Harbottle C of E (Aided) First School – Pupil premium information 

Pupil premium provides the school with extra funding. It is given to schools for children who have been registered for free school meals at any time in the last 6 years, have been looked after for one day or more, are adopted from care or leave care under a Special Guardianship or Residence Order or whose parents have served in the armed forces in any of the previous 4 years. 

The pupil premium grant is designed to allow schools to help these pupils by improving their progress and the exam results they achieve. It is important to note that not all children eligible for free school meals are low attaining or making poor progress. The individual needs of each child will be assessed and planned for accordingly. 

This additional money could make a significant difference to us. We can use it in any way we choose to improve the quality of the education that we provide for your child. This could include for example additional training for our staff, investing in partnership working with our colleagues in the area to further our expertise or supporting our staff in working on specialised areas such as speech and language. 

Free school meals are available to people who are classed as unemployed and receiving a qualifying benefit. 

However, this is not automatically available, as an application needs to be completed and returned to the school or free school meal office at County Hall. An application cannot be made retrospectively as the process is a set criterion and there is no appeals process. 

Children who receive income support or income-based jobseekers’ allowance in their own right are also entitled to claim free meals under the same application process. 

If a child attends school, or the parent/guardian resides, in Northumberland the applicant can apply to Northumberland authority for free school meals. 

We recognise that Covid-19 has had a significant effect on the education of all children and acknowledge that disadvantaged children may be particularly adversely affected.

Pupil Premium 2019-20 

We had no pupils entitled to Pupil Premium during school year 19-20 

Pupil Premium 2020-21 

Expected Pupil Premium Income for 2020-2021: £4035 

Total 

number of 

pupils 

eligible for 

pupil 

premium 

funding – 

current year July 2020-21

Number of 

eligible boys

Number of 

eligible girls

Number of 

pupils 

eligible for 

free school 

meals in the last six years (ever 6 FSM)

Ad/LAC  Number of 

service 

children

3  3  0  3  0  0

 

What is the most effective way to support disadvantaged pupils’ achievement? 

Taken from supporting the attainment of disadvantaged pupils, by Department for Education 

  1. Whole school ethos of attainment for all

Schools has an ethos of high attainment for all pupils. They view each pupil as an individual and consciously avoid stereotyping disadvantaged pupils by referring to them as a group – they never assume that all disadvantaged pupils face similar barriers or have less potential to succeed. 

  1. Addressing behaviour and attendance

Schools make sure they have really effective behaviour strategies: communicating simple, clear rules and training all staff in behaviour management. They also have strong social and emotional support strategies to help pupils in need of additional support, including through working with their families. 

  1. High quality teaching for all

Schools emphasise the importance of ‘quality teaching first’. They aim to provide a consistently high standard, through setting expectations, monitoring performance, tailoring teaching and support to suit their pupils and sharing best practice. 

  1. Meeting individual learning needs

Schools see pupils as individuals, each with their own challenges, talents and interests. Staff work to identify what might help each pupil make the next steps in their learning, whether they are performing below, at, or above expectations. They focus on providing targeted support for under-performing pupils during curriculum time (as well as providing learning support outside school hours). They seek out strategies best suited to addressing individual needs, rather than simply fitting pupils into their existing support strategies. Schools provide both individual support for pupils that have very specific learning needs, and group support for pupils with similar needs. 

  1. Deploying staff effectively

Schools identify the strengths of each member of staff and find the best ways to use them. They are quick to spot potential and ‘grow their own staff’. They devolve as much responsibility as possible to frontline staff and deploy their best teachers to work with pupils who need the most support. They ensure that teaching assistants (TAs) are well trained in supporting pupils’ learning as well as in specific learning interventions, so TAs can provide effective support to individual pupils or small groups. They also ensure strong teamwork between teachers and support staff. 

  1. Data driven and responding to evidence

Schools use data to identify pupils’ learning needs at every opportunity – when pupils join the school, during regular reviews of progress and during day-to-day teaching. They review progress every few weeks, spot any signs of underperformance and address them quickly. Teachers engage with the data themselves: they input, analyse and use it to underpin their teaching. Pupils are given time to review their feedback and discuss their progress with teachers. 

  1. Clear, responsive leadership

Senior leaders ensure that staff are willing to do whatever it takes to help each pupil to succeed. They hold every staff member accountable for pupils’ progress. They train staff to provide high quality feedback to pupils and adopt the same approach themselves when providing feedback to staff. 

Barriers to future attainment for pupils eligible for pupil premium funding in 2020-2021

  1. Lack of cultural capital and experience impeding ability to contextualise learning.
  2. 66% of PP pupils have a low baseline on entry to Reception.
  3. Speech and language delay. 66% of PP pupils have been referred for speech therapy.

We will target the attainment and progress of this group in the following ways and spend our allocation as described below:

Title  What we will do  Intended outcomes  Anticipated costs
Teaching  Professional 

development: 

Subject leadership – training with SIP, 

curriculum 

development and 

collaborative work with schools in the Morpeth Partnership to 

strengthen leadership and knowledge of the curriculum. 

Recruitment: 

Support for Early 

Years teachers and Teaching Assistants to be accessed through the local authority SLA programme. 

Additional teaching assistant support in the Early Years unit.

Curriculum planning focuses on rigorous teaching of basic skills 

Children are supported to develop strong basic skills including good number knowledge to support fluency, accurate use of speech and grammar, developing vocabulary and improving spelling. 

Children who are able to access the more advanced elements of the curriculum are those who have a strong grounding in the basic skills and are able to draw on these fluently. This can be a particular issue for our PP and often hides their progress.

Sequential curriculum planning in place to ensure development of knowledge and 

skills. This will be 

monitored through 

book scrutinies. 

The Early Years 

teachers and teaching assistants feel 

supported. 

All Early Years 

children are supported and challenged in 

class. This will be 

monitored through 

observations and pupil voice.

Additional TA hours to support academic and social needs within the 

Early Years unit. 6 hours per week, 

commencing 4th 

November: £2700

For example 

 

Targeted academic support Speech and language referral to Local 

Authority. 

Quality First Teaching: Phonics taught in 

ability groups. 

Extra teaching 

assistant used to 

support those 

Reception children needing more support to become school 

ready. Teacher and teaching assistants will work together to provide targeted 

academic support.

Children will have 

improved outcomes in speech and language. 

All children will 

achieve their potential and the majority will reach age related 

expectations in 

reading. This will be monitored through 

RWI tests, termly 

reading tests and 

teacher assessments. 

All children will be able to access the Early Years curriculum and allow them to achieve GLD.

Cultural capital 

These activities will only take place once Covid-19 restrictions are not in place and when it is deemed as safe as possible to restart this.

Providing 

opportunities to visit Newcastle, churches, places of worship. 

Inviting theatre groups in to provide 

workshops.

All children are given the opportunities to experience a wide 

range of opportunities and a chance to see beyond the valley.

Review date: February 2021

 

Might you be eligible?

If you think you may be entitled, you can also apply online.