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 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.

Academy overview 

Funding overview 

Detail        Amount

Pupil premium funding allocation this academic year        £ 349 020

Recovery premium funding allocation this academic year        £ 37 120

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

Total budget for this academic year        £ 386 140

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 

Statement of intent

Co-op Academy Woodlands is vibrant and happy. Our staff team is caring, kind,  enthusiastic, hardworking and positive. We have some experience on the leadership team and we are an outlooking school finding better ways to improve the experience for our pupils to ensure they all succeed.

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), with high levels of unemployment and, often, over-crowded housing. We have 63% of children who speak English as an additional language. Moreover, a large percentage of our children start school with very low levels of language..

With the aim of improving pupils’ life chances/script we are passionate about giving our pupils, including those eligible for Pupil Premium funding, the knowledge and aspiration they need.  To this end, half of our Pupil Premium funding is targeted at ensuring the best possible quality of education for pupils. This focus includes professional development to make sure that teaching is highly effective. Curriculum development work is also a key part of our strategy to ensure that our curriculum is coherently designed and that essential knowledge is prioritised. Learning about careers and employability runs through our curriculum.  We are passionate about providing pupils 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.

Our school brings together children from around the world. They bring with them wide-ranging cultural experiences and this is a great resource for our school. Our pupils speak many different languages (37 in the last census). For most of our pupils, developing English language and vocabulary is a high priority in securing their future success at school and beyond. For this reason, we have put language, literature and vocabulary at the heart of our curriculum and take every opportunity to broaden our pupils’ language skills. We acknowledge that some pupils need extra opportunities to practise, rehearse and revisit core knowledge including language, vocabulary, reading and number work. Early identification of need and addressing this quickly and efficiently is key so that our pupils do not fall behind in their learning.

Within our locality, rates of criminal activity are above average for the country. Instances of anti-social behaviour and violent/sexual assault (including domestic abuse) are particularly high. We acknowledge that our pupils (including our disadvantaged pupils) may have increased safeguarding vulnerabilities because of this. Through our curriculum, we prioritise keeping pupils safe and their moral development. We are passionate about our children having the courage to make the right moral choices, regardless of who is watching. For pupils we evaluate as particularly vulnerable, we spend Pupil Premium funds on providing additional support in the form of therapeutic sessions, social skills groups, attendance support, speech and language sessions, SEMH intervention groups and emotion coaching,

A significant proportion of our pupils will only be with us for part of their primary education; some will arrive from or leave to a different area of the UK or a different country. Some might arrive and leave more than once and some will have experienced multiple school moves before they join us.

Through leadership, there is a focus on ensuring the quality of education for all pupils, including disadvantaged and children with SEND is consistent and of high quality leading to improved outcomes for all. Through monitoring and support our leadership ensures teachers are equipped with the knowledge and skill to deliver good quality lessons.  Some funding is used to up-skill our teachers so that they are best placed to identify any gaps in pupils’ knowledge and adapt teaching to fill these.

Challenges 

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

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 language and vocabulary for our        Observation and work in books shows improved disadvantaged pupils        language and vocabulary use for our

disadvantaged pupils.

Through the triangulation of evidence (oral language observation, engagement in lessons and book scrutiny, pupils demonstrate the use of a wide range of vocabulary including tier 3.

Improved attainment in Reading, Writing and Maths at the end of Key stage 1 and 2 Disadvantaged pupils at the end of KS1 and Key stage 2 (who have been at the school

English and Maths ( 4 times a week)

Development of teachers and TAs to provide high quality language (oracy) and vocabulary teaching Oral language interventions | Toolkit Strand

| Education Endowment Foundation | EEF

1, 2, 6, 7 Deepening knowledge through vocabulary learning

CPD for staff in        EEF research on metacognition

1, 2, 6, 7 collaborative learning        EEF research on collaborative learning

CPD for TAs to increase

effectiveness of small group        EEF diagnostic assessment and recovery

support in class        EEF research        2, 6, 7

Subject leader time for        EEF research on phonics

Phonics training for        1, 2, 6, 7 teachers and TAs

Subject leader time        DfE guidance on reading

Reading comprehension        1, 2, 6, 7

CPD        EEF research on reading comprehension

Subject leader time        EEF research on phonics

Monitoring of reading and        DfE guidance on reading        1, 2, 6, 7 phonics        EEF research on reading comprehension

Individualised support for        EEF research on phonics teachers to develop

DfE guidance on reading        1, 2, 6, 7 reading and phonics

teaching        EEF research on reading comprehension

Develop and embed

marking and feedback (in        EEF diagnostic assessment and recovery

1, 2, 6, 7

the moment for increased        EEF Feedback impact)

Release time for senior and middle leaders to        EEF Putting evidence to work

1, 2, 6, 7

quality assure wider        EEF implementation guidance curriculum subjects Weekly release time for

English and maths leaders        EEF Putting evidence to work

1, 2, 6, 7

to quality assure their        EEF implementation guidance subjects Use of Director of subjects, SLEs and Director of education time

to improve the quality of        Ofsted EIF research        1, 2, 6, 7 education through curriculum and leadership development

Release of EY Lead to        EEF Putting evidence to work develop and improve        EEF implementation guidance        1, 2, 6, 7

teaching and Learning in        EEF Improving language in Early Years

EYFS        research

Use of IRiS to develop and improve the quality of

        EEF Iris connect research        1, 2, 5

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

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

Total budgeted cost 

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.

Pupil premium strategy outcomes

KS1

All Pupils outperformed Pupil Premium children at the end the end of KS1, the gap between Pupil premium children and All was:

Reading: -6%. The gap between the 2 groups was 4% in the Autumn so it has slightly widened. 6 PP made more than expected progress, moving from AT to working at the higher standard and 1 from WT to AT

Writing: -4%. The gap narrowed compared to Autumn which was 8%. 5 PP children making more than expected progress working at the expected standard, did work at WT from the previous summer.

Maths : -1% results were equitable between the 2 groups. 7 PP children made more than expected progress, 2 working AT from WT and 3 attained the higher standard (one of which was WT at the start of the year.

Reading, writing and maths combined: 2%. The gap between the 2 groups were 8% in Autumn

KS2

All Pupils outperformed Pupil Premium children at the end the end of KS2, the gap between Pupil premium children and All was:

Reading: -9%, this is a significant improvement when comparing to end of KS 1 when the gap was 19%. Stable cohort for All and PP perform better than children joining us after Year 2. 1 PP child making more than expected progress, WT to GD

Writing: -4%. 5 PP children making more than expected progress, 2 working AT and 3 working at the higher standard

Maths: -2%, this is slightly better than outcomes in Autumn when the gap was 4% and improved from KS 1 attainment where the gap was 8%. Biggest increase of number of children attaining the expected standard or higher compared to children joining us after year 2

EGPS: -3%

Reading, Writing and Maths: -4%

In Phonics, All pupils  out-performed pupil premium children by 2% in the phonics screening check in 2022:

PP = 73%

Non-PP = 71%

This trend continued in Year 2 for those children that retook the phonics screening check:

- PP = 81% - Non-PP = 84% non-pupil premium children out-performed pupil premium children in achieving Good Level of Development at the end of Reception:

PP = 41%

Non-PP = 47%

Although non- Pupil premium children out perform Pupil Premium overall, the gaps are narrowing and we will continue to strive to ensure that Pupil premium children’s outcomes are in line with All.

Improve attendance and reduce number of Persistent absence - The Attendance Team were at full capacity with a Pastoral Lead, an attendance officer and an attendance support worker. Procedures like first day absence calls and home visits improved significantly. However School data versus national and regional:

Whole School:

Woodlands: 91.4% National: 94.2% Pupil Premium:

Woodlands : 87.9% National: 90.8%

Persistent Absence

Woodlands: 34.7% National 22% Context:

22.6% (29 children) of PAs are our significant families and SEND children that we could not apply legal processes on to improve attendance due to support needs within the family or barriers to education due to SEN. The Cluster has refused to take forward a number of cases until these needs are addressed. These cases have been escalated/ referred and discussed as required.12 PA’s (9.4%) are PA’s as their unauthorised holidays exceeded the threshold automatically tipping them into PA so far.

Pupil Premium children have access to extracurricular clubs and activities mainly by external services. Educational visits, including Jamie’s Farm, were funded so that no child was unable to attend due to their disadvantaged circumstances. Further activities and visits will continue throughout the next academic year, ensuring every child has equal opportunities. The school has also identified 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.