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Pupil Premium



This statement details our school’s use of pupil premium (and recovery premium for the 2021 to 2022 academic year) funding to help improve the attainment of our disadvantaged pupils.

It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.

School overview



School name

Greenacres Primary School

Number of pupils in school


Proportion (%) of pupil premium eligible pupils


Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)

2021-2022, 2022 – 2023, 2023 -2024

Date this statement was published

November 22nd 2021

Date on which it will be reviewed

November 1st 2022

Statement authorised by

Joanne Wilkinson-Tabi

Pupil premium lead

Joanne Wilkinson-Tabi

Governor / Trustee lead

Laura Turner

Funding overview



Pupil premium funding allocation this academic year


Recovery premium funding allocation this academic year


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


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


Part A: Pupil premium strategy plan

Statement of Intent

Greenacres Pupil Premium Strategy

Our main objective is for all children to achieve equally: to do as well academically and to thrive socially. Different starting places do not determine end goals.  Children must not be disadvantaged as a result of their socio-economic context.

Our ultimate objectives are to:

·       Remove any and all barriers to learning.

·       Close attainment and progress gaps between all groups of children.

·       Ensure ALL children learn to read following a SSP which develops a love of reading and enables them to access the whole curriculum.

·       Support language and vocabulary development to support effective communication as well as the ability to access the whole curriculum

·       Enable children to be confident and resilient with good mental strength through a focus on diet, nutrition, the outdoors and growing our own: ‘good food; good mood.’

·       Support self-esteem through problem solving; developing communication and social skills; understanding of the world, building resilience through mistake making and learning from one another; the promotion of independence and instilling pride in our learning whilst sharing it with a range of audiences. 

·       Raise aspiration in our community. Our core values of unity, respect, freedom, acceptance and aspiration are at the heart of everything.

Our Pupil Premium spend is based on high-impact, research-based recommendations from the Education Endowment Foundation and The Sutton Trust.

Barriers to learning:

  • Children start school at a lower level than their peers.
  • Families do not hold high aspirations of learning potential or abilities.
  • Children start school with poorer speech and language skills than their peers.
  • Parental engagement with the school and children’s learning.

Our Context:

Greenacres serves sits within the lowest 20% of deprivation.  For employment, we are in the 20% most deprived; for income, we are within the lowest 20% of most deprived; for education, skills and training, we are within the 30% most deprived; for health, the lowest 30%, for crime, the highest 20%, housing and services, the lowest 30%, for income affecting children, 30% and living environment, the lowest 50%. 

Achieving Our Objectives:

In order to achieve our objectives and overcome identified barriers to learning, we will:

Ø  Provide all staff with high quality CPD to ensure a shared language and approach to phonics teaching.

Ø  Further invest in high quality texts as well as fully decodable ones.

Ø  Further invest in Acceleread texts

Ø  Provide all staff with high quality CPD on vocabulary teaching, universal provision (modelling, dual coding and recall) and the teaching of reading.

Ø  Provide all staff with high quality CPD on behaviour strategies; particularly to support children with additional needs.

Ø  Hold targeted progress meetings fortnightly or three weekly to track progress and ensure the early identification of issues.

Ø  Produce detailed analysis after all assessments (end of units and phonics).

Ø  Provide keep up; catch up sessions and targeted interventions to quickly address gaps including the use of small group work and 1:1 tuition.

Ø  Provide appropriate nurture support through a qualified learning mentor.

This is not an exhaustive list and strategies will evolve depending on the issues and barriers which arise.

Key Principals:

We will ensure QFT through effective universal provision and assessment meets the needs of all children through a rigorous analysis of data, pupil voice and outcomes.  Pupil premium children will be especially monitored and referenced during pupil progress meetings to ensure they are progressing and individual lapses are identified and addressed.  Children with social, emotional or mental health needs will access high quality provision from appropriately trained adults.


This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number

Detail of challenge


Children entering Greenacres at low starting places, particularly in communication, language and literacy and with a paucity of vocabulary.  This impacts on phonics teaching and attention and listening skills.


Children entering Greenacres with poor functional skills.


Children unable to self-regulate or manage emotions.


Children unable to access the wider world due to financial constraints and fear of parents.  This has been acerbated by Covid.


Children’s attendance is not in line with national and persistent absence is above national.

Intended Outcomes

This explains the outcomes we are aiming for by the end of our current strategy plan, and how we will measure whether they have been achieved.

Intended outcome

Success criteria

Reduce the gap between non PP and PP children’s attainment, particularly at GDS.

Data from the end of KS2 shows a parity between non PP and PP.

Implementation of Little Wandle Letters and Sounds increases the percentage of PP children passing the Phonics Check.

Consistency of language, approach and practice.  Three year increase in the Y1 Phonics Check and evidence of application in reading and writing.

Implementation of Little Wandle Letters and Sounds increases the percentage of PP children reaching EXP and GDS in reading and writing.

Three year increase in the percentage of PP children reaching EXP and GDS in reading and writing.

All children, without complicating factors, are fluent readers by the end of KS1.

All children are working on No Nonsense spellings and accessing Accelerated Read books.

Write Dance supports fine motor control and letter formation in the early years. 

Three year increase in the percentage of children able to form letters in order to write.

Interventions to support fine motor control in KS1

Three year increase in the percentage of children able to form letters in order to write.

All KS2 children are reading books in the correct Zone of Proximal Development using Accelerated read.  Quizzes ensure progress is tracked

Three year increase in the percentage of children in KS2 reading at EXP and GDS

Attendance for PP children improves and persistent absence reduces

Attendance data indicates that the gap to national closes year-on-year.

Activity in this Academic Year

This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.

Teaching (for example, CPD, recruitment and retention)

Budgeted cost: £60,000


Evidence that supports this approach

Challenge number(s) addressed

Little Wandle Phonics – whole School Approach.

Data for phonics and % of emergent readers informs us this is the correct approach

EYFS, 1,2

Cost towards training in-school trained tutor

Use of the National Tutor Programme Training


Resourcing the science lab and outdoor classroom.

The outdoors and outdoor learning supports mental strength and collaboration.


Increasing the capacity within the DSP and providing outreach to mainstream children

Early identification of potential barriers and follow up interventions ensure accelerated progress.  Outreach means a wider team benefit from guidance


Additional decodable and correctly levelled books

Proven to impact on reading attainment



Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £44,000


Evidence that supports this approach

Challenge number(s) addressed

Cost towards in-school trained tutor

Data analysis driven targeted approach


Targeted interventions, reading, writing, maths

Data analysis driven targeted approach


Booster classes (after school)

Data analysis driven targeted approach


Lexia licences

Proven approach to support spelling and reading


NELI (Nuffield Early Language Intervention)

Speech and language support for children who require additional support


Early screening and SALT intervention in EYFS and KS1

Early identification of potential barriers and follow up interventions

EYFS, 1,2



Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £ 14,000


Evidence that supports this approach

Challenge number(s) addressed

Breakfast Club for PP children

Supports children to get into school early to access reading


Attendance rewards

Incentives to improve attendance


My concern

A comprehensive system to ensure DSLs provide early help to our most vulnerable families


Enterprise festival

Supports community cohesion, aspiration and children’s life and functional skills


Community Cafe

Umbrellas and permanent base supports community cohesion, aspiration and children’s life and functional skills



Total budgeted cost: £ 118,000


Part B: 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.

We used a previous SATs paper in Years 2 and 6 to inform judgements. In all other year groups, we used NFER assessments and all papers were gap analysed and informed transition meetings.  We used a range of teacher assessment combined with Rigby Star reading assessments to better understand reading levels.  We also re-introduced weekly spelling and times table tests.

Covid did have an impact on standards, particularly with Pupil Premium children.  However, all children working below their expected standard were identified and interventions and targets put in place to ensure rapid progress.

We used CPD to support gaps analysis and next steps as well as for exploring known strategies to support learning such as modelling and repeated practice.  We also used White Rose Maths to support staff CPD which was facilitated by our maths lead.

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




3P Learning

TTS Rockstars

Maths Circle


3P Learning


Lexia Learning

Service Pupil Premium Funding (optional)

For schools that receive this funding, you may wish to provide the following information:



How did you spend your service pupil premium allocation last academic year?

Interventions, hybrid learning and mentoring

What was the impact of that spending on service pupil premium eligible pupils?

Children continued to progress.