Staff Area

Staff Area

Hawksmoor School

Pupil Premium

Pupil Premium Strategy 2018-19

Total Number of Pupils 
(Oct 2018)

Number of Pupils Eligible
for PP

Date of Next Internal Review of this strategy



Summer 2019

Our pupil premium grant allocation for 2018 – 2019:  £220,440.00

How we identify and address barriers to learning faced by individual pupils:

Barriers to learning are identified through everyday teaching practice and discussed in detail for each Pupil Premium entitled child during regular ‘Pupil Attainment Checks’ following assessments in Reading, Writing and Mathematics.  These checks are led by senior leaders, which include our Assessment Co-ordinator and SENDCo, and are of course attended by all class teachers in each relevant year group.

Pupil Attainment Checks ensure that:

    • progress and attainment of each pupil is discussed in detail;
    • barriers to learning are identified and recorded;
    • impact of current interventions is evaluated and strategies/provision re-considered and altered as required;
    • appropriate targeted interventions and support are instigated (see below)

Summary of the main barriers to educational achievement faced by eligible pupils at the school:

  • Identified Special Educational Needs
  • Speech and Language & social communication difficulties
  • Social, emotional and mental health
  • Broken family structures
  • Low parental engagement/parenting skills
  • Social housing (e.g. overcrowding)
  • Social Services involvement
  • Low attendance
  • High level of medical needs

How pupil premium funding is spent to address identified barriers and the reasons for the approaches

How Pupil Premium funding is spent

Reasons for approaches

Our teachers and teaching assistants deliver targeted interventions focused on raising standards, in reading, writing and mathematics for lower attaining children and to ensure higher attaining pupils are also challenged to reach their full potential.

Increase progress and attainment in reading, writing and mathematics, plus development of language, communication and social skills

Lego therapy – delivered by trained T.A. and fully supported by outside agency

Language development and building of confidence and self-esteem

Parenting Practitioner

Parenting courses/ groups/ individual sessions are run to impact positively on outcomes for children through addressing/supporting:

  • Social, emotional and mental health
  • Broken family structures
  • Low parental engagement/parenting skills
  • Social housing (e.g. overcrowding)
  • Social Services involvement
  • Low attendance
  • High level of medical needs
  • Behaviour management

Attendance Officer focus

Increase attendance of identified pupils to enable greater access to learning

Speech and Language in school focus groups


SALT (additional external agency support)


Additional Social Communication Project

Improve communication skills, which will impact directly on learning through development of speaking, listening, reading and writing


To support staff with specialised visual resources and strategies, including PECS which enable non-verbal children to communicate

Homework Club

To enable adult support to be given to children with their homework, who do not necessarily get support at home

Computer Club (Lunchtime)

To further develop ICT skills for children who do not have access to technology at home

Educational Psychologist (additional support)

To help identify suitable provision and strategies to support children with extreme social, emotional and educational needs.  Also to provide advice to EHCP assessment requests.

Additional agency support staff

To support with social, emotional and mental health

TA trained to meet specialist medical needs and employed specifically to support some children with very high levels of medical need

To enable children with high levels of medical need to access mainstream education and supports their school attendance.

The Library of Everything – Special Literacy Project

A mysterious practical experience to inspire children as readers and writers

Pupil Premium 2017-18

In the financial year April 2017–2018, Hawksmoor School received £233,640.00 Pupil Premium Funding to help us boost the progress to get better results for our children who are eligible for free school meals or ‘looked after’ by the Local Authority with the intention of closing any gaps in attainment for ‘disadvantaged’ children.

This is what we spent it on:

In the 2017/2018 academic year we spent approximately £254,633 on initiatives, activities and additional outside agencies which supported our pupils eligible for the Pupil Premium Grant which is well above the money we were allocated by the government.

We spent £161,072 on teacher focus work, on in-class support provided by our excellent Teaching Assistants, and to pay teachers and TAs to run our many English and Maths intervention, catch-up and booster groups including:

  • Target work in the Early Years Foundation Stage
  • 5 TAs offering language groups and speech and language therapist set programmes
  • Daily 1:1 reading and additional Group Guided Reading
  • Reading comprehension groups
  • Additional Spelling and grammar groups
  • Project X and Project X Code
  • Phonics booster sessions
  • Writing, creative writing and handwriting groups
  • Pre and post-teaching English and Math lessons
  • Max’s Marvellous Maths
  • Maths times-tables groups
  • Before and after school SATs boosters
  • Lego Therapy 

We also spent:

  • £38,698. On our very successful Parent Partnership and support programme
  • £13,400. On high quality professional counselling
  • £997. On additional Educational Psychology advice
  • £9,850. On special language groups e.g. Everybody Talks (SALT)
  • £1000 On a lunchtime computer club for these children, especially those who do not have access to a computer or the internet at home
  • £359. Parent/Pupil phonics workshops for year 1
  • £630. on homework clubs
  • £10,021. on help from the specialist teacher for those learning English as an Additional Language
  • £9,100 Social Communication Project, behaviour support and ASD outreach
  • £536.00 on lunchtime play equipment
  • £1920. Brilliant Club (Gifted and Talented) – raising aspirations to attend university
  • £950 Shakespeare Festival Registration
  • £6100. on Before and after school SATs boosters

Total:  £93,561

Impact of Pupil Premium Funding 2017 – 2018

Outcomes for children: 

At the end of Key Stage 2, outcomes for Pupil Premium were significantly lower than in previous years and below National and the Local Authority averages.

In order to address this, at pace, we have fully reviewed all interventions and only those which had a significant impact have been retained.  Following the recent leadership re-structure and soft partnership with Linton Mead, Quality first Teaching has become the catalyst for raising standards, which is being fully supported by the introduction of a new robust tracking and analysis assessment system.  This system will ensure that all vulnerable groups of children receive timely targeted teacher support. In addition to this an Inclusion Team, led by the Head of School, has been developed and follows an intense professional development programme. This will ensure that our vulnerable children receive the best possible provision through personalised programmes of study, where appropriate, and ensure good progress and raised attainment.​ 

Pupil Premium Strategy 2016 - 2017

Total Number of Pupils
(Oct 2016)

Number of Pupils Eligible for PP


629 (exc. Nursery)


Our pupil premium grant allocation for 2016 – 2017: £220,915.00

We aim to ensure we spend our additional Pupil Premium Grant on things that work and are effective in making a positive difference to our disadvantaged children, helping to combat their many barriers to learning and close any gaps in achievement so they do just as well as the other children.

We regularly measure the impact or effect of our Pupil Premium strategies and initiatives using a range of methods including:

  • analysis of achievement data (pupil progress and the standards they attain) to see if we are successfully closing any gaps;
  • specifically tracking their progress in the intervention programmes they are on and other support they and their families receive to see if they are working using our ‘narrowing the gap’ sheets, leading to an in-depth discussion and guidance from senior managers on how best to help each individual pupil as well as groups of pupils;
  • observation of in-class support, intervention programmes and other provision to ensure they are being delivered well and are targeted on the children who will benefit most from them to maximise their effectiveness and impact;
  • directly comparing the quality of work and progress in their books to that of the other children in the class;
  • feedback from the additional outside agencies we buy in such as our professional counselling service, and from staff about the positive difference these services are making;
  • analysis of other relevant key indicators such as attendance, punctuality, behaviour;
  • drawing information from other relevant records such as PSHCE assessments as well as information relating to Social Care involvement, safeguarding and child protection.

We use this information to decide which strategies are working well and that we can expand and build-on, and which are not having much effect so need to be targeted on different children, improved, or abandoned and replaced with something better. This information is compared to the cost so we can look for better alternatives if they are not providing ‘value for money’.

We identify and address barriers to learning faced by individual pupils through:

  • everyday teaching practice; trawling records;
  • discussions with pupils;
  • parents and agencies involved;
  • rigorous regular tracking of pupil attainment and progress, especially in our dedicated, solution-focused “narrowing the gap” progress meetings in which all disadvantaged children (including higher ability PP children) are discussed in detail with senior leaders, including our Inclusion Manager, the effectiveness of strategies to overcome their barriers to learning evaluated, and a new tailored programme put in place.

The main barriers to educational achievement faced by eligible pupils at the school:

  • Low language levels – 60% of our pupils have language delay or difficulties when they arrive in Foundation Stage as identified by a Speech and Language therapist. This leads to social communication difficulties, and issues with reading and writing
  • Broken family structures – family stress and low resilience
  • Low parental engagement/parenting skills
  • Safeguarding and welfare issues which may lead to Social Services involvement
  • Loss and bereavement
  • Trauma and other mental health issues in the family and/or child
  • Frequent moves of country and school – some have no recourse to public funds
  • Socio-economic disadvantage i.e. poverty
  • Housing issues i.e. massive overcrowding, temporary poor quality accommodation and friction with neighbours and other members of the community
  • Poor health and diet, high level of medical needs, and low attendance
  • Special educational needs and disabilities.

Expenditure of Pupil Premium funding to overcome these barriers to learning:

All the interventions and support are chosen for their proven effectiveness (research or internal impact evaluation), with the intention of accelerating the progress of our disadvantaged children to raise their standards of attainment and narrow any gaps with their non-PP peers.

How Pupil Premium funding is spent

Reasons for approaches

Our teachers and teaching assistants deliver a wide range of impact-evaluated, highly effective targeted individual and group interventions, mainly in literacy and numeracy. (see list below)

To close the gaps.

DISS research showed TAs are effective when delivering tailored interventions skillfully.


Teaching Assistants providing highly effective in-class support and guidance, especially on-going assessment, coaching for improvement, and emotional support to those with behavioural difficulties

Sutton Trust research found assessment for learning and effective feedback accelerated the progress of disadvantaged pupils.

DISS research showed TAs are effective in supporting behaviour in the classroom.

1:1 or very small group tuition

Additional 1:1 TA support for PP children with medical and behavioural needs

Sutton Trust and internal evaluations show this boosts learning

Essential to enable the children to attend school and access learning

Language screening and dedicated language and social communication groups, including Lego therapy, overseen by an outside agency e.g. SALT and ASD outreach (funded by the school)

Language development and building of confidence and self-esteem

Teacher led boosters

To maximise learning through providing additional outstanding teaching in core subjects and diminish disadvantage

English as an additional language support groups and additional external agency support for PP children who are also beginner language learners

We have found specialist EAL teaching and oversight of TA work in this area to be effective in supporting children rapidly gain basic language fluency

Parenting Practitioner (Genesis)

Parenting courses/groups/individual sessions especially for those who are “hard to engage”. Research shows that effective parental support for education is key.

Counselling (professional)

To support PP children and parents in dealing with mental health and emotional needs (emergency short term and long-term)

Attendance Officer focus

Increase attendance of identified pupils to enable greater access to learning

Additional outside agency support e.g. Educational Psychologist, SALT (see above), ASD outreach

To help identify and advise on suitable programmes and strategies to support children with extreme social, emotional and educational needs – we have a very high number of ASD/PP children.

Wide range of extra-curricular clubs and activities e.g. Homework Club, Computer Club (Lunchtime)

To enable adult support to be given to children with their homework, and ICT skills who do not necessarily get support or have the technology at home.   Research suggests that where extra-curricular clubs are learning based they impact positively.​