fixed term exclusion for 3 days.  In 2022-2023 Since the introduction of PP funding there have been no permanent exclusions.

Internal school data

2023	Pupils eligible for PP	Pupils not eligible for PP
% passing phonic screening check	91%	95%

Key Stage 1

2023	Pupils eligible for PP (9 pupils)	Pupils not eligible for PP (55 pupils)
% achieving expected or above standard in reading, writing and maths	67% and 0%	81% and 8%
% achieving expected or above standard in reading	78% and 0%	88% and 23%
% achieving expected or above standard in writing	78% and 0%	86% and 16%
% achieving expected or above standard in maths	78% and 0%	86% and 22%

Key Stage 2

2023	Pupils eligible for PP (17 pupils)	Pupils not eligible for PP (47 pupils)
% achieving expected or above standard in reading, writing and maths	40%	77%
% achieving expected or above standard in reading	58%	92%
% achieving expected or above standard in writing	76%	89%
% achieving expected or above standard in EGPS	70%	95%
% achieving expected or above standard in maths	64%	92%

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?	club to forge friendships and emotional well-being to help mitigate the negative impact on Service children of family mobility or parental deployment.
What was the impact of that spending on service pupil premium eligible pupils?	Well-being and enjoyment of school enhanced. Attendance was 97.22%