Hornbeam Primary School

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Pupil Premium Strategy

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

The Pupil Premium is an allocation of additional funding provided to schools to support specific groups of children who are vulnerable to possible underachievement.  These include pupils who are entitled to free school meals (FSM), those looked after by the local authority and children of armed service personnel.  The intended effect of this funding is to accelerate progress and raise attainment.    


It is for schools to decide how the Pupil Premium is spent since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility. 

 

At Hornbeam Primary School:

Principles

·        We ensure that teaching and learning opportunities meet the needs of all of the pupils.

·        We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring            that the needs of socially disadvantaged pupils are adequately assessed and addressed

·        We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school                  meals. 

·        Pupil premium funding will be allocated following a needs analysis which will identify priority classes, groups or             individuals. 

 

How will we use the Pupil Premium this year?

Our 2020-2021 Pupil Premium Strategy document can be found here 

 

How did we spend our Pupil Premium Funding in 2018-2019

Our Pupil Premium Allocation for 2018\19 was £89,000
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.
  • Contributing to our Pastoral Support Assistant role to provide support to families and children.
  • Providing intervention sessions for Key Stage 1 disadvantaged children.
  • Providing Enriched curriculum that allow children experiences to enhance their learning in ways that develop resilience and independence.
  • Provide each class with a full time TA to allow intervention and in class support to be provided with consistency
  • Introduction of Talk Boost as intervention and whole class approach
  • Purchase of reading comprehension resources to widen experience of language
  • Full Time TA in class for consistent support and intervention
  • For residential events meet parents whose children are not attending and if financial offer support.
  • Pupil Premium families are informed that they are entitled to free milk. Milk is ordered if taken up.
  • Subsidise trips to bring the cost down. Discuss individual financial barriers on a 1:1 basis when requested.

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 2019

In Key Stage 2

  • 40% of our disadvantaged group achieved the expected standard for Combined Reading, Writing and Maths.
  • In Reading 70% of our disadvantaged group achieved the expected standard or higher.
  • In Writing 40% of our disadvantaged group achieved the expected standard or higher.
  • In Maths 70% of our disadvantaged group achieved the expected standard or higher.
  • In EGPS 80% of our disadvantaged group achieved the expected standard or higher.

The average scaled score for our disadvantaged group in all subjects was higher than the average (100)

In Key Stage 1

Of the children that were able to be assessed

  • 76% of the disadvantaged group achieved the expected standard in Reading.
  • 71% of the disadvantaged group achieved the expected standard in Writing
  • 77.5% of the disadvantaged group achieved the expected standard in Maths.
  • 100%  reached the expected standard in phonics by the end of Year 2

In the Early Years Foundation Stage

  • 57% of the disadvantaged group reached a Good Level of Development.
  • 57% of the disadvantaged group reached expected outcomes for Literacy
  • 71% of the disadvantaged group reached the expected outcomes in Maths