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Pupil Premium 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 2020 to 2021 academic year.

Due to COVID-19, external school performance measures were not used in the 2020 to 2021 academic year. Internal assessments at Hall Orchard were also stripped back to allow teachers to maximise the time with their pupils to catch up for loss learning and to work on pupil mental health and wellbeing which had suffered dramatically during the periods of school closure due to COVID-19. In its place, Hall Orchard used transition assessment in Maths, Reading and Writing in the Autumn term and Summer term to create diagnostic assessments of pupil attainment and gaps in learning. These were then used by the class teacher to close gaps in learning and additional resources were allocated to the disadvantaged pupils to close their gaps in learning.

Pupil Premium funding from the 2020-2021 academic year was used for the following desired outcomes:

  • Outstanding achievement in reading for all pupil premium pupils.
    • LEXIA – Pupil Premium pupils had school and home access to LEXIA, this  was monitored closely every 6 weeks to ensure pupils, even during the school closure, were accessing LEXIA and making progress. Where progress was slower, children were given personalised learning targets to meet their goals. Children were provided with 3 new books as well as additional resources to provide learning support during school closures to encourage the continued enjoyment of reading. Pupil progress was monitored on the reopening of the school and teachers used the diagnostic assessments to identify gaps in learning and create interventions to close the gaps.
  • Outstanding achievement in reading, writing and maths for all pupil premium children.
    • Small group tuition and 1-1 tuition was used in upper Key Stage 2 based on identified pupil need from question level analysis (PiXL tests). Their progress was tracked and monitored through every data drop ensuring the pupils were on track to make at least expected progress.
  • Increase attendance for pupils eligible for pupil premium.
    • COVID obviously had a massive impact on pupil attendance throughout the year due to self-isolation and the global pandemic. Extra resources were provided to pupil premium children, in addition to the work set on the school’s Virtual Learning Environment, to minimise the effect of school closures on our most vulnerable pupils. Pupil premium children were provided with hardware and internet access where required to ensure access to on-line working during ‘lockdown’.  The majority of pupil premium children attended school throughout the periods of National ‘school closure’.  Our EWO was used to reduce PA throughout the year and increase attendance which was successful in the context of the year.
  • Build resilience and self-esteem of identified pupils.
    • During school closures, staff was released daily to provide daily ‘check ins’ with all pupils but focussing on pupil premium children to ensure that they were being resilient and building their confidence. Additional resources were provided to particular children to develop the children’s self-esteem. Social communications groups within bubbles were also maintained to ensure improving learning behaviours and self-esteem of pupils.  On return to school bespoke ‘packages of support’ were provided for our most vulnerable pupils.

Externally provided programmes

Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England





Times Tables Rockstars

TT Rockstars

PiXL Therapies and Tests

PiXL Primary