Pupil Premium

Pupil Premium 2015/16 Report

What is Pupil Premium?

The Pupil Premium is an allocation of additional funding provided to schools to support specific groups of children who are vulnerable to possible underachievement.  These include pupils who are entitled to free school meals, those looked after by the local authority and children of armed service personnel.  The intended effect of this funding is to accelerate progress and raise attainment.

In most cases the Pupil Premium is allocated to schools and is clearly identifiable.  It is for schools to decide how the Pupil Premium, allocated to schools per FSM pupil, is spent, since they are best placed to assess what additional provision should be made for the individual pupils within their responsibility.

All schools are required to report on the amount of funding received, how this is being used, and the impact of any work done.

It is a significant amount of money and it is very important all families who may be eligible for Free School Meals make sure they apply (even if the child is a KS1 pupil and eligible for Universal Infant Free School Meals, or prefers to bring their own packed lunch).  Application forms for Free School Meals are available in the school office.

The table below shows how much Pupil Premium Hazelwood Academy has been allocated for the past four financial years.






Total number of pupils on roll





Total of pupils eligible for PPG (ever 6 FSM - FSM in the past 6 years)





(+2 LA top-up for 4 months)

Total of pupils eligible for PPG (Service Families)





Amount of PPG received per pupil




£1320 /£300 service /£580/pp for LA top-up

Total Amount of PPG Received





Please note: the above figures are for standard financial years, which run from April to March. As an Academy our financial year is the same as our Academic Year and runs from September to August. This means that the funding in the table above will not tally with the spending in the allocation below as spending will be based on 5/12 of financial year 14/15 and 7/12 of financial year 15/16.

At Hazelwood Academy we continue to employ a range of strategies to close attainment gaps.

Whole school strategies (which benefit all pupils) include:

       A strong focus on ensuring consistent quality teaching and learning across the academy; supported by a culture of coaching and strong CPD having a focus on SEND training in the spring term.

       Our engaging Cornerstones curriculum which we personalise to meet pupil needs

       Detailed pupil tracking, assessment and monitoring

       Our effective positive behaviour management and attendance policy

       Inclusive and positive school culture

       Effective senior leadership team, focused on PP agenda


Targeted strategies for under-achieving pupils (which benefit FSM and other under-achieving pupils) include:

       Early intervention and targeted learning interventions, for example, Talk Boost, Read Write Inc, Catch Up, Acceleread/Accelerwrite

       One-to-one support and other ‘catch-up’ provision delivered by skilled teaching assistants or qualified teachers

       Rigorous monitoring and evaluation of impact of targeted interventions overseen by our SENCO and Inclusion/Intervention Manager

       Extended services  and multi-agency support, for example, the provision of Breakfast Club and access to services such as TAMHS (Targeted Mental Health Service)

       Targeted parental engagements, for example, termly celebration of learning events for parents and curriculum workshops

       In-school dedicated pastoral and wellbeing support and outreach, for example, our Family Support Worker and Counsellor who works under the direction of our Inclusion and Intervention Manager, our Young Carers Group and our Nurture provision

       Developing confidence and self-esteem through empowering learners. In 2014/15, Purple Learners, a new initiative promoting pupils’ meta-cognition and resilience in order to be able to respond positively to challenge, was introduced. 2015/16 this training has been built on and teachers have been put in triad’s to complete further work

       School looking in to coaching for teachers to be more reflective in their practice



Targeted strategies for FSM pupils (which specifically prioritise and benefit FSM pupils) include:

       Targeting of extended services and parental support, for example, Breakfast Club, Family Support Worker, TAMHs and EP

       Subsidising school trips and other learning resources

       SENCO and Inclusion/Intervention Manager who acts as a dedicated senior leadership champion for FSM pupils





Plan 2015/16




Desired Outcome

Impact Evaluation

 11% of Teaching Assistant Salaries throughout the school that support Pupil Premium children through pupil progress monitoring.













To deliver more rigour in tracking and intervening with students, including pupil premium pupils, who are not making expected progress. Pupils are identified for support through the Pupil Progress system and their progress is reviewed 6 weekly.

Independent learning. Basic skills reinforced.

Gaps in learning closed.

Pupil premium progress is in line or more than expected in all subjects across the majority of year groups.

Proportion of Intervention/Inclusion Coordinator time


 Nurture group

To provide children with the social and emotional skills, to facilitate learning, through the development of secure attachments in a safe small group setting.

The Nurture group has had a positive impact helping students to build positive relationships with key members of staff and enabling them to learn to play co-operatively in a safe quiet environment.

1:1 Intervention Support with A Rayner  (0.2)



A targeted approach to provide personalised learning through 1:1 support.

Independent learning. Basic skills reinforced.

Gaps in learning closed.

Pupil premium children closed the gap with their peers for SPAG and maths.

Better Reading Partners


A 10 week reading intervention pupils from year 1 who have fallen behind at reading. Trained Better Reading Support partner delivers programme to help develop independent reading and comprehension skills so children can make faster progress and catch up.

Pupils will make accelerated progress in understanding what they are reading; reading with greater pace and fluency; confidently able to access a wider range of reading material.

Teacher assessment showed an increase in reading levels by an average of 3 levels.  All children who took part are now more confident and expressive readers.

Acceleread / Accelerwrite









Using computer-based programme to improve reading and writing skills.

Pupils consistently pause and reflect on their own writing, and self-correct.

Improvement in spelling age.

All children who took part showed an improvement in their spelling age.

Talk Boost training and sessions


To support children whose language is below their peers.

Narrowing the gap for pupils in the foundation stage and KS1 in speaking and listening. Learning techniques will be embedded into whole class activities.

The children who took part in talk boost sessions benefited from an increased time to talk and listen in a small group session.  All children showed through the assessment an increased ability to listen and more confidence in taking part in small group activities.

Therapeutic Play Counsellor


To provide help to children and young people in developing a positive attitude to life, helping them to recognise their strengths and to be able to express themselves and to develop coping strategies that have prevented them from moving on from difficult issues.

The counsellor will work with whatever issue the child/young person brings, which could mean helping them to feel more confident, to learn to understand and manage their problems and feelings better. This could mean a reduction in anxieties or helping them to make sense of their experiences which can lead to improved behaviour.


Vulnerable children to feel supported, enabling them to cope better with their home and school lives.

The therapeutic play worker has worked with children across all age ranges in the school. 

She has worked with some children that have been subject to a child protection plan engaging them in work to support their feelings.  She has also worked with children that have ASD diagnosis and attachment diagnoses helping them to work on managing their feelings.

All work Colleen

Smith does is confidential and she provides a safe and comfortable place for them to explore their feelings.



Family Support Worker


To ensure that family and social factors impacting on the lives of pupils are alleviated so lessening barriers to learning. This makes a wide and deep impact of students and deep involvement with families and ensuring any disadvantaged for FSM students is reduced.

Improved home life for children and improved attendance and attainment.

Many families this year have benefited from Mrs Smith working with them to support a variety of needs.  All the families have fed back positively.

Breakfast Club


An opportunity for children to have breakfast at school and socialise; playing board games, drawing and small world play.

Pupil premium offered free places if attendance or lateness is a focus.  Children who don’t have breakfast at home are invited or given breakfast when they arrive.

Pupils start day ready to learn. They have a fun and relaxed start to the day and a healthy breakfast.


Breakfast club has been taken up this year by many children and it has proven to be a positive start to the day for these children.

Educational Psychologist


To provide training for all members of staff supporting children with attachment disorder, ASD, training in writing social stories and precision teaching.

Educational Psychologist time to work with SEND/PP children

Staff to have strategies and tools to understand and support children with personalised timetables.


Children receive early diagnosis and professional advice on how to support children.

All staff received training for SEND children.

Pupil premium children with SEND who needed an educational psychologist assessment were prioritised.



A structured phonic programme that provides small group reading and writing.

Children to make accelerated progress in reading, writing and spelling.

89% of year 1 children passed the phonic screening check.  Pupil premium children were in line with non-pupil premium children.

Support for Y6 residential trip.

Support for other activities / visits




To ensure that all activities available at the school can be accessed by all pupils

PP Children to receive reduced fees to the year 6 residential 

Pupil premium children confidence increased in forming relationships, being healthy and fit, trying new experiences and listening. This information was gathered from a pupil questionnaire before and after the trip.

Forest Schools Class time and Club (Targeted at Y1, 3 and 4)



 A targeted programme to build self-esteem and positive learning behaviours.

 More confident, positive and focused learners.

Pupil premium children who find the transition from home to school on a Monday morning have been selected for this programme.  For all the children it has been a positive experience.



Children to receive an hour session weekly for 6 weeks with a trained practitioner. 

To support vulnerable children and their mental health.

Vulnerable Pupil premium children have been seen by the TAMHS practitioner.  Particularly successful was a group that were finding the idea of moving on to secondary school difficult and they were able to share and talk about their concerns.



2 pupil premium children to attend 1 session a week each – personalised autism class to help children manage their feelings.

To support behaviour and self-esteem of 2 autistic boys.

Boys really benefited from the experience and spoke positively about being able to understand what autism is for them.










To provide milk for pupil premium children who are 5 and over.

To aid concentration, memory function and creativity in class and provide a boost of energy between breakfast and lunch.

The children really enjoyed having milk at break time and all have asked to have it again next year.  Some children have expressed  the view that it helps keep their energy levels up.








Kate Ayliffe,
11 Jul 2016, 05:53
Kate Ayliffe,
11 Jul 2016, 05:53
Kate Ayliffe,
11 Jul 2016, 05:54
Kate Ayliffe,
13 Jan 2015, 07:53