Staff Area

Staff Area

Hawksmoor School

Pupil Premium

Pupil Premium 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.




‘Let’s Think’ Training, cover and support

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










Development of deep thinking and learning


















New assessment & tracking systems show that all vulnerable children have made progress in reading, writing and maths or been referred for further specialist intervention or 1:1 support according to their individual needs.

Teachers are focusing on effectively deploying support staff so that the teacher can work with all children, including the most vulnerable.


Let’s Think Training took place for all year groups and evidence of progress has been seen through book looks, writing exhibitions and learning walks.

Planning, using this approach, and delivering an exciting, engaging, high quality text based curriculum has supported the excellent writing results in KS2. At KS1, children made good progress in literacy, which was the lowest area at GLD. Let’s Think inspired and excited teachers and impacted positively on quality first teaching and on the teaching & learning culture – evidence in classrooms and increased collaboration through peer observations and reflections. Teachers are increasingly reflective and critical of the impact of Teaching and Learning and there is a heightened profile of the potential around text. Heightened professional dialogues, higher stakes, learning outcomes and greater motivation and renewed vigour.

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

Language development and building of confidence and self-esteem


Improved co-operation and communication skills for participants and their ability to work with their peers.  Skills transferred to wider school life.

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


Improved Social, Emotional and Mental Health evidenced through reduced behaviour incidents for children whose parents attended and engaged with these valuable sessions. Parents have a greater understanding of how to support their children through all aspects of their development, including safety, play, social skills and behaviour. Parents have also had the opportunity to attend a variety of classes, including sewing and have learnt to make clothing for their children. Parents attended an award ceremony at the end of the summer term and shared extremely positive experiences and are extremely grateful for this all-round support.

Attendance Officer focus

Increase attendance of identified pupils to enable greater access to learning


Improving attendance, and engagement in their learning, for children who do not have specific high medical needs, due to rigorous tracking, target setting and additional contact/meetings with parents.

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









SALT groups and individual SALT interventions have continued this year and all children have made progress.  This has had a positive impact on pupil outcomes.


Improved engagement for participants in classroom learning and communication with others.

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.


Recommendations support children’s engagement in their learning and school life and/or supports progression to next stage of individualised intervention and help for children with high needs.

Additional agency support staff

To support with social, emotional and mental health


Immediate support to manage extremely challenging behaviours through de-escalation strategies and changing behaviours towards positive engagement in school life.

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.


Safe and effective engagement in learning and school life.

Special Literacy Project


‘Lost Lending Library Project’

Increased children’s motivation to read and write.

Children experiencing an immersive, magical spectacle.


Children keen to read and write.

Teachers and support staff inspired.

Vast excitement and engagement.





Outcomes for children: 


2018-2019 Pupils achieving expected level and above

Foundation Stage


Pupils eligible for Pupil Premium

Non- Pupil Premium

 National Average 2019

Good Level of Development




Key Stage 1


Pupils eligible for Pupil Premium

Non- Pupil Premium

National Average 2019













Reading/Writing/Maths combined




Key Stage 1 Phonics


Pupils eligible for Pupil Premium

Non- Pupil Premium

 National Average 2019

Year 1 Working at




Year 2 Working at




Key Stage 2


Pupils eligible for Pupil Premium

Non- Pupil Premium

 National Average 2019













Reading/Writing/Maths combined





To view our Pupil Premium for 2017-18