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2021-22 Report

Pupil premium strategy statement

This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils.


It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.


School overview



School name

Hall Green Infant School

Number of pupils in school

408 ( includes 50 nursery pupils)

Proportion (%) of pupil premium eligible pupils

19.2% (69)

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)

2021-2022, 2022-2023, 2023-2024

Date this statement was published

December 2021

Date on which it will be reviewed

December 2022

Statement authorised by

Janice Wood

Pupil premium lead

Abigail Turner

Governor / Trustee lead

Mr Connolly


Funding overview



Pupil premium funding allocation this academic year

£ 92,805

Recovery premium funding allocation this academic year

£ 10,005

Pupil premium funding carried forward from previous years (enter £0 if not applicable)

£ 0

Total budget for this academic year

If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year

£ 102,810


Part A: Pupil premium strategy plan


Statement of intent

At Hall Green Infant School, we aim to ensure that our pupils make good progress and achieve high attainment across all subject areas. This is regardless of their backgrounds or other challenges they may face. Common barriers to learning for disadvantaged children could be: less support at home, weak language and communication skills, low confidence, behavioural challenges, socio-economic differences, and attendance and punctuality concerns. The focus of our pupil premium strategy is to support children who are disadvantaged to achieve this aim, including those who are already high attainers.


Our ultimate objectives are:

  • To narrow the attainment gap for pupils who are disadvantaged compared to non-disadvantaged nationally and also within internal school data.
  • To support our disadvantaged pupils through quality first teaching and ensuring early intervention occurs for pupils who require support additional to what is provided in the day to day classroom.
  • To remove barriers to learning created by poverty, family circumstances and background.
  • To ensure ALL pupils are able to read fluently to enable them to access the breadth of the curriculum.
  • To support children in developing confidence in their communication skills, resilience and emotional wellbeing.
  • To provide a wide range of opportunities to develop their knowledge and understanding of the world.


In order to achieve these objectives, we will:

  • Ensure all teachers are provided with high-quality CPD so that pupils access effective and quality first teaching.
  • Ensure early intervention occurs through evidence-based interventions that are targeted to meet the needs of our disadvantaged pupils and which are effectively monitored.
  • Ensure provision is adapted so that smaller group work can be provided to target and support pupils where the attainment gap is the biggest.
  • Ensure funding is targeted so that all pupils have access to trips, extra-curricular activities and first-hand learning experiences.
  • Ensure all pupils are provided with the opportunity to participate in enrichment activities.
  • Ensure pupils’ social, emotional and behavioural needs are supported through whole-school approaches so support is consistent and evidence-based
  • Ensure additional teaching and learning opportunities are provided through trained TAs or external agencies


This is not an exhaustive list and strategies will change and develop based on the needs and support our pupils require.


Hall Green Infant School will ensure that effective teaching, learning and assessment meets the needs of all pupils through the rigorous analysis of data and professional discussions. Class teachers will identify through reviewing assessment and observational data, specific intervention and support for individual pupils which will be reviewed at least termly. Alongside academic support, we will ensure that those pupils who have social, emotional and mental health needs are supported through high-quality provision from appropriately trained adults.





This details the key challenges to achievement that we have identified among our disadvantaged pupils.


Challenge number

Detail of challenge


Readiness for the next phase of learning has been impacted on due to a disrupted year of learning. Children have started with a low baseline across the school academically and emotionally with children’s learning behaviours not being fully developed for their current stage of education. This is a combination of disrupted learning and gaps in core knowledge.


Pupils’ emotional intelligence and resilience has been impacted on due to previous lockdowns. Pupils require ongoing support to develop and build on positive learning behaviours, build confidence in their learning and develop social skills to include conflict resolution.


Reading outcomes have been impacted due to pupils’ vocabulary being limited following a lack of exposure to the wider world. This has in turn, impacted their ability to comprehend and read fluently.


Progress in writing has been limited due to limited experiences in the children’s wider world following lockdowns. Children’s vocabulary is also limited and retention and recall of events, sentence building and prior learning has also been affected.


Underdeveloped and weaker language and communication skills in the EYFS due to reduced opportunities to develop and rehearse oral skills. A lack of early language skills within the early years’ impacts pupils ability to hear sounds when practising blending and segmenting.


Intended outcomes


This explains the outcomes we are aiming for by the end of our current strategic plan, and how we will measure whether they have been achieved.


Intended outcome

Success criteria

Improved attainment in phonics

Children’s current gaps in phonic knowledge are addressed and phonics data continues with an upward trend in the year 1 pass rate. Pupils continue to achieve above national expectations regardless of their starting points or barriers.

All pupils without additional needs or complicating factors are confident readers by the end of KS1

Internal and external data indicates that pupils make good progress and are working on ARE books in readiness for their next phase.

The gap between PP & non-PP pupils’ achievement in writing is closing and writing outcomes for pupil premium children is improved.



Data indicates that the gap between PP and non-PP pupils are is closing.


Improved oral language skills and vocabulary among PP pupils.

Assessments and observations indicate improved oral language among PP pupils. This is evident in line with other sources of evidence, including engagement in lessons, ongoing formative assessment and contribution to pupil’s voice.

Improved and sustained wellbeing for pupils in school, with a focus on PP children.

An increase in participation in enrichment activities, such as extra-curricular clubs for PP pupils.

Pupils engagement and confidence in contributing to class discussions and pupil voice.

In house TIAAS audit data shows progress for PP pupils.




Activity in this academic year


This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.


Teaching (for example, CPD, recruitment and retention)

Budgeted cost: £46,950


Evidence that supports this approach

Challenge number(s) addressed

Early reading CPD

The DfE Early Reading framework states the importance of the pre-cursors to reading and the impact these can have on children’s reading skills, reading for pleasure, vocabulary skills and writing outcomes. Therefore, teachers need to have effective CPD to ensure they are able to implement key learning and skills development in their lessons.

1, 3, 5

Phonics CPD

Team teaching, coaching and mentoring support to build good and outstanding teaching of phonics.  Monster Phonics official training for staff.

1, 3, 4, 5

STAR vocabulary CPD



EEF recommendations 1 & 2 ‘Improving Literacy in Key Stage’ (September 2020) Language acquisition is a key foundation for reading, writing and communication development. Using an evidence-based approach ensures consistency across all phases of EYFS and KS1.

1, 3, 4, 5

STEM sentences CPD

1, 3, 4, 5

HLTA support Reception

Pupils in the EYFS benefit from higher staff to pupil ratios. Small, targeted groups using highly trained staff are effective in improving outcomes for pupils.

1, 3, 4, 5

Inclusion Lead (40%)

Effective leadership of key areas of children’s development is important. Having a named person to support the implementation of key strategies and training opportunities is important to ensure there is a consistent and effective approach. It gives one key contact for professionals to engage with and to ensure information is communicated effectively and timely.

1, 2, 3, 4, 5

Wellbeing and resilience training for teachers

Research shows that teacher wellbeing is of national significant concern with up to 40% of teachers leaving the profession within the first five years. A growing amount of research reveals serious issues around teacher wellbeing, where high levels of stress, anxiety and burnout are becoming more common (Teacher Wellbeing Index, 2019; OCED, 2013; DfE, 2018; Perryman and Calvert, 2020; Kidger et al, 2015).

In response to this, the DfE have recently launched a teacher recruitment and retention strategy, an advisory wellbeing group and a wellbeing charter (DfE, 2019; DfE, 2021). In addition, staff wellbeing now forms part of the Ofsted inspection framework (Ofsted, 2019).


1, 2, 3, 4, 5

Mastering Number

(We are part of the regional trial)

Mastering Number is a new programme offered in 2021/22 by the National Centre for Excellence in the Teaching of Mathematics (NCETM) and the Maths Hubs Network. It aims to develop solid number sense, including fluency and flexibility with number facts, which will have a lasting impact on future learning for all children. It also involves high-quality professional development for teachers.

1, 2, 3, 4, 5

Sustaining Mastery

EEF study ‘Mastery Learning’ (September 2021)

‘The impact of mastery learning approaches is an additional five months’ progress, on average, over the course of a year. There is a lot of variation behind this average. It seems to be important that a high bar is set for the achievement of ‘mastery’ (usually 80% to 90% on the relevant test). By contrast, the approach appears to be much less effective when pupils work at their own pace.

1, 2, 3, 4, 5


Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £39,490


Evidence that supports this approach

Challenge number(s) addressed

NELI intervention

The NELI programme has been evaluated through three randomised control trials funded first by the Nuffield Foundation and then the Education Endowment Foundation. The latest, and largest, published May 2020 involved 193 primary schools. This found that children receiving the NELI programme made the equivalent of  3+ additional months in oral language skills compared to children who did not receive NELI.

3, 4, 5

Precision Teaching

A tailored, focused 1:1 teaching intervention based around the child’s identified gaps.  Repetition supports fluency and automaticity in the words/sounds taught.

3, 4, 5

1:1 reading

EEF recommendations ‘Improving Literacy in Key Stage’ (September 2020) Modelling and discussions around language and comprehension 1:1 supports the development of early reading skills.

1, 3, 4, 5

Additional teaching group – yr. 1 and 2

Smaller group support, using qualified and highly trained teachers, has a positive impact on progress and attainment for all pupils. It ensures that children from disadvantaged backgrounds have access to early intervention through evidenced-based means. Outcomes for pupils improve through effective quality first teaching. Therefore, PP pupils will benefit from small group work but with a qualified and experienced teacher.

1, 3, 4, 5


Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £16,370


Evidence that supports this approach

Challenge number(s) addressed

TIAAS training for teachers

Evidence is starting to show that the emotional and social development of pupils in the school has been affected by lockdowns. TIAAS is an evidence-based, specifically trained, whole school approach that will upskill all teachers and TAs in knowledge and skills to support children with trauma and attachment needs that have been caused by a variety of different triggers.

1, 2, 5

Nurture groups – led by TA’s

Small groups to support children in building confidence, social skills and positive friendships to support their wellbeing and develop positive relationships in school impacting on their enjoyment of learning in the school environment.

1, 2, 3, 4, 5

Attendance Leader

To manage attendance and ensure intervention and support is offered in a timely manner to families before attendance begins to significantly impact children’s learning.

1, 2, 3, 4, 5

Educational Visits, extra-curricular clubs and other activities/resources

Supporting our children in accessing and experiencing events as part of the wider curriculum and as extra-curricular activities has shown to have a positive impact on their development and in closing the gap. It increases their wider experiences, exposure to the wider community/area, as well as developing their cultural capital.

1, 2, 3, 4, 5


Total budgeted cost: £ 102,810




Part B: Review of outcomes in the previous academic year


Pupil premium strategy outcomes

This details the impact that our pupil premium activity had on pupils in the 2020 to 2021 academic year.


Externally provided programmes

Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England




Monster Phonics

Monster Phonics

White Rose Maths Premium resources

White Rose Maths (Glow Maths Hub)


2020-21 Targeted Academic Support Review

This review is measured with the understanding that schools were operating with partial closure from 6th January 2021 – 8th March 2021 due to a national lockdown.  





Priority 1

1st Quality Teaching


SDP link - priority 5 

Further develop creative teaching approaches that support children in building knowledge over time and in remembering more. (CRC link article 3, 17,28 & 29)


“Good teaching is the most important lever schools have to improve outcomes for disadvantaged pupils” (EEF Guide to The pupil Premium June 2019)


As recommended by the EEF research we will follow a tiered approach to support our disadvantaged learners.


Tier 1- Quality 1st teaching through targeted teacher research and development of ‘Enquiry Based Learning’ (EBL) approaches. “The idea that children learn best through doing and actively exploring (1936 Piaget’s cognitive study).

Teacher training and development

External training to develop guided reading explore new authors and explore the use of poetry at EYFS and KS1 level, ensuring high expectations and a rich variety of texts and reading experiences are confidently planned and delivered by practitioners. 


Team teaching & lessons study

Additional training for ‘Enquiry Based Learning’ developing planning and doing show lessons using the approach to support through working together and observing each other’s practice.  Teachers will use this opportunity to reflect and build on their own practice and hone skills.


Tier 2- Targeted academic support through effective use and training of teaching students, volunteers and support staff to ensure high quality and enhanced engagement in targeted small group sessions.

Revising the monitoring of reading

Streamline and ensure the system for monitoring reading is consistently used across school by practitioners, students TA’s and volunteers and that parents have clear expectations around reading and phonics at home.


Tier 3- Removing non-academic barriers through embedding our ‘Learning behaviours’ helping our disadvantaged learners to build the tools for reflective, resilient life-long learning behaviours that ensure they are ready for their next phase in education.

Tier 1- Quality 1st teaching

Autumn lesson observations indicated that all teaching was good or better and teachers were adapting practice and planning to incorporate the ‘enquiry based learning approach’. 


Tier 2- Targeted academic support

An enhanced training approach was implemented for students and volunteers with a high focus around reading.  A positive impact was observed (through leaning walks) and the training program has been refined and will be implemented again.




Tier 3- Removing non-academic barriers

Pupil voice indicated that children’s resilience was building with a focus around confidence and building positive relationships however, this picture changed upon the return to school in March 2021 and the approach was adapted.

Priority 2

Reading & Phonics


SDP link - priority 1

Raise the profile of reading with the whole school community and enable children to catch up by developing early reading skills, fluency and comprehension skills (CRC link article 3, 17,28 & 29)




Reading is a core basic skill in KS1.  It enables children to access their class learning with increasing independence.  Fluent reading supports good writing and develops deeper understanding of the world around them. 

Tier 1 – Whole class

Run a ‘Catch up’ Programme where we will adjust the timetable to create further opportunity for short, sharp phonic and word recognition sessions. During the autumn term additional guided reading and comprehension lessons to ensure children can make clear links with their phonics and reading a new reading scheme of phonics based books will be used in guided reading sessions.

Use of data and assessment to target and identify gaps

Regular review of groups and target children to ensure children’s learning gaps are filled and are making good progress.

Listening to stories & Story time role play

In building a pleasure to reading teachers to wear the story crown or cape to focus children in. Use of this in lessons also to highlight where they are listening and to transfer their skills across lessons. Vocabulary and comprehension and attention to words and sounds of the week to also link learning together.


Tier 2 – Small group targeted support

Small group sessions led by student teachers and TA’s to provide focused additional guided reading sessions.

Coaching and mentoring

Final term student teachers to work alongside our teachers until they are ready to team teach guided reading sessions and take on a group of their own.  Teacher is to rotate with the student and monitor the progress of both children and student teachers.


Tier 3 – 1:1 readers

Systematic support for children to read on a 1:1 basis with a volunteer or with a TA throughout the week.  This ensures those children who are not read with at home have that 1:1 reading experience.

Training for volunteers

How to support early reading and use our school systems to communicate and monitor.

Tier 1 – Whole class

Catch up’ Programme

YR 2 December phonics screening check demonstrated that we had closed the gap with 89% of the cohort passing in line with 89% passing the year 1 check in 2020.


Tier 2 – Small group targeted support

We trailed the Little Sutton Reading Hub’s ‘Teaching of Reading’ approach in year 1.  This demonstrated a positive impact on the development of fluency and comprehension.  The system for reading has now been implemented again and a variation implemented in year 2 for this academic year.


Tier 3 – 1:1 readers

This initiative again was successful in targeting children and removing barriers to fluency in reading.  This was teamed with additional phonics on a 1:1 basis impacted positively on those children who took part.

Projected spending




2020-21 Wider Strategies Review





Priority 1

1st Quality Teaching


SDP link - priority 5 

Further develop creative teaching approaches that support children in building knowledge over time and in remembering more. (CRC link article 3, 17,28 & 29)


Wellbeing of Children & staff

Covid-19 impacted greatly on all our lives.  Wellbeing and giving teachers skills in dealing with stress, anxiety and workload is 

Intrinsic to a happy and healthy learning experience for our children.  SLT and the wellbeing committee work collaboratively to put together resources and strategies that provide respite to support staff in their practice and management of their feelings.  Autumn term curriculum offer for children has been adapted to focus on wellbeing, PSHE and exploring how to recognise and cope with difficult feelings.  This has been done through carefully chosen stories that are centred on these issues, additional lessons for PE, PSHE and RE where children have greater opportunity for collaboration and discussion.


Movement of classrooms, transitions of teachers

The 2019 Year 1 annex converted to the 2020 Year 2 annex. Meaning the year 1 children remained in their precious building on their return after the Covid - 19 partial closure of schools.  Reception did move to Year 1 classes however their previous reception teacher worked alongside their new teacher to support with the lack of transition.



All teachers trained to carry out a safeguarding baseline for each child.  A baseline of children’s emotional wellbeing was taken (using a variation of 3 houses).  All children given time to discuss their home circumstance whilst in lockdown.  CPOMS purchased to ensure accurate recording of parental, child or teacher concern.


Children, families, staff and governors voiced that this approach was very successful.  The impact was measured through questionnaires and pupil voice.


Training for staff and the adaptation to the curriculum gave children time and staff the expertise to explore the wellbeing of every child.  This resulted in a number of families being able to access the right help where needed.


CPOMS is now fully established as our safeguarding recording system.


The wellbeing staff and children’s teams are established now and will remain as a voice for children and staff in school. 

Priority 2

Reading & Phonics

SDP link - priority 1

Raise the profile of reading with the whole school community and enable children to catch up by developing early reading skills, fluency and comprehension skills (CRC link article 3, 17,28 & 29

Resources to support engagement

New library areas, digital books, books and reading schemes purchased. Schemes coordinated across year groups to ensure children have access to a range of books at their level.


Home Learning, website and parental support

Compile and deliver parent workshops and information to support high quality learning at home. Ensure the home learning available for any children who have to isolate or shield, has a high phonics and reading focus, alongside high quality resources that the children understand and access.

Digital libraries were used to support our children during the lockdown – January – February 2021 and supported the continuation of guided reading digital sessions for all children.



  Projected spending