Woodlands Pupil Premium Strategy 2024-27
- Pupil premium strategy statement
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 children.
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.
- Academy overview
Detail | Data |
Academy name | Co-op Academy Woodlands |
Number of children in academy | 385 without Nursery |
Proportion (%) of pupil premium eligible children | 68.5% (EYR to Y6) 264 children |
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 2024/25 2025/26 2025/27 |
Date this statement was published | 11th October 2024 |
Date on which it will be reviewed | September 2025 |
Statement authorised by | ACC |
Pupil premium lead | Adele Clark |
Governor / Trustee lead | Ed Jones |
Funding overview
Detail | Amount |
Pupil premium funding allocation this academic year | £407, 400 |
Recovery premium funding allocation this academic year | £0 |
Pupil 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 | £407, 400 |
Part A: Pupil premium strategy plan
Statement of intent
Statement of intent | |
At Co-op Academy Woodlands, our vision statement for our children is: ‘ I am an aspirational, resilient and confident learner and a caring and responsible citizen. I am respectful, thoughtful, ready and excited about my future.’ Co-op Academy Woodlands serves a unique community. We are a larger than average 2 form entry school In the Harehills/Gipton area in Leeds.The local area is identified as one of high deprivation (0.42, compared to a national average of 0.21). Woodlands serves a community which is in the bottom 10% of the Index of Multiple Deprivation (IMD). As a result we have a high proportion (68.5%) of our children who are in receipt of PP funding, that is over two thirds of our school population. However through our internal admissions processes we recognise that this is not representative and does not recognise the true level of deprivation of the community we serve. A number of our Black African and EEU families do not have access to public funds, they have to fund their own stay in the UK because of their immigration status. Therefore the percentage of our children who face barriers to learning due to high levels of deprivation is much higher than is officially reported. As such we aim to improve all our children's life chances/script. We are passionate about giving our children, including those eligible for Pupil Premium funding, the knowledge and aspiration they need to be successful. Our 3 year plan uses a 3 tiered approach as is set out in the EEF’s Guide to Pupil Premium. High quality first teaching sets the direction of our approach. To this end, half of our Pupil Premium funding is targeted at ensuring the best possible quality of education for all our children. We have developed a bespoke CPD program to further enhance the existing knowledge and skills of our teaching staff as well as implementing new practices to further enhance our offer. The academy has a knowledgeable leadership team who are dedicated to ensure teaching and learning is consistently good and better. Staff, including teaching assistants, receive development which includes formal training, mentoring, coaching and team teaching. We have a weekly dedicated slot that comes from our directed time allocation where we focus on deepening the knowledge and skills of our ECTs as well as other teachers identified through our monitoring processes who may need extra support. We acknowledge that children coming to our school have much lower starting points than their national peers and that their vocabulary knowledge and oracy skills are a significant barrier to their learning. We also make use of PP funding to employ an additional teacher in each of our phases in school. As part of their role, they deliver targeted support to identified pupils who benefit from teaching and learning in smaller groups. They deliver wave 2 interventions where specific gaps are identified and targeted and more specialised wave 3 interventions for children where it is identified on their pupil passports. At Woodlands our curriculum responds to the needs of our children. Our curriculum is coherently designed and essential knowledge is prioritised. Vocabulary development is carefully planned for each unit of work and is progressive, this includes the vocabulary used in our Zones of Regulation, where we enable children to verbalise their emotions. Developing our curriculum is never a task ‘done’. Leaders review and refine the curriculum based on new information and data we gather as well as children contributing through Pupil Voice. Learning about careers and employability runs through our curriculum. As part of our wider strategies Attendance is a significant whole school focus. Staff are trained on what their role and responsibilities are in relation to attendance and leaders analyse data regularly and respond. An example of this is looking at which day of the week is attendant least, over a period of time. We identified through pupil voice favourite subjects and then changed the curriculum so these subjects are on the days where absence is highest. We have a breakfast club open and free to all children and we also promote healthy eating by providing all children from nursery to year 6 with a piece of fruit or vegetable during break time. We are passionate about providing children with opportunities outside of their usual experiences and environment to build their cultural capital. As such, some of our Pupil Premium budget will contribute to this. |
Challenges
- This details the key challenges to achievement that we have identified among our disadvantaged children.
Challenge number | Detail of challenge |
1 | Learning walks, assessments and discussions with pupils indicates under developed oral language skills and vocabulary gaps for our children which impact on poor achievement in the curriculum including maths and reading |
2 | Low starting points on entry in Early Years but also for children joining us at points other than typical transition times (including pupils from other countries) |
3 | Attendance lower than national average and persistent absence significantly higher than national. |
4 | End of Key stage outcomes shows there is a gap between ALL and PP in Reading, writing and maths |
5 | Lack of parental engagement and interest in the education of their children and how it impacts on the futures. |
6 | Reduced experiential Learning at home and fewer opportunities for extra curricular activities due to high level of deprivation and families in our area is in the lowest 3% of employment |
7 | High mobility (30% compared to 15% national) resulting in a disjointed incoherent education including periods of missed education |
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 |
Improved outcomes at the end of KS1 and 2 |
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Increased proportion of pupils in Year 1, 2 and 3 pass the phonics screening check in particular PP children |
|
Improved outcomes at the end of the Early Years Foundation stage |
Communication and Language Literacy Maths |
Improved language and vocabulary for our disadvantaged pupils |
|
Good and sustained attendance for all pupils, in particular disadvantaged pupils |
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Disadvantaged pupils access a wide range of carefully chosen experiences that build their cultural capital, raise their aspirations and help them to discover their talents and interests. |
attend extra-curricular clubs participate in enhancement activities (inc educational visits, workshops etc) All have leadership opportunities during their time at school.
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Increase the proportion of parent engagement in the academy |
The Endurio survey shows an increase of children talking to their parents at home about school, in particular Disadvantaged children |
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 | £ 203,700 |
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Further improve the quality of teaching and learning through the use of adaptive teaching | Special educational needs in Mainstream schools Good practice for SEND is good practice for all. CPD links to guidance from this document. | 1, 2, 4, 7 |
Development of teachers and TAs to provide high quality language (oracy) and vocabulary teaching. | Oral language interventions | Toolkit Strand | Education Endowment Foundation | EEF Deepening knowledge through vocabulary learning | 1, 2, 4, 7 |
Improve effectiveness of TAs to support Teaching and Learning through development of TA and Teachers on how to best use Use of TAs for targeted interventions | Effective Use of Teaching assistants | 1, 2, 4, 7 |
Subject leader time for Phonics training for teachers and TAs | 1, 2, 4, 7 | |
Quality wave 1 Teaching for all pupils through effective marking and in the moment feedback, additional teacher used in year 6 for English and Maths ( 4 times a week) | 1, 2, 4, 7 | |
Improving outcomes at the end of EY through improved outcomes in GLD | 1, 2, 4, 7 | |
Release time for senior and middle leaders to quality assure wider curriculum subjects | 1, 2, 4, 7 | |
Use of Director of subjects, SLEs and RD time to improve the quality of education through curriculum and leadership development | 1, 2, 4, 7 | |
Release of EY Lead to develop and improve teaching and Learning in EYFS | 1, 2, 4, 7 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost | £ 101,850 |
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Shine (QLA) intervention | 1, 2, 3, 4, 7 | |
Employ part-time interventions teachers to address learning gaps | 1, 2, 3, 4, 7 | |
Speech and lang intervention (Chatterbugs) | 1, 2, 3, 4, 7 | |
Reading interventions (EYFS)
| 1, 2, 3, 4, 7 | |
Additional phonics sessions, run in line with RWI, targeted at disadvantaged pupils who require further phonics support. | https://educationendowmentfoundation.org. uk/projects-and-evaluation/projects/readwrite- inc-phonics https://educationendowmentfoundation.org. uk/news/ | 1, 2, 3, 4, 7 |
Subscriptions: WRM TT Rockstars EdShed Leeds Library service Maths Circle Pobble Pearson Education National College | EEF Mathematical Reasoning (re-grant): DFE Report | 1, 2, 3, 4, 7 |
TAs development to deliver targeted support | 1, 2, 3, 4, 7 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost | £ 101,850 |
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Breakfast club accessible for free for all learners and all children from Nursery to Reception have access to a healthy snack during breaktimes. | 1, 2, 3, 4, 6, 7 | |
Jamie’s Farm, Trust supported initiative for children not engaging in school and have low attendance | 1, 2, 3, 4, 5, 6, 7 | |
Parent workshops reading and phonics and how to support their child at home. | 1, 2, 3, 4, 5, 6, 7 | |
Attendance support worker | 1, 2, 3, 4, 5, 6, 7 | |
Attendance officer (inc interventions for those at risk) | DFE, Improving school Attendance Attendance interventions, rapid evidence assessment | 1, 2, 3, 4, 5, 7 |
Pastoral leader time and headteacher time to support attendance | 1, 2, 3, 4, 5, 7 | |
Pastoral support worker (inc SEMH interventions) | 1, 2, 3, 4, 5, 7 | |
Extra-curricular activities, enhancements (inc educational visits, workshops etc). | 1, 2, 3, 4, 5, 7 |
Total budgeted cost
Total budgeted cost | £ 407 |
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 children in the 2020 to 2021 academic year.
Pupil premium strategy outcomes | |
GLD: Communication and Language: Reading: All: Writing: All: Maths: All: Key stage 1: RWM All: 40% PP: 34% Reading: All: 50% PP: 43% Writing: All: 45% PP: 41% Maths: All: 60% PP: 52% The gap between PP and All in Reading and writing has widened by 2% when compared to 2022/23. Maths narrowed slightly by 1%. Phonics: Year 1: All: 67.9% PP: 66.7% Phonics outcomes are showing a downward trend and the gap for all and for PP has widened from their national peers. Key Stage 2:Unvalidated data RWM All: 56% PP: 51% Reading: All: 69% PP: 65% Writing: All: 62% PP: 58% Maths: All: 75% PP: 72% All out performs PP in all areas. This gap has narrowed significantly from 22/23 apart from in writing where the gap has widened from the previous assessment year. Attendance: All: 91.7 PP: 91.3 Attendance improved for all by 1% and 1.3% for PP. The gap between all and PP is narrowing and is also significantly less than the national picture PA remains high and there has been no change. Should we remove from the data children who have left Woodlands during the school year and children who have taken unauthorised holidays our attendance would increase to 94% and PA would be 20.9%. This takes our attendance to 0.6% below national. PA remains higher than national due to extended holidays and mobility. This trend continues through all demographics and ethnicities showing how mobility and unauthorised holidays impact on our attendance making these issues one of main barriers to reaching a % attendance comparable to national %s. This is an issue for our school in particular due to the high numbers we have within the ethnic groups that are taking extended holidays. 75% of PP attended wider opportunities (sports’ events, clubs and leadership) compared to 62% for NPP. The school will continue to identify specific trips to link with the topic children are covering in the wider curriculum. This will ensure that children have the opportunity to have a variety of trips and visits during their time at Woodlands. |
Pupil Premium Strategy Statement |