020 8310 2140

sao@hawksmoor.greenwich.sch.uk

Pupil Premium Strategy 2016 - 2017

Total Number of Pupils
(Oct 2016)

Number of Pupils Eligible for PP

686

629 (exc. Nursery)

150

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.

 

London Grid for Learning (LGfL) have a free tool that parents can use to check if their child is eligible for Free School Meals. This can help us secure additional funding for the school. The tool is available here: https://pps.lgfl.org.uk/.

 

Benefits for children