Pupil premium strategy statement 2022 - 2023

The Pupil Premium Grant (PPG) is additional funding provided to schools to narrow the gap of attainment for pupils who may fall into the following categories -.

1) Children from families who have been or are currently in receipt of benefits related free school meals.

2) Children who have been looked after by a local authority or subsequently adopted from local authority care.

3) Children from service families.

At Whitegrove we:

Recognise the fact that children in receipt of Pupil Premium are not an homogeneous group and cover a wide range of needs. As such the strategies we use to raise attainment will take this group and individual needs fully into account.
Have a significantly smaller percentage of children claiming free school meals than locally or nationally (currently 2.86% compared to 22.50% nationally eligible for free school meals in January 2022). This can make Key Stage progress and attainment comparisons difficult without identifying individual children.
Use high quality teaching and learning as the preferred way to narrow the gaps in attainment in the first instance. We will also use high quality interventions with proven evidence of impact to assist our pupils who need additional support in a time limited way.

School overview

Metric	Data
School name	Whitegrove Primary school
Pupils in school	420
Proportion of pupils under PPG allocation	4.3% (18 children)
Pupil premium allocation this academic year	£28,105
Academic year covered by statement	2022 - 2023
Publish date	Sept 2022
Review date	July 2023
Statement authorised by	Alexandra Butler
Pupil premium lead	Wendy McGee
Governor lead	Signe Sutherland

Pupil progress scores for children in receipt of PPG for last academic year (2021/2022)

Measure	Points of Progress across all year groups
Reading	0.26
Writing	0.17
Maths	0.36

Percentage of pupils in receipt of PPG attaining EXC+ for last academic year (2021/2022)

Year Group	Reading	Writing	Maths
Year 1	100%	100%	100%
Year 2	40%	20%	20%
Year 3	100%	50%	100%
Year 4	100%	100%	50%
Year 5	50%	50%	75%
Year 6	83%	83%	75%

Teaching priorities for current academic year 2022-2023

Aim	Target	Target date
Overall Wellbeing	Children access and engage with class learning and demonstrate improved levels of emotional literacy and confidence.	June 23
Progress in Reading	Achieve better than national average progress scores in Reading Achievement against AREs are in line or exceed previous attainment	June 23
Progress in Writing	Achieve at least national average progress scores in Writing Achievement against AREs are in line or exceed previous attainment	June 23
Progress in Mathematics	Achieve at least national average progress scores in Mathematics Achievement against AREs are in line or exceed previous attainment	June 23
Phonics	Exceed expected standard in PSC	June 23

Provision for PPG children taking specific needs into consideration

Readiness for learning

Measure	Provision/Action
Priority 1	Ensure all Key Stage 2 staff act upon the analysis of Boxall Assessments and have the opportunity to receive appropriate training to support children’s well-being.
Priority 2	Address low emotional literacy by the introduction of a Zones of Regulation curriculum, expanded by small group to ensure all children have opportunity to embed key learning opportunities.
Barriers to learning these priorities address	Meeting SEMH needs to ensure children are ready for learning and can engage with whole class teaching.
Projected spending	£8,000

Vocabulary and oracy

Measure	Provision/Action
Priority 1	Continue Voice 21 project throughout school and ensure staff are targeting specific children when required.
Priority 2	Develop and extend pupils’ verbal sentence structure to enhance coherence and effectiveness of writing.
Priority 3	Continue emphasis on early intervention and small group teaching to support and extend vocabulary and oracy skills.
Barriers to learning these priorities address	Limited vocabulary and modelled use of language. Fewer opportunities for purposeful talk outside the classroom.
Projected spending	£3,800

Core subjects

Measure	Provision/Action
Priority 1	Following analysis of NFER and ongoing teacher assessment, pupil’s academic needs are identified and appropriate interventions planned.
Priority 2	Quality reading texts to ensure engagement within school, including guided reading sessions, and participation at home with parents/carers.
Priority 3	Appropriate phonics scheme and related intervention work to address both individual and small group teaching and to identify and close gaps in knowledge where impacting literacy progress in KS2.
Priority 4	Ensure mathematical misconceptions are identified and addressed through discussion and appropriate strategies and interventions.
Barriers to learning these priorities address	Gaps in basic concepts required to make good progress. Low aspiration.
Projected spending	£13,100

Full participation in school community

Measure	Provision/Action
Priority 1	Priority and opportunity for children to participate in clubs and social activities within school.
Priority 2	Encouragement and support to increase involvement in areas of responsibility within school. Where appropriate develop opportunities to include children’s interests to enable increased participation.
Priority 3	Monitor parent/carer engagement in arranged meetings/conferences and offer alternative means to increase involvement. Continue to build capacity for family learning events.
Barriers to learning these priorities address	Low self-esteem and confidence. Consistent and collaborative approach to learning from home and school.
Projected spending	£3,200

Monitoring and Implementation

Area	Challenge	Mitigating action
Teaching	Ensuring staff have the knowledge and capacity to analyse available data and address specific areas of development. Providing opportunities for ongoing training, planning and preparation for reading and oracy activities, including sharing and evaluating activities.	Build into regular CPD, effective phase meetings and collaboration between subject leaders. Cover available for specific identified training/liaison with other members of staff. Learning walks and feedback to relevant staff members around target children.
Targeted support	Ensuring enough time for small group or individual support. Effective targeted intervention for specific pupils with monitoring and impact recorded for continuity.	Experienced staff have specific time allocation for planning and allocating provision. Pupils included and monitored on Provision Mapping and individual plans continually reviewed and updated (3 points during 2022/23 school year – 4^th November, 24^th February, 12^th June).
Wider strategies	Supporting families in possible difficult circumstances with care and understanding.	Liaison with SENCO and other experienced members of staff

Review: last year’s (2021-2022) aims and outcomes

Aim	Outcome
Readiness for Learning	Children have benefitted from high quality individual/group/class support. Boxall profiles completed for Key Stage 2 (Years 3/4/5) to support targeted work in 2022-23. Analysis of SEMH needs using Boxall profiles from June 2021 (Years 5/6) highlighted areas of development for specific children and LSA plans in place. ELSA work continued to target individual children and their inclusion in small group work. Extra resources (time and staff) targeting specific groups in Key Stage 1 to ensure barriers are addressed before full engagement has been possible. Reduction in serious incidents throughout the academic year. Children observed independently applying taught strategies to manage behaviours and engage in learning.
Vocabulary and Oracy	Developing confidence and vocabulary through new reading scheme and expanded use of guided reading resources. Re-introduction of whole school and across phase collaborative opportunities, working alongside different age groups to encourage modelled discussions
Core Subjects	New phonetic reading books purchased and children are confidently demonstrating their use of phonics. All Year 1 PP children passed Phonics Screening, 60% of Year 2 PP children passed by the end of KS1. New phonics scheme embedded and children observed to be responding positively. Additional teaching support in maths planning and delivery, increased staff confidence and capacity to expand smaller group teaching. Children’s confidence increased and progress evidenced.
Full participation in school community	Following COVID restrictions, gradual reintroduction of extra curriculum opportunities and focus on inclusion for targeted children. 50% of Key Stage 2 PP children attended extra curriculum clubs during Spring/ Summer 2022 Expansion of family learning opportunities in school to all year groups to ensure maximum opportunity for parents to rebuild relationships within school community. Increase in parent involvement in school activities. 58% of PP children’s parents attended at least one family learning session across all year groups