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Hatcham Temple Grove

Pupil Premium

Specific interventions are put in place at Hatcham Free School to support disadvantaged pupils who are either under attaining or underachieving in core subjects.

In addition to this, interventions and support programmes are put in place for pupils who may have emotional barriers to learning, such as learning mentor support or Lego therapy.

Financial support is given to disadvantaged pupils to access wider enrichment opportunities, such as clubs, school trips and school journey.

Beyond all of this, Hatcham Free School directs a comparatively large proportion of budget to staffing to ensure small group teaching can target pupils of all attainment to attain and achieve higher than national expectations. Disadvantaged pupils who are attaining above the expected level are also benefitting from small group learning, including core subject lessons.

Pupil Premium (2018/2019)

Area

Responsible Person

Description of Intervention

Approximate Cost

Impact

Phonics (CLL)

Intervention (R)

HLTA X 2

Targeted phonics intervention ½ hr -1hr daily led by experienced teachers

£4,300

Reviewed termly

Writing Intervention (R)

HLTA X 2

Targeted writing intervention ½ hr -1hr daily led by experienced teachers

£4,300

Reviewed termly

Maths Intervention (R)

HLTA X 2

Targeted maths intervention ½ hr -1hr daily led by experienced teachers

£4,300

Reviewed termly

Phonics Intervention - Year 1

HLTA X 2

Targeted phonics intervention ½ hr -1hr daily led by experienced teachers

£6,500

Reviewed termly

Phonics Intervention - Year 2

HLTA X 2

Targeted phonics intervention ½ hr -1hr daily led by experienced teachers

£2,150

Reviewed termly

Writing Intervention- Year 2

HLTA X 2

Targeted writing intervention ½ hr -1hr daily led by experienced teachers

£4,300

Reviewed termly

Maths Intervention- Year 2

HLTA X 2

Targeted Maths intervention ½ hr -1hr daily led by experienced teachers

£4,300

Reviewed termly

Reading Intervention- Year 2

HLTA X 2

Targeted reading intervention ½ hr -1hr daily led by experienced teachers

£4,300

Reviewed termly

Catch Up reading Programme – Yr. 3 - 5

HLTA

Targeted reading program focused on readers 1 year behind age related expectation 2 x per week 1:1

£5,000

Reviewed termly

Writing Intervention- Year 5

Experienced Teacher

Targeted writing intervention 1/2 hr- 1 hr daily led by experienced teachers

£4,300

Reviewed termly

Maths Intervention- Year 5

Experienced Teacher

Targeted Maths intervention 1/2 hr- 1 hr daily led by experienced teachers

£4,300

Reviewed termly

Reading Intervention- Year 5

Experienced Teacher

Targeted reading intervention 1/2 hr- 1 hr daily led by experienced teachers

£4,300

Reviewed termly

Total Cost: £52,350

Pupil Premium Statement (2017/2018)

Number of disadvantaged pupils currently at HTGFS (September 2017): 32

Income: £27,000

Area Responsible Person Description of Intervention Approximate Cost Impact

Phonics (CLL)

Intervention (R)

HLTA X 2 Targeted phonics intervention ½ hr -1hr daily led by experienced teachers £4,300 80% of PP students met GLD
Writing Intervention (R) HLTA X 2 Targeted writing intervention ½ hr -1hr daily led by experienced teachers £4,300 80% of PP students met GLD
Maths Intervention (R) HLTA X 2 Targeted maths intervention ½ hr -1hr daily led by experienced teachers £4,300 80% of PP students met GLD
Phonics Intervention - Year 1 HLTA X 2 Targeted phonics intervention ½ hr -1hr daily led by experienced teachers £6,500 100% of PP Students passed check
Phonics Intervention - Year 2 HLTA X 2 Targeted phonics intervention ½ hr -1hr daily led by experienced teachers £2,150 100% of PP Students passed re-check
Writing Intervention- Year 2 HLTA X 2 Targeted writing intervention ½ hr -1hr daily led by experienced teachers £4,300 56% of PP students met expected standard or higher
Maths Intervention- Year 2 HLTA X 2 Targeted Maths intervention ½ hr -1hr daily led by experienced teachers £4,300 67% of PP students met expected standard or higher in maths 
Reading Intervention- Year 2 HLTA X 2 Targeted reading intervention ½ hr -1hr daily led by experienced teachers £4,300 78% of PP students met expected standard or higher in reading
Writing Intervention- Year 4 HLTA x 2 Targeted writing intervention 1/2 hr- 1 hr daily led by experienced teachers £4,300 100% of PP Students made expected or better progress in writing
Maths Intervention- Year 4 HLTA x 2 Targeted Maths intervention 1/2 hr- 1 hr daily led by experienced teachers £4,300 100% of PP Students made expected or better progress in maths
Reading Intervention- Year 4 HLTA x 2 Targeted reading intervention 1/2 hr- 1 hr daily led by experienced teachers £4,300 100% of PP Students made expected or better progress in reading

Total Spend £47,350

Previous Pupil Premium Statement (2016/2017)

Number of disadvantaged pupils currently at HTGFS from September 2016: 32

Income: £27,000

Area Responsible Person Description of Intervention Approximate Cost Impact

Phonics (CLL)

Intervention (R)

HLTA X 2 Targeted phonics intervention ½ hr -1hr daily led by experienced teachers £4,300 100% of students in receipt of FSM reached expected standard in CLL and phonics
Writing Intervention (R) HLTA X 2 Targeted writing intervention ½ hr -1hr daily led by experienced teachers £4,300 100% of students in receipt of FSM reached expected standard in writing
Maths Intervention (R) HLTA X 2 Targeted maths intervention ½ hr -1hr daily led by experienced teachers £4,300 100% of students in receipt of FSM reached expected standard in maths.
Phonics Intervention - Year 1 HLTA X 2 Targeted phonics intervention ½ hr -1hr daily led by experienced teachers £6,500 100% of PP students passed phonics test
Phonics Intervention - Year 2 HLTA X 2 Targeted phonics intervention ½ hr -1hr daily led by experienced teachers £2,150 100% of PP students passed the phonics retake
Writing Intervention- Year 2 HLTA X 2 Targeted writing intervention ½ hr -1hr daily led by experienced teachers £4,300 89% of PP students achieved expected or higher in writing KS1 SATS
Maths Intervention- Year 2 HLTA X 2 Targeted Maths intervention ½ hr -1hr daily led by experienced teachers £4,300 67% of PP students achieved expected or higher in maths KS1 SATS
Reading Intervention- Year 2 HLTA X 2 Targeted reading intervention ½ hr -1hr daily led by experienced teachers £4,300 100% of PP students achieved expected or higher in Reading KS1 SATS

Total Spend= £34,450

Main Barriers to Achievement

Children entitled to free school meals (FSM) encompass the full spectrum of needs and backgrounds in the school community, including white and minority ethnic pupils, looked after children, most able pupils and those with special educational needs (SEN).

Consequently, the barriers and challenges that disadvantaged pupils face can be complex and varied- there is no single difficulty faced by all. Barriers can lie within schools, with learners and their families. It is, therefore, important to analyse where pupils have multiple barriers to learning to ensure a good, deep understanding of children and their families.

How Will the Impact be Measured

How Successful Schools Raise the Attainment of Disadvantaged Pupils

  1. Promote an ethos of attainment for all pupils, rather than stereotyping disadvantaged pupils as a group with less potential to succeed.
  2. Have an individualised approach to addressing barriers to learning and emotional support, at an early stage, rather than providing access to generic support and focusing on pupils nearing their end-of-key-stage assessments
  3. Focus on high quality teaching first rather than on bolt-on strategies and activities outside school hours.
  4. Focus on outcomes for individual pupils rather than on providing strategies.
  5. Deploy the best staff to support disadvantaged pupils; develop skills and roles of teachers and Teaching Assistants, rather than using additional staff who do not know the pupils well.
  6. Make decisions based on data and respond to evidence, using frequent, rather than one-off assessment and decision points.
  7. Have clear, responsive leadership: setting ever higher aspirations and devolving responsibility for raising attainment to all staff, rather than accepting low aspirations and variable performance
  8. Address behaviour and attendance and invest in individualised problem-solving and emotional support.

(From DfE publication: Supporting the attainment of disadvantaged pupils: articulating success and good practice Research report November 2015) 

Our school strives to raise the attainment of disadvantaged pupils as part or our commitment to raise academic standards of all our pupils.

We ensure quality teaching for all, ensure that pupils' attendance is good and provide behaviour and emotional support to pupils - as necessary. We make every effort to understand every pupil as an individual and tailor intervention programmes accordingly. Additionally, we monitor attainment regularly and intervene to address individual learning needs.