Objective measure: Increase the percentage of children achieving PSE early learning goal and expected in Reading. (Increase percentage so PP are working within 10% of peers).

Year R Compairson PSE, Reading and Speaking

• 19% increase from previous year of children achieving PSE in Early Years data.
• Off track children were closely monitored half termly.  
• Pupil premium children offered a place in school during Spring closure. Children not in school received weekly phone calls and additional intervention.
• Additional Speaking and Listening provision to support targets against ELG.
• 24% increase of PP children achieving Reading from previous year.
• Off track children were identified half termly and additional afternoon intervention was put into place. (In Spring term two PP children were off track in reading. They attended breakfast reading club and achieved Expected).
• Reading expectation grid created with PP and English Lead to support teacher judgements. Raised colour expectations from teachers to ensure children make rapid progress against phonic targets.

Objective Measure: Ensure PP are working within 10% of cohort in end of year Key Stage 1 data.

72% achieved combined Reading, Writing and Mathematics in comparison to 54% in 19/20. This is an 18% increase from last year.

2 children achieved ARE in Reading and Mathematics but not in writing. 1 child has received additional emotional support in lessons due to home circumstances. 1 child was very close to achieving ARE but did not always sustain standards in longer pieces. Writing will be a SIP focus for next academic year.

81% of the cohort achieved combined Reading, Writing and Mathematics, demonstrating PP are working within 10% of cohort.

• 26% increase from previous year in PP children achieving ARE in Reading.  PP are working in line with rest of cohort.
• 20% increase from previous year in PP achieving ARE in end of year writing. PP are working within 10% of peers in writing.
• 21% increase from previous year in PP achieving ARE in mathematics. PP children are working above rest of cohort in mathematics.
• Off track children were identified in half termly checks and intervention was put in place to close gaps.
• Targets were identified on Pen Portraits.

Objective Measure: Diminish the gap between PP and non-PP so children achieve ARE in at least 2 Core subjects in Year 1.

62% of children achieved ARE in 2 CORE subjects in year 1.

This Cohort have been tracked very closely due to their very low starting points and planning has been carefully adapted to suit the needs of these children. Concerns over progress were escalated in the Spring term to HAMWIC and Pupil Premium lead from trust was invited into school to carry out a learning walk. 6 of 13 children are now on the SEND register. This is 46% of PP children in this cohort.  1 additional child started with us at the start of Summer 2 with gaps in learning. 4 have now been added to the SEND register. 1 child has extremely poor auditory memory and scored 3 years below current age on language assessment test. 2 children have cognition and focus barriers which were significantly below on the BOXALL assessments. 1 child has shown more significant social and emotional needs in school and their learning provision has been tailored to support this barrier. This was supported by findings from the Boxall assessments. This cohort will continue to be tracked closely. 6 children now have learning logs and will be reviewed regularly by the SEND team against targets set.

75% of PP who are not on SEND register achieved ARE in all 3 CORE subjects in comparison to 78% of the entire cohort achieving ARE combined. This is within 10% of cohort.

Objective Measure: To increase the percentage of children achieving ARE in KS1 data (who move to the school mid-year).

Impact of 3 Year Plan

HLS received coaching in the Autumn term from HAMWIC on writing a 3-year Pupil Premium strategy. This will become a recommendation for schools to adopt from September 2021. This academic year we have trialled some of these actions for children who start mid-way through an academic year to monitor the impact. In previous years, children who join us later in the year have not always reached ARE by the end of Key Stage 1, in comparison to children who have been with us from the start. For this reason, we reviewed our induction and provision for these families.

• New Families receive a home visit by PP lead. (Due to COVID this has been a zoom meeting or phone call).
• All new PP children will have a BOXALL assessment in order to gain a deeper insight into their learning profile. This allows provision to be tailored further to their exact needs.
• Half termly phone calls from PP lead to check in with families and monitor engagement with Google Classroom resources.

No new PP chn have joined mid-way through Year R.

1 PP child joined in October and 1 in June in Year 1.

4 PP children joined mid-way through year 2.

Ensure the ‘recovery curriculum’ allows children to catch- up quickly on any learning missed during COVID.

Ensure families can support their children with reading at home – EPP lead to contact families half termly to ensure accessing ‘reading planet’ or reading books from in class. (Through week 4 phone calls 2/25 parents contacted, had logged onto rising stars).

All class teachers will have a range of resources to support children’s learning through visual, practical and stimulating resources. PP support teachers are equipped for out of class interventions.

Colourful Semantics provision for Year R and children with language barriers. 

ECAT assessments carried out on all children in Year R.

Boxall assessments carried out on all Year R children for PSE.

Children who do not achieve Expected in PSE Boxall assessments are continued and targeted on Pen portraits.

P4C taught throughout the whole school as a tool to promote speaking/ listening and enquiry skills.

Objective Measure: For all PP families to be able to access school support materials.

In Autumn term, PP lead called all families to support with accessing Rising Stars and google classroom. 29/ 32  (90%) of PP families contacted, had not previously used Rising Stars or accessed school information page on website. Following this, class teachers monitored Rising Star data closely to check PP children’s reading on Rising Stars. In the spring term PP families were offered additional books to be sent home weekly to support reading at home. 40% of PP chn took home weekly books to consolidate learning taught in school and to promote a love of reading.

Objective Measure- Increase the percentage of PP children passing the Phonics Screening Check.

• In Autumn term Phonics packs were made for PP children to help support children for the phonics check.
• 86% of the children passed their Phonics Screening Check in the Autumn term.
• In practise tests at the start of the term 5 additional PP children scored below 30 in the practice test. Additional intervention was put in place and progress was monitored closely.
• 2 children did not pass. 1 child had only 5 weeks in school with us before the check. This child had lots of gaps from phase 5 but passed the retake in the summer term.  1 child is on the SEND register and is working on previous year targets.
• 93% of the children passed their phonics test by the end of year 2.

Objective Measure: ECATS to show rapid progress against speech targets.

ECAT records show children’s development in their speaking and listening skills.  Activity impact sheets demonstrate number of children achieving or exceeding set targets.

Year R

• 75% of PP children achieve Speaking in end of year Early years data. 2 children did not achieve Speaking and listening. One child has an EHCP and one child is being added to the register.

Year 1

• 2/13 are now working on 40-60 month targets in comparison to 8/13 at the start of the academic year. The 2 children were previously working on 30-50 month targets.
• Due to current year 1’s low starting points, all children completed Boxall assessments. 6/13 children had targets in at least 2/4 areas. Findings have supported teachers in tailoring targets and capturing detailed profile of learners on Pen Portraits.

The pre-teaching curriculum will continue for every topic in every year group.  Before each topic each PP child will receive pre-teaching support to enable them to access their current topic, therefore becoming mini experts. 

Specific resources support children with concentrate, make better behaviour choices, have resource packs to enable engagement with home learning activities. This Intervention work has greater precision and enhances progress in diminishing the difference. 

Objective Measure: Increased understanding of key vocabulary and skills in foundation subjects.

Pre teaching activities supported pupil’s acceleration in their leaning.  It equipped them with key vocabulary they needed for their topic, therefore, preventing barriers to children achieving key elements of the Year group’s objectives. Pupil Conferencing and Work scrutiny and assessment data, findings show children are retaining new topic vocabulary outside of the point of teaching. (See individual foundation subject reports).

Education Secretary, Damian Hinds, supports our findings here where he said: ‘Giving every child the best start in life means making sure the right early development opportunities are in place. That starts in the home, which means giving parents the confidence to help their children read, learn new words and social skills at an early age. Children from disadvantaged backgrounds or those with additional needs can face the greatest barriers in their early development, so it is important that where that help is needed it is in place as early as possible – such as through our free childcare for two-year-olds from lower income families which is used by more than 70% of those who are eligible. The Sutton trust also supports this ‘Overall, studies of communication and language approaches consistently show positive benefits for young children’s learning, including their spoken language skills, their expressive vocabulary and their early reading skills. On average, children who are involved in communication and language approaches make approximately six months’ additional progress over the course of a year. All children appear to benefit from such approaches, but some studies show slightly larger effects for children from disadvantaged backgrounds.

20% of PP have received Top up PE to support basic agility, balance and coordination skills. All children have made progress against starting points and have showed increased motivation for PE.

Resources to support specialised learning, e.g. additional adults on trips.

Due to COVID – no trips Money spent on additional adult support for catch up

Extending our range of resources and teaching techniques as appropriate to each individual child.

Trips predicted to go ahead for spring and summer term. An additional adult will attend trips to work with the EPP children in smaller groups to question the children to further elicit their understanding.

Additional experiences planned in school for EPP children, e.g. in Great Fire of London topic school care taker to organise a controlled fire.

Due to no trips taking place this year, no money has been allocated towards this.

In the Summer term, Pond dipping was able to take place (See Science Lead for impact of pre visit)

During school closure, all Key Stage 1 pupils were offered a place in school. 73% of PP children took a full time place during this period. 27% of pupils worked from home. They received weekly phone calls from EPP lead/class teachers, weekly paper packs of work set on google classroom, additional laptop/ data if this was required, reading books and additional phonics and mathematics resources to help scaffold learning. Any off track children were invited to have 1:1 or small group virtual lessons with their class teacher to help close gaps.

Precision teacher will pick up EPP children in Year 1 who still have considerable gaps to diminish the difference until Christmas. (Two children targeted to make accelerated progress in year 1).   From the Spring term 2021, precision teacher will focus back on new Year R children, therefore, shifting the focus to catching children earlier and diminishing the difference earlier stopping gaps from appearing.

Year 2 EPP children. 6/8 all on track to achieve ARE or GD in 3 core subjects.

1 child has SEN with a learning log and is monitored closely against targets by SENCO and PP lead. 1 child has continued support from family support worker and receiving daily intervention in class. (PP lead to monitor impact and progress against targets).

Objective Measure: Further diminish gap between PP and non-PP. (PP to be working within 10% of peers).

Precision teaching became a focus in year 1 for the Autumn term (due to the children’s lower starting points and gaps missed from COVID in previous year. 62% of children are now working at ARE or above. This is a decrease from 19/20.  This is 7 out of 13 children. 1 child is working at greater depth for reading. 6 children are off track in reading. They had very low starting points from year R. They have read daily and received additional phonic teaching in the afternoons. They can now all blend CVC and CCVC words. 4 of the children who are off track are on the SEND register. 1 child has only been with us for 5 weeks. This child has not been out of school for a while and had significant learning gaps but is making rapid progress to close the gaps. 1 child had significantly low starting points but is now blending and has moved 5 reading colours. 71% of the PP without SEND are working at ARE or above and passed their phonics test. 1 child has made accelerated progress in reading moving from emerging to ARE.

Year 2

• 86% of PP children of the children passed their Phonics Screening Check in the autumn term. They are working in line with peers.
• 2 children did not pass. 1 child had only 5 weeks in school with us before the check. This child had lots of gaps from phase 5 but passed the retake in the summer term.  This child received additional phonic and reading intervention in the summer term to close these gaps.  1 child is on the SEND register and is working on previous year targets.
• 93% of PP children passed their phonics test by the end of year 2.

Early Years

• 88% of children achieve expected in reading. (7 out of the 8 children achieved expected).
• 1 child did achieve expected in reading. This child has been monitored by the SEND team for cognition difficulties.
• In the spring term 2 children were off track but have made rapid progress this term. They have attended breakfast early reading club and received an additional phonics in the afternoon to consolidate learning.

To continue to reduce the number of FSM pupils whose attendance falls below 96%

To demonstrate improving attendance for any FSM pupil who are currently PA.

Paired reading programme targeted to key families.

To continue to support vulnerable families and reduce the number of CPOMS incidents across the year.

Objective Measure: Increased attendance in PP families supported by Family Support Worker.

• 9 Pupil Premium families, (15 Pupil premium children)  have received regular support with family support worker.  Due to COVID these cases are all still open. Through questionnaire, families voiced a confidence to request help from the school if required.
• Karen has made a referral for 1 of the families for a mental health support and this was accepted.
• 2 family received a referral for yellow door which has been accepted.
• Currently 2/ 9 families have had attendance below 96%.  7/9 families’ attendance has improved through regular support with Karen.
• 4 pupil premium families received FairShare food deliveries during Lockdown.
• Regular contact was made to these 9 families during school closure and all of these children engaged with some of the school work during school closure if not in school.
• Pupils were in school and able to access the support and pre-teaching opportunities that have been prepared for them. 3 of the families did not take a school place but these children had laptops, dongles and data.
• Lunch hampers for all PP children during school closure. 1 family has asked for help financially during this period and has been supported through electricity top up vouchers and food bank vouchers.
• There has been a reduction in CPOMS incidents for playtime behaviour for these families.

Due to no books being sent home, Karen has not completed top up paired reading training but instead supported families with rising stars and accessing school resources. Training to be launched in September 2021/22.

School will maintain its high position of attendance across the LA.  See below attendance table;

ELSA Support

Promote pupil attitudes in order to engage with learning.  Support pupils with low self-esteem and inspire high aspirations.

increases pupils’ ability to work independently, demonstrating positive attitudes to learning and resilience.

The Education Endowment Foundation reports that social and emotional development impacts positively on attainment (+4 months).

Objective Measure: Teachers to observe improvements against the child’s social/ emotional target.

11 PP pupils received ELSA support in the Summer term. 9/11 pupils increased their score to above 6 after the 6 weeks sessions. They demonstrated improved engagement and behaviour for learning.

Confidence and self-esteem are raised enabling further engagement in the classroom. This has been a result of all support in school through additional intervention, social and nurture groups, personalised targets on Pen Portraits and home support from our family support worker.

Work scrutiny evidence demonstrates increasing completion rates for identified pupils. Stamina to complete tasks independently is reported by class teachers to be higher as a result of support received.

Sutton Trust supports our findings‘’ Existing evidence suggests that SEL strategies can have a positive impact on social interactions, attitudes to learning, and learning itself. On average, children who follow SEL interventions make around three additional months’ progress in early years settings and reception classes. Though, on average, all children benefit, there is also some evidence that social and emotional approaches can benefit disadvantaged children more than their peers.

Pre-teaching supports effective access and completion of class based learning. Pupils’ success and completion rates increase.

Progress for this groups of pupil’s shows as good or better from starting points.

All EAl children in the bottom 20% to receive interventions to support communication and language. See interventions below.

Objective Measure: To increase the percentage of children with EAL achieving ARE by end of KS1 data.

Current school focus to improve attainment for EAL pupils.

Designated EAL lead appointed across both schools to drive improvement for EAL learners and work with PP lead. In year 2 80% of children with EAL achieve at least expected. This a 2% increase from last year. No PP children with EAL achieved below age related expectations in comparison to 3 from the previous year.

80% of children with EAL achieved at least expected in writing. This is a 3% increase from the previous year. No PP children with EAL achieved below age related expectations in writing in comparison to 4 from the previous year.

Children who are new to the country are settled into school, making accelerated progress and using/ accessing the English language.

Small group workshops to give personalised support and extend children’s learning in and out of class.

(This intervention was not being used effectively in 2019- 2020)

Refresher training planned for staff in the Autumn term).

Training in the Autumn term to all teaching staff improved teacher confidence and knowledge delivering intervention. (Findings shown in teacher questionnaire)

13 children received Colourful Semantics intervention in the Autumn term to support sentence structure (orally in Year R/1 and written in year 2). 6 of these children did not need to continue with this intervention in the spring term. Progress was monitored closely into small steps to measure impact.

Objective Measure: Increase the percentage of children achieving PSE early learning goal

7/8 PP children received bucket therapy. All children made progress against targets and applied strategies in child initiated play. 88% of the children achieved PSE goal. 1 child has an EHCP plan.

Increased number of EPP children achieving a good level of development in writing.

43% of EPP children from 19/20 in early years achieved an expected level of development in writing. This will be a school focus to increase this percentage for 20/21. These children will be closely targeted in year 1 to make accelerated progress in writing.

Training completed in Spring term for Tales toolkit resources. Increased motivation for Story telling in sessions and PP children could all use story vocabulary to tell a simple story. Resources to be used in child initiated play in Autumn term to continue to increase the amount of child initiated writing.

50% of children achieve a good level of development in writing. This is a 7% increase from 19/20. Writing will be a School SIP focus next academic year.

In year 1 4 children have made accelerated progress in writing moving from Emerging to ARE. They have received additional ‘blue dot’ writing support three times per week to consolidate basic skills.

Objective Measure: Increase the percentage of children achieving Speaking and Listening.

This was a new programme that was shared with us in the Autumn term. It has been designed to support children who may be working below their age for language development. All children in early years were tested and  4 out of the 8 PP children were recommended to receive the intervention. 3/ 4 children who received the intervention achieved Speaking and Listening. 1 child has been added to the SEND register. All children improved their listening and attention and showed an increased confidence to use more vocabulary.

School Pack (unifrom)

Year R Children allocated per year:

2 jumpers/cardigans

Water bottle

Pupils are provided with an opportunity to participate in an extracurricular club to develop social skills, and a widen opportunity of possibilities for their dreams and aspirations.  Studies have shown that children’s handwriting skills link to their early physical development and if gaps are missed here they can have a detrimental effect on later gross motor skills and fine motor skills, ie handwriting.

No after school clubs to take place in Autumn 1. All year 1 and 2 children invited to a weekly team spirit club.

This was affected by COVID no clubs have taken place this year.

Money used towards photocopying of PP home learning pack, teaching resources, additional adults to carry out precision teaching £310.

This will be a focus for next academic year.

Additional costs

£1000 forest schools for child in year 2.