Detail

Data

Number of pupils in school

421

Proportion (%) of pupil premium eligible pupils

4.51% (including service pupils)

Academic year/years that our current pupil premium strategy plan covers

2022 - 2025

Date this statement was published

September 2022

Date of first review

November 2023

Statement authorised by

Alexandra Butler

Pupil premium lead

Wendy McGee

Governor / Trustee lead

Signe Sutherland

Detail

Amount

Pupil premium funding allocation this academic year

£24,195

Recovery premium funding allocation this academic year

£2,035

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

£0

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

£26,230

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 2.38% compared to 23.80% nationally eligible for free school meals in January 2023). 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.

Challenge number

Detail of challenge

1

Meeting SEMH needs to ensure our PPG children are ready for learning and can engage with whole class teaching. 

2

Limited vocabulary and modelled use of language, impacting both levels of oracy and written work

Fewer opportunities for purposeful talk outside the classroom.

3

Gaps in basic concepts required to make good progress, which have been identified through attendance data and teacher assessment.

Low aspiration in some families.

4

Low self-esteem and confidence.

Consistent and collaborative approach to learning from home and school.

Intended outcome

Success criteria

Children access and engage with class learning and demonstrate improved levels of emotional literacy and confidence.

Boxall profiles in KS2 show increase in relevant areas when compared to profile from 2021-22.

Achieve better than national average progress scores in reading.

Achievement against AREs are in line or exceed previous attainment.

Reading progress scores across KS1 and KS2 in 2024-25 show 75% of PPG pupils achieve better than national average.

Reading outcomes across KS1 and KS2 in 2024-25 show that more than 75% of PPG pupils met or exceeded the expected standard.

Achieve at least national average progress scores in writing and maths.

Achievement against AREs are in line or exceed previous attainment.

Maths and writing progress scores across KS1 and KS2 in 2024-25 show 75% of PPG pupils achieve better than national average.

Maths and writing outcomes across KS1 and KS2 in 2024-25 show that more than 75% of PPG pupils met or exceeded the expected standard.

Achieve at least national standard in Phonics Screening Test.

75% of PPG pupils achieve at least national pass mark by the end of KS1.

Activity

Evidence that supports this approach

Challenge number(s) addressed

Continue oracy project (Voice 21) throughout school and ensure staff are targeting specific children when required.

Oracy provides a gateway not only to improved reading and writing, but also to learning across the whole curriculum for children and young people throughout their schooling.

Good inclusive oracy education provides children with the speaking and listening skills they need to learn and think

(Initial findings and recommendations from the Oracy All Party Parliamentary Committee December 2020)

Voice 21 impact results show that the programme has been well received by teachers, and school staff reported improvements to pupils’ oracy skills across a range of subjects.

2

3

Develop and extend pupils’ verbal sentence structure to enhance coherence and effectiveness of writing.

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/oral-language-interventions

Use of Colourful Semantics across Key Stage 1 to support verbal and written sentence structure shows good impact. Use of specialist HLTA (Early Intervention) to support writing in Key Stage 1.

2

3

Activity

Evidence that supports this approach

Challenge number(s) addressed

Continue emphasis on early intervention and small group teaching to support and extend vocabulary and oracy skills.

https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/small-group-tuition/

Focused and well-structured interventions by LSAs can have a significant impact on outcomes for pupils. Training delivered to school leaders to ensure that LSAs are trained and utilised in the most effective ways.

Regular training sessions for LSAs ensures consistent approach across school and impact is measured and reviewed. Programme of CPD where needs are apparent.

2

Appropriate phonics scheme and related intervention work to address both individual and small group teaching in KS1. Identify and close gaps in knowledge where literacy progress has been impacted in KS2.

https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/phonics/

Approaches to the systematic synthetic teaching of phonics have a strong evidence base that indicates a positive impact of the accuracy of word reading. This may not always translate to improved comprehension.

More targeted phonics teaching across Key Stage 1 to embed new phonics scheme and allow children to learn at their own pace with appropriate support.

Continued use of HLTA’s to support phonics sessions to ensure high quality teaching.

3

Activity

Evidence that supports this approach

Challenge number(s) addressed

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.

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/social-and-emotional-learning

“Improvements appear more likely when SEL approaches are embedded into routine educational practices and supported by professional development and training for staff. In addition, the implementation of the programme and the degree to which teachers are committed to the approach appear to be important.”

1

4

Address low emotional literacy by embedding a Zones of Regulation curriculum, expanded to small group work to ensure all children have opportunity to embed key learning opportunities.

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/metacognition-and-self-regulation

Body of evidence to demonstrate emotional regulation as key to effective learning and the impact of self-regulation on readiness to learn.

The evidence indicates that teaching these strategies can be particularly effective for low achieving. These strategies are usually more effective when taught in collaborative groups so learners can support each other and make their thinking explicit through discussion.

1

4

Priority and opportunity for children to participate in clubs and social activities within school.

Participation in a range of cultural and extra-curricular activities such as dance, drama, music, educational trips and residential experiences can occur either as part of the curriculum or as extracurricular activity. These approaches may be used in other areas of the curriculum, such as the use of drama to develop engagement and oral language before a writing task.

4

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.

Positions of responsibility within school to boost self esteem and develop rounded children. Higher self esteem gives children confidence in and out of classroom, thus ensuring lower hierarchy of needs are met (Maslow’s Hierarchy of Needs).

1

4

Monitor parent/carer engagement in arranged meetings/conferences and offer alternative means to increase involvement. Continue to build capacity for family learning events.

https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/parental-engagement

Strong links with parent groups and individuals to ensure a consistent approach. Evidence to show parent engagement has positive impact on child’s sense of self and learning behaviours.

Continuing to offer family learning events at targeted times and days to maximise attendance and encourage specific parents to attend – to raise self-esteem and confidence in children.

3

4

Pupil progress scores for children in receipt of PPG for last academic year (2022/2023)

Percentage of pupils in receipt of PPG attaining EXC+ for last academic year (2022/2023)

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 2023-24. Analysis of SEMH needs using Boxall profiles from July 2022 highlighted areas of development for specific children and LSA plans in place.

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 to include more non-fiction texts

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.

33% of year 1 PPG children passed Phonics Screening, all Year 2 PPG 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

Full programme of extra curriculum opportunities available and focus on inclusion for targeted children.

57% of Key Stage 2 PPG children attended extra curriculum clubs during 2022-2023 academic year (increase from 50% during Spring/Summer 2022).

Expansion of 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.

60% of PPG children’s parents attended at least one family learning session across all year groups in 2022-2023 (increase from 58% during 2021-2022).