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
211
Proportion (%) of pupil premium eligible pupils
19%
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)
2021-22
Date this statement was published
September 2021
Date on which it will be reviewed
September 2022
Statement authorised by
Mike Etheridge
Pupil premium lead
Mike Etheridge
Governor / Trustee lead
David Craggs
Keith Morrison
Funding overview
Detail
Amount
Pupil premium funding allocation this academic year
£48,115
strategy aims for disadvantaged pupils
Aim
Target
Target date
Progress in reading
Achieve positive progress scores in KS2 Reading
July 2022
Progress in writing
Achieve positive progress scores in KS2 Writing
July 2022
Progress in mathematics
Achieve positive progress score in KS2 Mathematics
July 2022
Phonics
Achieve parity with non-disadvantaged pupils with an aim of 90% pass rate
June 2022
Other
A good proportion of children to meet the expected standard in the Year 4 Multiplication check
June 2022
Teaching priorities for current academic year
Measure
Activity
Priority 1
Ensure that staff have a working knowledge of the impact of oracy and phonetic pedagogical underpinnings to reduce gaps in reading and writing and across the further curriculum.
Priority 2
Ensure that all staff have a sound understanding of cognitive load theory and are employing key strategies that are conducive to effective instruction.
Barriers to learning these priorities address
Ensuring that all staff have a clear, evidence-based strategy and understanding of class-based intervention as part of normal classroom practice.
Projected spending
£3,882
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
Wider strategies for current academic year
Measure
Activity
Priority 1
Ensure that disadvantaged children have access to ELSA support, yoga therapy (as part of our tiered therapeutic approach), counselling services, breakfast club and access to after-school clubs, trips and visits in order to increase readiness for learning and develop cultural capital allowing them to access the breadth of the curriculum.
Priority 2
Enroll pupils in the ‘Children’s University’ scheme to raise aspirations.
Barriers to learning these priorities address
Improving attendance and readiness to learn for the most disadvantaged pupils and raising aspirations of and for disadvantaged pupils.
Projected spending
£32,833
Monitoring and implementation
Area
Challenge
Mitigating action
Teaching
Ensuring that teachers, LSAs and HLTAs have sufficient time to attend relevant CPD sessions, reflect on their own practice and implement new knowledge in order to improve quality of education.
Use of directed time revised to ensure that briefings are used as CPD sessions, continued use of IRIS as a CPD tool for all staff and access to National College and Chartered College as CPD resources.
Targeted support
Quality of interventions delivered by LSAs has historically not been effective or impactful.
Simultaneously develop the subject knowledge and pedagogical knowledge of LSAs whilst employing high-quality tutors to deliver tutoring.
Wider strategies
Parental engagement and intrinsic motivation of pupils has not been as strong as it could be. The impact of Covid-19 on the mental health of young people and the domestic situations many of our most disadvantaged pupils.
Providing a tiered therapeutic approach to intervention as well as providing opportunities for pupils to access experiences. These allow them to be ready to reach the widest arcs of the zone of proximal development academically and raise aspirations for themselves.