Hornbeam Primary School

Green
  • Life at Hornbeam Primary School
  • Life at Hornbeam Primary School
  • Life at Hornbeam Primary School
  • Life at Hornbeam Primary School
  • Life at Hornbeam Primary School
  • Life at Hornbeam Primary School
  • Life at Hornbeam Primary School
  • Life at Hornbeam Primary School

Pupil Premium Strategy

Schools are awarded additional funding through the Pupil Premium to ensure children from disadvantaged backgrounds do as well as their peers.

How will we use the Pupil Premium this year?

Our 2016-17 Pupil Premium Strategy document can be found here.

How did we use the Pupil Premium last year?

Our Pupil Premium Allocation for 2015/16  was £99,450
We spent this money in the following ways to support our disadvantaged children:

  • Providing an extra teacher to reduce the class size in Year 6 for ½ a day each week.
  • Providing regular booster sessions for Year 4,  5 and 6  children throughout the year.
  • Running a high quality intervention programmes to enable children to close gaps in their knowledge of reading, writing and maths.
  • Delivering a Forest School curriculum to enable all pupils to develop experiential language.
  • Providing heavily subsidised educational visits for all classes to enrich the curriculum.
  • Maintaining our swimming pool so that we can provide free swimming lessons to all children every year.
  • Providing specialist learning support to children with Dyslexia and their parents.
  • Running parental engagement sessions to promote involvement in children’s learning.
  • Employing a school counsellor to help promote children's emotional well being.

As a result of this expenditure children in receipt of Pupil Premium achieved the following outcomes at the end of each Key Stage: 

Outcomes for disadvantaged children at Hornbeam Primary School July 2016

In Key Stage 2

  • Disadvantaged children made greater than expected progress in reading, writing and maths (RAISE online progress measures were all positive)
  • Disadvantaged children attained standards that were well above those reached by all other children nationally in writing and maths, but not in reading.
  • Disadvantaged children attained a higher standard than all other children nationally in English grammar, punctuation and spelling

In Key Stage 1

  • Disadvantaged children attained standards higher than all other children nationally in writing, but not in reading or maths.
  • 100% of disadvantaged children reached the expected standard in phonics by the end of Year 2 (compared with 93% nationally)

 

In the Early Years Foundation Stage 

  • 40% of disadvantaged children reached a Good Level of Development, although all made good progress from their starting point.
  • 80% of disadvantaged children reached the Prime Early Learning Goals