Pupil premium

Pupil Premium Strategy Statement 2019-2022

The Pupil Premium Grant (PPG) is additional funding provided to schools to narrow the gap of attainment for some pupils. These children are from low income families who are currently known to be or have been eligible for free school meals in the last six years. It also supports children who have been 'looked after' continuously for more than six months or who have been adopted from care.

Whitegrove Primary School is fully committed to supporting pupils for whom the pupil premium provides support. At Whitegrove, our purpose in using pupil premium funding is to ensure that all the unique needs of our pupils are met and our children thrive and achieve the same high academic success and have access to all our enrichment activities. Our main focus is to improve the quality of teaching for all children, no matter their background, and to provide quality teaching for individuals and groups as required. No child should feel singled out due to the low number of PP children in our care but should grow in confidence, self-esteem and achieve their very best.

At Whitegrove we:

  • Recognise the fact that pupils 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 these group and individual needs fully into account.
  • 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 416
Proportion of disadvantaged pupils 4.1%  (17 children)
Pupil premium allocation this academic year £25,980
Academic year or years covered by statement 2019-2022
Publish date Autumn 2019
Review date Autumn 2020
Statement authorised by Karen Davis
Pupil premium lead Katherine Cantle
Governor lead Signe Sutherland

Disadvantaged KS2 pupil progress scores for last academic year with 3 year averages

Measure Score    Three-year average score
Reading -4.8   4.2 
Writing -7.4  -1.3 
Maths -2.5  -0.5 

Disadvantaged KS2 pupil performance overview for the last academic year

Measure Score
Meeting expected standard at KS2 in reading, writing & mathematics 50%
Achieving high standard at KS2 in reading, writing & mathematics 0%

Teaching priorities for current academic year

Aim Target Target date
Progress in Reading Achieve better than national average progress scores in KS2 Reading (0) Jun 20
Progress in Writing Achieve at least national average progress scores in KS2 Writing (0) Jun 20
Progress in Mathematics Achieve at least national average progress scores in KS2 Mathematics (0) Jun 20
Phonics Exceed national average expected standard in Phonics Screening Check Jun 20

Teaching aims for disadvantaged pupils

Measure Activity
Improved writing outcomes at KS2 to ensure better readiness for writing across the curriculum at secondary school.
  • Continued Voice 21 project implementation for all teachers and LSAs, including further training for staff new to the school.
  • Whole class reading of quality texts and vocabulary discussion activities.
  • Use of talking activities in all curriculum areas, including use of previously learnt vocabulary, especially prior to writing tasks.
Barriers to learning this priority addresses A more limited vocabulary arising from a lack of opportunity from birth onwards.
Fewer opportunities for purposeful talk outside classroom.
Less confidence in writing, arising from smaller vocabulary and less time to talk in the style they may be writing in.
Projected spending £ 7,300

Targeted academic support for current academic year

Measure Activity
Continue to develop Outdoor Learning intervention supporting SEMH needs
  • Continue to develop role of Outdoor TA.
  • Target intervention to groups with specific needs across year groups as needed.
  • Focused plans to address specific needs with pre- and post- intervention data to evaluate impact.
Identify specific needs through assessment and target appropriate intervention
  • Use of instant feedback, priority questions and similar in lessons to assess needs.
  • Pre- or post-lesson teaching delivered by trained staff.
  • Very specific interventions, evaluated regularly for impact.
Barriers to learning these priorities address

Lack of self-confidence, poor self-image and lack of resilience leading to lack of engagement with learning activities and low aspiration.

Ensuring all pupils are in a position to maximise learning and overcome the range of barriers identified (e.g. SEND, attendance, emotional, etc)

Projected spending £ 15,180

Wider strategies for current academic year



All vulnerable children have priority access to a range of extra-curricular experiences to complement those in school.

  • Extending LSA roles focused on this.
  • Considering vulnerable children first for all clubs, squads, teams and other competitions.

Barriers to learning this priority addresses

Low self-confidence, poor self-image and lack of resilience leading to lack of engagement with learning activities and low aspiration.

Projected spending

£ 3,500


Monitoring and Implementation



Mitigating action


Providing opportunities for ongoing training, planning and preparation for reading and talk activities, including sharing and evaluating activities.

Build into regular CPD and phase meetings. Cover provided for peer-to-peer observations. Oracy lead  to conduct learning walks and feedback.

Targeted support

Ensuring that, as children move through the school, teacher assessment is accurate. This will ensure interventions are targeted to have the largest impact.

Regular pupil progress meetings with a focus on vulnerable children. Evidence-led CPD for staff on effective interventions and use of LSAs.

Monitoring of interventions and their impact.

Wider strategies

Ensuring that all staff recognise and accept the need for promoting the needs of vulnerable children.

Supporting families to access extra-curricular experiences.

Keep the focus on the child. Support financial and transport issues where these arise. Secure parental and staff engagement. Reflect and report on the benefits gained for the child.

Review of Last Year’s (2018-19) Aims and Outcomes

Pupils in school


Proportion of disadvantaged pupils

4.0%  (16 children)

Pupil premium allocation for 2018-19





Further embed the ‘Growth Mindset’ programme complementing and building upon our existing work on the 6Rs – our values for learning.

Language and attitudes of ‘Growth Mindset’ seen throughout the school day including peer to peer in class and the playground. Use of the language of the school’s 6Rs has continued.

Children are better able to reflect on their learning and discuss their next steps, both with staff and their parents at Pupil /Parent conferences.

Continue work of Social Emotional HLTA in working with vulnerable children and their families.
LSAs deliver Emotional Literacy support interventions.
Develop the social emotional work of our Outdoor Learning LSAs supporting vulnerable children.
Continue providing additional LSA support at breaks and lunchtimes.
Develop children’s awareness of the need for online safety.

Pre- and post-intervention questionnaires show mostly good outcomes for skills taught, e.g. greater awareness of their social impact on others.

Work of Outdoor LSA reviewed to focus further on social / emotional skills including team building, dealing with conflict and developing friendship. Staff reported mostly positive impacts in class and at playtimes.

Renewed focus of adults supporting playtimes on using games to promote good social skills with positive impact.

High expectations and high-quality teaching, particularly in writing and maths, deepening the learning for all children.

Lessons are ‘tilted’ so that PP children are a priority focus for challenge, support and feedback. 

80% of the PPG children are making good or better progress in writing through their key stage (63% in 2017-18).

80% of PPG children are making good or better progress in mathematics through their key stage (75% in 2017-18).

Promote fluent written transcription skills by encouraging extensive and effective practice and explicitly teaching spelling.

Teach writing composition strategies through modelling and supported practice.

Use tracking data and individual evaluations of the needs of PP children to target strategies and interventions to meet their needs.

Monitor impact and cost-benefit through provision mapping and progress meetings.

80% of the PPG children are making good or better progress in writing through their key stage (63% in 2017-18).

The school’s LA Improvement Partner identified strengths:

  • Expectations are high in the lessons observed which result in all children wanting to write.
  • Writing has a clear audience and purpose across the school aiding composition and effect.
  • Teachers use technical vocabulary well and children have a good understanding of grammatical terminology.

Tracking and monitoring impact will be further enhanced through the purchase on new software in 2019.