This statement details our school’s use of pupil premium (and recovery premium for the 2022 to 2023 academic year) funding to help improve the attainment of our disadvantaged pupils.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.
School overview
School name
Hundred of Hoo Primary Academy
Number of pupils in school
212
Proportion (%) of pupil premium eligible pupils
16.5%
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)
2022-23
Date this statement was published
September 2022
Date on which it will be reviewed
September 2023
Statement authorised by
Mike Etheridge
Pupil premium lead
Mike Etheridge
Governor / Trustee lead
Keith Morrison
Pat Sanford
Funding overview
Detail
Amount
Pupil premium funding allocation this academic year
£59,555
Recovery premium funding allocation this academic year
£5,075
Pupil premium funding carried forward from previous years (enter £0 if not applicable)
£0
Total budget for this academic year
If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year
£64,630
part a: pupil premium strategy plan
statement of intent
As an Academy we are committed to ensuring we continue to provide all pupils with a well constructed, appropriately broad, balanced and rich curriculum that allows pupils to acquire the skills and knowledge they need to be successful in their future chosen paths. Our academy teaching staff are dedicated to being highly effective practitioners who ensure they have excellent subject and pedagogical knowledge which will enable them to implement our exceptional curriculum.
High-quality teaching is central to our strategy. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit all pupils in our school. To continue to maintain our excellent teaching standards we are committed to providing our staff body with high quality professional development, this will mean that our disadvantaged pupils are in receipt of consistent highly effective teaching and we are ambitious with raising the proportion of teachers who are highly effective to being a significant proportion. This will ensure that disadvantaged pupils have access to consistently high quality teaching across all subjects. Highly effective practitioners will incorporate appropriately differentiated approaches suited to each individuals’ learning needs and support pupils with making at least good progress and to ensure they are in line with their peers.
Regardless of each pupils’ ability, background or personal circumstances we will ensure that all pupils make at least good progress and diminish differences in their attainment. We will continue to consider the challenges faced by vulnerable pupils, such as low self-esteem, resilience and well-being, including the impact of COVID-19, and ensure that they have appropriate and structured support to be able to become confident and well-rounded young people overcoming these difficulties. Our Academy has an inclusive culture and the activities we have outlined in this statement are intended to support all pupil needs, disadvantaged and non-disadvantaged to raise outcomes, aspirations and improve life chances for all. We will look to ensure our disadvantaged pupils have high aspirations and are supported in those aspirations with quality advice and guidance on how to achieve those aspirations and how their educational goals need to align with those, so they have all the tools and resources they need to be successful.
Our strategy is also integral to the wider school plans for education recovery, notably in its targeted support through the National Tutoring Programme for pupils whose education has been worst affected, including non-disadvantaged pupils. In relation to this, we recognise the impact that Covid has also had on attendance as a whole, and part of our strategy addresses how we can help improve attendance to be back to pre-Covid levels, as well as be more inline with 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. These can be identified using:
- regular and robust assessment of pupils
- high quality and consistent monitoring and observation of teaching and pupils’ work
- Qualitative and quantitative feedback from pupils, parents, other professionals and teachers
- Regular analysis and evaluation of attendance and behaviour data
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Challenge number
Detail of challenge
1
Attendance for disadvantaged pupils was 3.6% lower than those not in receipt in 2021-2022.
Disadvantaged – 92.3%
Non-Disadvantaged – 95.9%Persistent absence for this group was 18% higher than non-disadvantaged in 2021-22.
Disadvantaged – 26.7%
Non-Disadvantaged – 8.7%
Our assessments and observations indicate that absenteeism is negatively impacting disadvantaged pupils’ progress.
2
Assessments, observations, and discussions with pupils suggest disadvantaged pupils generally have greater difficulties with phonics than their peers.
Y1 Disadvantaged pupils meeting the phonics threshold: 25% (1/4)
Y1 Non-Disadvantaged pupils meeting the phonics threshold: 89% (24/27)Y2 Disadvantaged pupils meeting the phonics threshold: 50% (1/2)
Y2 Non-Disadvantaged pupils meeting the phonics threshold: 92.9% (26/28)
This negatively impacts their development as readers.
3
Observations and record keeping shows that, proportionally, less disadvantaged students engage in co-curricular after-school clubs compared to their non-disadvantaged peers.
Percentage of Disadvantaged pupils attending clubs – 48.6%
Percentage of Non-Disadvantaged pupils attending clubs – 57.6%
4
Internal and external (where available) assessments indicate that Reading attainment among disadvantaged pupils is significantly below that of non-disadvantaged pupils.
Across the school, proportionally, 25.3% less disadvantaged pupils achieve age-related expectations in reading, compared to their non-disadvantaged peers.
5
Internal and external (where available) assessments indicate that Mathematics attainment among disadvantaged pupils is significantly below that of non-disadvantaged pupils.
Across the school, proportionally, 29.56% less disadvantaged pupils achieve age-related expectations in mathematics, compared to their non-disadvantaged peers.
6
Internal data shows that 35% of ELSA referrals and 44% of reported safeguarding concerns were for disadvantaged pupils last year when 16.5% of the school cohort are recognised as disadvantaged.
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
To ensure that all PP pupils have access to high quality teaching and learning
Ensure all pupils including PP and disadvantaged students are in receipt of highly effective teaching and never less than effective teaching practice Evidence argues that high quality teaching is the most important factor in ensuring the best possible outcomes for pupils.
Disadvantaged pupils to be in receipt of a highly effective and highly effective teaching. This will ensure that disadvantaged pupils have access to high quality teaching which will be differentiated to their learning needs and support pupils with making progress which is at least in line with their peers. This will also be monitored by regular enquiry walks of those classes with the highest percentage of disadvantaged pupils.
Overall teaching practice to be 100% effective, with 50% highly effective so that all pupils have access to quality teaching.
Increase attainment and progress of disadvantaged students to be inline with non-disadvantaged peers
Attainment and progress gaps between disadvantaged and non-disadvantaged students are non-existent.
By the end of our current plan in 202/25, the gap between disadvantaged and non-disadvantaged students will be eradicated.
To achieve and sustain improved attendance for all pupils, particularly our disadvantaged pupils.
To continue to raise attendance compared to the national average and reduce the percentage of pupils classified as persistent absence (especially those that are disadvantaged).
Sustained high attendance from 2024/25 demonstrated by:
- the overall absence rate for all pupils being no more than 4%, and the attendance gap between disadvantaged pupils and their non-disadvantaged peers being within a percentage point.
- the percentage of disadvantaged pupils who are persistently absent being reduced to be within 5 percentage points of their non-disadvantaged peers.
We will provide all pupils with culturally and personally enriching experiences beyond the curriculum. All students are able to fully participate in academic and extracurricular activities, where financial and cultural capital do not restrict them.
The participation for enrichment, trips and visits for disadvantaged and non-disadvantaged students are proportionately in line with each other.
Targeted academic support for current academic year
Measure
Activity
Priority 1
Provide tutoring for Key stage 2 pupils in both maths and reading to ensure that the gap between disadvantaged and non-disadvantaged pupils is diminished.
Priority 2
Organise and implement interventions for phonics (through NELI and additional catch-up sessions) and Mathematics as well as encouraging parents to attend regular workshops to support learning at home.
Barriers to learning these priorities address
Parental engagement and home-learning for disadvantaged pupils has been historically poorer than that of non-disadvantaged pupils. Access to home-learning resources and devices.
Projected spending
£11,400
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.
Teaching (for example, CPD, recruitment and retention)
Budgeted cost: £8,030
Activity
Evidence that supports this approach
Challenge number(s) addressed
Purchase of standardised diagnostic assessments (Infant and Junior Language Link)
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:
2 & 4
Teaching staff to attend regular CPD, delivered from the Academy as well as across trust sessions, to support understanding of the latest evidence in terms of teaching and learning.
Teaching staff to receive regular CPD as part of the Teaching Walkthrus programme, with each teaching staff member also receiving the books which accompany the programme. This programme provides them with evidenced led strategies to embed in their practice to ensure pupils reach optimum progress.
Teaching staff to receive regular enquiry walks with critical feedback which will be evidenced on OnTrack throughout the year, with a focus on the progress of disadvantaged pupils within their classes.
Evidence argues that high quality teaching is the most important factor in ensuring the best possible outcomes for pupils.
To continue to raise standards in teaching with teaching practice with regular, well-planned and evidence driven CPD as ‘effective professional development (PD) plays a crucial role in improving classroom practice and pupil outcomes’
2, 4 & 5
Homework Club is run after school, to help pupils with the completion of homework.
Evidence argues that quality homework which is linked to classroom learning, completed in a quiet and supportive environment can add 5 months to progress. This will give PP pupils the opportunity to make progress in line with their peers. It will also help reduce excessive sanctions for PP pupils, which can limit their enthusiasm for school and have an impact on their behaviour and attitude, therefore creating a more positive approach to learning.
4 & 5
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £24,860
Activity
Evidence that supports this approach
Challenge number(s) addressed
Provide tutoring for Key stage 2 pupils in both maths and reading to ensure that the gap between disadvantaged and non-disadvantaged pupils is diminished.
View link to evidence here.
4 & 5
Chromebooks.
All pupils to be given access to a LAT chromebook to enable them to become more proficient in using technology. All pupils to access Google software so that they can complete home learning, as well as remote learning if needed in the future.
Pupils to be able to use the chromebooks to access online academic support, such as
- MYon- an online reading application which will raise literacy levels
- Google Classroom
- Wordshark
- Times Table Rockstars
Technology to Improve Learning: Evidence Review. London: Education Endowment Foundation. The report is available here.
2, 4 & 5
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £31,740
Activity
Evidence that supports this approach
Challenge number(s) addressed
Providing free-of-charge access to breakfast club with the intent of improving attendance
View link to evidence here.
1
Retain Pastoral Support Manager with area of responsibility for disadvantaged families including raising attendance and reducing persistent absenteeism.
View link to evidence here.
1, 2, 3, 4 & 5
Retain ELSA provision at school to support disadvantaged pupils with SEL support
View link to evidence here.
6
part b: review of outcomes in the previous academic year
pupil premium strategy outcomes
This details the impact that our pupil premium activity had on pupils in the 2021 to 2022 academic year.
Developing a working knowledge of oracy showed some impact through the KS1 phonics outcomes in year 1 and year 2. Despite these year-groups being significantly impacted by lockdowns, they broadly achieved parity with pre-Covid national results; however, we have high aspirations for our disadvantaged pupils which is why this reappears this year.
Tutoring for Key Stage 2 pupils showed that significant in-year progress was made with those pupils in receipt. These pupils should continue to receive this level of support to ensure further gains can be made.
Although we ran parental workshops, it remained difficult to engage with some of our disadvantaged families. We did have limited ‘hard-to-reach disadvantaged families attend some workshops; however through continued support from our PSM, we are further developing bonds and relationships and helping all parents to recognise the importance of education and how they can better support at home.
All children were enrolled in the Children’s University scheme at the end of last academic year and this will be rolled out in 22-23.
externally provided programmes
Programme
Provider
Children’s University
University of Kent
Wordshark
Wordshark
Times Table Rockstars
Times Table Rockstars