Pupil Premium Strategy Statement 2022-23

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This statement details our school’s use of pupil premium (and recovery premium for the 2022 to 2023 academic year) funding to help improve the attainment of our disadvantaged pupils. 

It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.

The total budgeted cost is £38,245

School overview

School name

High Halstow Primary Academy

Number of pupils in school


Proportion (%) of pupil premium eligible pupils

22 / 212 = 10.4%

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)


Date this statement was published

September 2022

Date on which it will be reviewed

July 2023

Statement authorised by

Gemma Stangroom

Pupil premium lead

Alice Limb

Governor / Trustee lead

Sam Yacomine

Funding overview



Pupil premium funding allocation this academic year

£1,385 per child. 21 pupils currently disadvantaged (September 2022)
PP for April 22 – April 23 is £34,625 and was based on the October 2021 Census (25 pupils)

Recovery premium funding allocation this academic year


Pupil premium funding carried forward from previous years (enter £0 if not applicable)


Total budget for this academic year
If your school is an academy in a trust that pools this funding, state the amount available to your school this academic year


part a: pupil premium strategy plan

Statement of intent

Our intention is that all pupils, irrespective of their background or the challenges they face, make good progress and achieve high attainment across all subject areas. The focus of our pupil premium strategy is to support disadvantaged pupils to achieve that goal, including progress for those who are already high attainers. 

We will consider the challenges faced by vulnerable pupils, such as those who have a social worker and young carers. The activity we have outlined in this statement is also intended to support their needs, regardless of whether they are disadvantaged or not.

High-quality teaching is integral to our approach, with a focus on areas in which disadvantaged pupils require the most support. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school. Implicit in the intended outcomes detailed below, is the intention that non-disadvantaged pupils’ attainment will be sustained and improved alongside progress for their disadvantaged peers.

Our strategy is also integral to wider school plans for education recovery, notably in its targeted support through School Led Tutoring for pupils whose education has been worst affected, including non-disadvantaged pupils.    

Our approach will be responsive to common challenges and individual needs, not assumptions about the impact of disadvantage. The approaches we have adopted complement each other to help pupils excel. To ensure they are effective we will:

  • ensure disadvantaged pupils are challenged in the work that they’re set
  • act early to intervene at the point need is identified
  • adopt a whole school approach in which all staff take responsibility for disadvantaged pupils’ outcomes and raise expectations of what they can achieve


This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number

Detail of challenge


A review of the curriculum has highlighted opportunities to further develop high quality teaching, assessment and resourcing across the wider curriculum which responds to the needs of all pupils.


Assessments, observations, and discussions with pupils suggest disadvantaged pupils generally have greater difficulties with phonics than their peers. This negatively impacts their development as readers. It is important that all staff have received training to deliver effective phonics lessons and interventions including Beat Dyslexia and Toe by Toe to support the progress of pupils. Additionally, staff will continue to embed a trusted spelling scheme (Jane Considine) to improve pupil spelling across the academy.


It is apparent that disadvantaged pupils generally require additional support to produce high quality writing outcomes. Pupils require access to engaging quality texts and rich experiences to support pupils to be engaged by writing.


Our assessments and observations have suggested that disadvantaged pupils can require additional support to retain basic maths skills to be able to apply them in different contexts. Therefore, it is important to embed the teaching of basic maths skills through whole class maths and intervention groups to support pupil progress. Maths Champion, TTRS and Numbots will all support progress.


Our assessments and observations indicate that the education and wellbeing of many of our disadvantaged pupils have been impacted by partial school closures to a greater extent than for other pupils. These findings are supported by national studies. 
This has resulted in significant knowledge gaps leading to pupils falling further behind age-related expectations. .


Whilst attendance was lower than usual in 2021-22, it was still above national. Our attendance data indicates that attendance among disadvantaged pupils has been 2.1% lower than the whole school in 2021-22. Attendance for the whole school was 92.9% and for disadvantaged pupils it was 90.8%
44.4% of disadvantaged pupils have been ‘persistently absent’ compared to 23.8% of the whole school during that period. Our assessments and observations indicate that absenteeism could be negatively impacting disadvantaged pupils’ progress.

Intended outcomes

This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.

Intended Outcome

Success Criteria

  1. High quality outcomes across all curriculum areas

Observations, book looks, pupils conferences indicate improved outcomes amongst disadvantaged pupils. 
Pupils will be able to talk about their learning with increased confidence and will be able to recall prior learning and build on it.

2. Improved phonic and spelling outcomes among disadvantaged pupils

Assessment data for phonics and spelling will demonstrate outcomes at least in line with non-disadvantaged pupils.

3. Improved writing outcomes among disadvantaged pupils

Assessment data for writing will demonstrate outcomes at least in line with non-disadvantaged pupils.

4. Improved arithmetic scores for disadvantaged pupils as well as maths outcomes at the end of KS2

Data collated from arithmetic assessments will show outcomes at least in line with non-disadvantaged pupils.
Maths outcomes for the end of KS2 will show outcomes at least in line with non-disadvantaged pupils.

5. To achieve and sustain improved wellbeing for all pupils in our school, particularly our disadvantaged pupils.

Sustained high levels of wellbeing from demonstrated by:

  • qualitative data from pupil voice, pupil and parent surveys and teacher observations
  • an increase in participation in enrichment activities, particularly among disadvantaged pupils   

6. To achieve and sustain improved attendance for all pupils, particularly our disadvantaged pupils.

Sustained high attendance demonstrated by:

  • the overall absence rate for all pupils being no more than 3.5%, 
  • the percentage of all pupils who are persistently absent being below 10% and the figure among disadvantaged pupils being no more than 2% lower than their peers.

Activity in this academic year

This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.

Teaching (for example, CPD, recruitment and retention)

Budgeted cost: £4,000


Evidence that supports this approach

Challenge number(s) addressed

To provide CPD for staff to ensure the curriculum meets the needs of all pupils.
To ensure progression of skills and resources required support all pupils to access the curriculum and be engaged.
To ensure monitoring of the curriculum is robust and supports every child to progress.

Quality CPD has a strong evidence base for positive impact on teaching and learning.


Purchase of a DfE validated Systematic Synthetic Phonics programme and additional resources to secure stronger phonics teaching for all pupils.
Purchase of a recommended spelling programme to secure stronger spelling outcomes for all pupils

Phonics approaches have a strong evidence base that indicates a positive impact on the accuracy of word reading (though not necessarily comprehension), particularly for disadvantaged pupils: 
Phonics | Toolkit Strand | Education Endowment Foundation | EEF


Invest in high quality texts and visits/visitors to engage pupils in their writing.

If pupils recognise how to write in a specific style through sharing of high-quality texts and feel engaged to write, outcomes can be increased.


Enhancement of our maths teaching and curriculum planning in line with DfE and EEF guidance.
We will fund teacher release time to embed key elements of guidance in school and to access Maths Hub resources and CPD (including Teaching for Mastery training).

The DfE non-statutory guidance has been produced in conjunction with the National Centre for Excellence in the Teaching of Mathematics, drawing on evidence-based approaches: 
Maths_guidance_KS_1_and_2.pdf (publishing.service.gov.uk)
The EEF guidance is based on a range of the best available evidence: 
Improving Mathematics in Key Stages 2 and 3


Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £23,056


Evidence that supports this approach

Challenge number(s) addressed

Additional phonics sessions targeted at disadvantaged pupils who require further phonics support.
For pupils who need different support specific interventions such as Beat Dyslexia and Toe by Toe will be implemented. 

Phonics approaches have a strong evidence base indicating a positive impact on pupils, particularly from disadvantaged backgrounds. Targeted phonics interventions have been shown to be more effective when delivered as regular sessions over a period up to 12 weeks:
Phonics | Toolkit Strand | Education Endowment Foundation | EEF


Engaging with the National Tutoring Programme to provide school-led tutoring for pupils whose education has been most impacted by the pandemic. A significant proportion of the pupils who receive tutoring will be disadvantaged, including those who are high attainers.

Tuition targeted at specific needs and knowledge gaps can be an effective method to support low attaining pupils or those falling behind, both one-to-one:
One to one tuition | EEF (educationendowmentfoundation.org.uk)
And in small groups:
Small group tuition | Toolkit Strand | Education Endowment Foundation | EEF

Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £12,842


Evidence that supports this approach

Challenge number(s) addressed

To read regularly with a reading volunteer / Beanstalk reading programme

To embed use of reading based interventions to increase fluency in reading and reading for pleasure whilst interacting with a good role model regularly.

2 & 5

To offer pupils the opportunity to work with a counsellor to support them with emotions.

Targeted support for individuals can support their well-being and mental health.


Whole staff training on behaviour management approaches with the aim of further embedding our school values and further improving behaviour across school.

Both targeted interventions and universal approaches can have positive overall effects:
Behaviour interventions | EEF (educationendowmentfoundation.org.uk)


To provide extracurricular opportunities for disadvantaged pupils

Extra-curricular opportunities will provide new opportunities for pupils which will support their wellbeing.


Embedding principles of good practice set out in the DfE’s Improving School Attendance advice.
This will involve training and release time for staff to develop and implement new procedures and appointing attendance/support officers to improve attendance.
Additionally, funding Breakfast Club places will encourage attendance and punctuality.

The DfE guidance has been informed by engagement with schools that have significantly reduced levels of absence and persistent absence.


Contingency fund for acute issues.

Based on our experiences and those of similar schools to ours, we have identified a need to set a small amount of funding aside to respond quickly to needs that have not yet been identified.

Additional staffing cost for TA sessions

CPD for staff = approximately £2,000
Enhanced resources = £2,000
TA salary to enable class interventions to take place 
Proportion of admin assistant’s salary due to focus on attendance = £2,000
Attendance Advisory Service support = approximately £1,600
Cost of funding Breakfast Club £432 per child who attends full time x 6 = £2,592 
Uniform = £500 if needed
School Milk = £54.60 per year per pupil = maximum of £1,000 (although some will decline it)
Counselling service = £3,900 (average of 5 days per term)
Dog therapy = £1,000

Total budgeted cost: £39,898

part b: review of outcomes in the previous academic year

pupil premium strategy outcomes

This details the impact that our pupil premium activity had on pupils in the 2021 to 2022 academic year. Additional details can be seen in the original 2021-22 PPG Statement.

2021-22 Aims and Outcomes



To ensure all relevant staff (including new staff) have received training to deliver the phonics scheme effectively.

Achieved. Phonics International was embedded across the academy.83% of the cohort passed the phonics check.100% (1 pupil) of disadvantaged pupils met the threshold of 32.

To rapidly close gaps in writing by engaging in quality texts and rich experiences. To use a trusted spelling scheme to improve pupil spelling across the academy. 

This will continue into 2022-23 as impact is being seen but this needs to be embedded and sustained. 

To work with the maths hub to develop early number skills and embed the mastery approach across all year groups.

The research behind the programme is integrated into maths teaching. A mastery approach is used and will continue to be used to support pupil progress across the academy.