Pupil premium information


For the current school year (2017-18), the school has been allocated £15100 of Pupil Premium funding. 

Pupil Premium funding was introduced by the Government in order to help schools to address the attainment gap between vulnerable, disadvantaged pupils and others. The money is sent to school based on the number of pupils in school who are eligible for free school meals (FSM), who have been adopted or are in care (CLA) or, from 2012, whose parents are – or have been – in the Armed Forces. From 2012-2013, this has been expanded to include children who have been eligible for free school meals at any time in the last 6 years.

This money is allocated to initiatives that help to ensure pupils reach their full potential, both academically and socially. We draw extensively on evidence within the Sutton Toolkit to plan our spending and programmes of support for our Pupil Premium children. More information about the evidence of this can be found here.

In January 2017, Ofsted said this about the school: Your tracking of pupils’ progress has led to some very precise support for those who are at risk of underachievement, and there are some compelling success stories. The greatest success, however, lies with the small group of disadvantaged pupils within the school. Over half of these pupils, who are eligible for pupil premium funding, are making swifter progress than other pupils and are attaining at a higher level. Of the others, all are progressing at the same rate as other pupils and none are below where they should be. This is largely due to the interventions that you have provided and the careful tracking of all pupils.

HPS pupil premium statement – September 2017


Draft Pupil Premium Strategy statement – HPS – 2015-16 – as we have now been accepted onto the Achievement For All research project beginning in January 2017, this will now be changed significantly.

Our HPS – Pupil Premium Policy – Approved December 2016.


PLANNED SPENDING THIS YEAR

We use some of this money to offer a higher adult/child ratio, so that we can support the wellbeing and social skills of our children more closely; this will often include broader group work, allowing a range of children to benefit from this strategy.

We have also targeted funding as follows:

  • One to one tuition and small group work, addressing gaps in learning and experience (for example, addressing the need for phonics support in FS and KS1) and supporting children’s metacognition;
  • The ‘Pupil Premium Champion’ – a mentoring LSA working one to one, supporting the work done above;
  • Inclusion support for those children who would benefit from this additional input;
  • A contribution to our subscription to ‘INSIGHT’ – an assessment tracker that allows us to focus very sharply on the learning needs of specific children;
  • MyMaths, to support progress and depth of understanding in this crucial aspect of our children’s education;
  • Residential and Educational visits outside the classroom and attendance at our school’s After-School Club (see Nuffield Foundation research re evidence of huge impact of this here);
  • Books, magazines and children’s newspapers;
  • Training for staff to support writing development – a PPG priority – in Write Away Together (a writing intervention) and in developing Non-Fiction Writing;
  • Reading books and resources to support learning in phonics – a PPG KS1 priority;
  • Music tuition;
  • Milk for children on FSM;
  • Development of the quiet space/internal garden area as a nurturing space for one to one work;
  • Uniform and PE Kit for children that need it.

This year, we have also put money aside in the hope that we will be involved in an ‘Achievement For All’ research project – a highly successful evidence-based project approach for schools. We are waiting to hear the result of our application to be part of this.


IMPACT OF SPENDING

We evaluate the impact of our Pupil Premium strategy and spending by:

  • analysing data about depth of understanding and the breadth of secure understanding in core areas of the curriculum, comparing this with the same data for the cohort as a whole;
  • reviewing data at the end of Key Stages (Foundation Stage, Key Stage 1 and Key Stage 2) in the same way, with a focus on both standards and progress;
  • through pupil interviews and parent/family feedback about broader outcomes relating to wellbeing and attitudes to school and learning.

Over time, our children in receipt of Pupil Premium funding do well at the end of the Key Stage assessments – as well as the average for all of the children in their cohort.

In school data for the last year showed that children in receipt of Pupil Premium funding had a similar depth of understanding and increasing breadth of ‘secure’ understanding as the average for all of the children in their cohort in READING and MATHS. In-school data showed that we need to focus on more support for WRITING for our Pupil Premium children.

Our analysis of impact shows clear ‘small steps’ progress against key skills for our individual Pupil Premium children and parent feedback shows that their children’s wellbeing and attitudes to learning are effectively supported by the mentoring, wellbeing work we have in place.

Pupil premium funding at Heather Primary School – 2015-16

Pupil Premium spending at Heather Primary School – impact statement Autumn 2015