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2019-20 Report

Hall Green Infant and Nursery School Pupil premium strategy statement.  

School overview

Metric

Data

 School name

Hall Green Infant School

Pupils in school

412

Proportion of disadvantaged pupils

20.14%

Pupil premium allocation this academic year

£85,760

Academic year or years covered by statement

2018-19.

Publish date

1st December 2019

Review date

1st  November 2020

Statement authorised by

Janice Wood

Pupil premium lead

Rose Alyas

Governor lead

Mr R Connelly

Disadvantaged pupil performance overview for last academic year

 

Meeting expected standard

Achieving high standard

EYFS  GLD

47%

 

KS1 Reading

73%

32%

KS1 Writing

55%

23%

KS1 Maths

82%

45%

KS1 Combined

59%

18%

KS1 Phonics

95%

Strategy aims for disadvantaged pupils

 

Measure

Activity

Priority 1

Reading: Focus on developing secure early reading skills and improving phonic knowledge and skill. Supporting the acquisition of vocabulary for our target children.

Priority 2

Writing: Focus on building secure grammatical accuracy, handwriting and spelling for our target children.

Barriers to learning these priorities address

We have a high number of children who have English as an additional language and struggle with both vocabulary, grammar and writing. Home reading for our target children is not consistent and there is currently an in house attainment gap between our PP and non PP children reaching ARE  in reading and writing.

Projected spending

£9,200

Teaching priorities for current academic year

Aim

Target

Target date

Progress in Reading

Narrow the gap by 10% between school and national ARE levels.

Sept 2020

Progress in Writing

Narrow the gap by 5% between school and national ARE levels.

Sept 2020

Progress in Mathematics

Narrow the gap by 10% between school and national ARE levels.

Sept 2020

Phonics

Narrow our in-house gap by 10%

Sept 2020

Other

Broaden the wider opportunities for our PP children through our curriculum.

Sept 2020

Remember to focus support on disadvantaged pupils reaching the expected standard in phonics check at end of year 1.

Targeted academic support for current academic year

Measure

Activity

Priority 1

Tailored CPD for all staff and volunteers around reading interventions and developing positive learning behaviours around reading for children.  Small group interventions delivered for targeted children.  TA support to lead additional small reading groups.  Additional adult support to 1:1 readers. Parent workshops to support home learning. Research into new reading initiatives, community projects and new pedagogy to ensure creative teaching approaches.  CPD around storytelling to support practitioners in building engagement and excitement around stories and support creative practice.

Priority 2

Review and close monitoring of writing progress for our targeted children. Review of intervention timetabling. Consistent use of the new handwriting scheme and effective small group implementation.  TA support to run small target group intervention.  Parent writing workshops and 1:1 meeting for target children to support early writing. 

Barriers to learning these priorities address

Skilled staff are available to teach small targeted groups. Target children can take ownership of their learning and feel confident in their reading and writing skills.  Children with physical difficulties or delayed fine motor skills have access to targeted intervention to support good progress. Parents will know how to support early reading and writing at home.  Children will have access to good models of reading and have more opportunities to explore wider vocabulary. 

Projected spending

£62,660

Wider strategies for current academic year

Measure

Activity

Priority 1

Inclusion lead to support families with attendance issues through early help.  Continue to provide financial support for targeted children to engage them in enrichment activities such as:  trips, clubs, music lessons and wrap around care support. 

Priority 2

Enhance the curriculum opportunities through buying in theatre workshops, play leaders, lunch time MFL club and specialist whole class music sessions to target children who don’t take up after school activities.

Barriers to learning these priorities address

Exposure to the arts and building aspirations around the arts is limited for some of our children.  

Projected spending

£13,900

Monitoring and Implementation

Area

Challenge

Mitigating action

Teaching

Maintain good practice and continue build on new pedagogy.

Quality CPD around research and creative systems that have a positive impact on the teaching of key reading and writing skills.

Targeted support

Developing volunteer and TA expertise to ensure quality provision for all groups.

Ensure high quality induction for all support leaders of small groups including volunteer helpers.

Wider strategies

Engagement with target families and enhanced pupil engagement with wider school experiences.

Inclusion lead in place to support families.  Provision mapping in place to monitor.  Financial assistance planned for and in place with the school business manager.

Review: last year’s aims and outcomes

Aim

Outcome

TA / Teacher Specialist Intervention Targeted Support

To continue to close the gap for attainment in core subjects with small targeted groups.

Out target groups made good progress and were more confident in class.

Employment of Pastoral Support/PP Strategic Lead

Continue to report to stakeholders about PP provision, progress and attainment ins school.

To monitor and analyse impact of Teaching and Learning for PP children. To identify pupils not making good progress and put provision in place.

Continue to support improving attendance for PP pupils

More focused tracking ensured that interventions were targeted which positively impacted on progress and engagement.

All stakeholders have had an accurate strategic summary of PP children’s provision, progress and attainment in school across the year.

LAC/POST LAC Pupils

Continue to support POST LAC/LAC pupils and their families with resources and interventions which support academic progress and attainment and SMSC development.

Pupils showed increased confidence levels and felt happy and safe in school.  Nurture and friendships groups had a positive impact on target children’s well-being.

Enabling Enterprise Visit

Continue to support PP pupils in developing practical enterprise, leadership and teamwork skills and experience.

 

Improved communication, teamwork and leadership skills. Evidence of risk-taking ability which impacted on children building a positive view of themselves as learners..

Paid Clubs for PPG pupils

Continue to give all PP pupils the opportunity to access extracurricular activities and develop secure personal, social and emotional skills.

 

PP pupils and their families feel supported as part of the school community and enabled to have equal access to enrichment opportunities in school.

 

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