Detail

Data

 Academy name

Co-op Academy Southfield

Number of pupils in academy

310 (as at 13th October 2023)

Proportion (%) of pupil premium eligible pupils

28.53% of whole school (89 students); 46% of 11-16 age group.

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

2021-2024

Date this statement was published

November 2023

Date on which it will be reviewed

July 2024

Statement authorised by

Victoria Clough, Head of School

Pupil premium lead

Dan Foster/Tom Hodgson

Governor / Trustee lead

Kevin Brown

Detail

Amount

Deprivation Pupil Premium funding allocation this academic year (as at September 2023)

£91,080

Pupil Premium Plus funding allocation for this year (as at September 2023)

£0

Service Pupil Premium funding allocation this academic year (as at September 2023)

£0

Covid Recovery funding

£106,536

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

£197,616

Statement of intent

Deprivation Pupil Premium is an allocation of money to improve the attainment of disadvantaged pupils. These pupils are those who have been eligible for Free School Meals at any point in the last six years. Pupils who are looked after by the Local Authority or who have left Local Authority care through adoption or Special Guardianship Order (SGO) receive Pupil Premium Plus. Pupils whose parents are currently serving in the armed forces receive Service Pupil Premium.

At Co-op Academy Southfield all students who are Looked After Children or previously Looked After Children are identified and receive Pupil Premium Plus. It is assumed that currently not all students who are eligible for Free School Meals, and therefore Pupil Premium, have applied.  This assumption is based on the level of socio-economic disadvantage in the local area.(1) Discussions with parents also inform the school that parents are not always aware of the benefit of applying for FSM when their child is fed via gastrostomies or prefer a packed lunch. Additionally, some tell us that they do not apply for FSM because they feel it impacts upon the ability to access other allowances and support. The school does not have any students whose parents are currently serving in the armed forces.

Post sixteen pupils do not receive the pupil premium funding, however they are entitled to apply for the post sixteen bursary and we have included them in this strategy report.  By doing so, pupils who have received Pupil Premium support up to the age of 16, continue to receive the rigorous and robust approach to how they are supported for the entire period that they remain within the school’s care.

Evidence shows that more able pupils from disadvantaged backgrounds are most at risk of under-performing. The allocation of funding is designed to close the attainment gap for pupils from disadvantaged backgrounds and is to be used to support individuals or groups of pupils to make progress across all areas of the curriculum and enable pupils to engage fully with their education.  We monitor the pupils who have been allocated additional funding to track what they have received that is above and beyond the standard provision.  We cross-reference this with diagnostic assessment of pupil progress data to ascertain the impact of the additional resource they have received.  

Pupil premium guidance advises us that it may be appropriate to spend a proportion of pupil premium funding in ways that do not solely benefit eligible pupils.  We take an evidence based approach to identify the greatest need. We are mindful that the school does have a proportion of pupils who have not been awarded FSM but have or have had a social worker due to vulnerability and/or high levels of need.  The school may therefore intentionally enable these students to also benefit from the pupil premium funding.  

We draw on evidence of effective practice(2) which suggests that pupil premium spending is most effective when a tiered approach is used; targeting spending across 3 areas, with a particular focus on teaching.  Research informs us that using pupil premium funding to improve teaching quality is the most effective way to improve outcomes for disadvantaged pupils. By doing so, we inevitably benefit non-eligible pupils as well.

1. We invest in high-quality teaching through training and professional development for teachers and support for teachers early in their careers.  The funding can be used to support staff recruitment and retention due to the importance of students working with familiar and trained staff.  
2. We invest in targeted  support focussed on pupil’s specific needs which can include one-to-one tuition, small group tuition, or access to therapies such speech and language therapy.
3. Finally, we invest in wider approaches to support pupils with issues that impact on success in school, such as speech and language development, attendance, behaviour and social and emotional challenges, or limited access to a breadth of experience and cultural capital. This includes access to the breakfast provision within school, nurture sessions to support emotional health and wellbeing, expert advice from occupational therapists, CAMHS and the educational psychology service, and help with the cost of educational trips or visits.

Our pupil premium strategy focuses on ensuring we fund interventions because evidence and research suggests that they will best support the school’s priorities for closing the disadvantage gap.  We ensure that the school’s capacity to manage, deliver and embed the intervention effectively has been evaluated and confirmed.  By doing so, at the point of implementation, we ensure there is a relentless focus on maximising the impact of the intervention through a coherent and cohesive whole school approach.  This is especially applicable to interventions and strategies that will be used in the classroom.  

The school actively seeks collaboration with parents in order to share insights and promote coordinated use of the strategies which will best prepare each pupil for adult life.  The school has access to bi-lingual staff who support parents where English is not their first language.

Teachers work over an extended period with individual students in order to ensure pupil voice is included meaningfully in the annual review process.  The school also has an allocated student council lead to support a group of students from across the school to influence decision making and represent the views of the student population.  The importance and value of pupils who receive pupil premium being members of the student council is recognised.

The school’s leadership uses staff meetings and pupil progress meetings to ensure all colleagues understand that closing the disadvantage gap is a collective school-wide responsibility.  Leaders and teachers develop a clear and coherent understanding of their role and regular CPD is provided to secure this.  Key areas of Teaching and Learning which support this are:

• a PSD curriculum which aims to ensure all students feel that they belong and are integral members of the school community
• all staff are encouraged to relentlessly capitalise on opportunities for students to feel successful
• students are provided with effective teaching and learning of emotional literacy and the language of behaviour and emotions
• the prioritisation of clear routines and structures so that all students can feel safe, secure and confident
• key knowledge and vocabulary is made accessible at the start of each lesson so that those without the necessary background knowledge are empowered and have the foundations they need for the learning ahead
• teachers, supported by qualified Speech and Language therapists, use appropriate strategies to ensure language is accessible to all throughout lessons
• feedback to pupils is personal and immediate.  Staff take account of the likelihood that disadvantaged students may have a negative sense of themselves as a learning which makes receiving feedback a challenge
• positive relationships are formed between staff and students which enables feedback to have maximum impact.  This is especially relevant to reluctant attenders

References and supporting documents:

1. “Bradford District is ranked 5th most income deprived and 6th most employment deprived local authority in England.”  https://ubd.bradford.gov.uk/about-us/poverty-in-bradford-district/   https://www.ons.gov.uk/visualisations/dvc1370/
2. Addressing Educational Disadvantage in Schools and Colleges, Edited by Marc Rowland, Unity 2021
3. Language for Behaviour and Emotions, Stephen Parsons, Routledge 2020

The EEF Guide to Pupil Premium

https://d2tic4wvo1iusb.cloudfront.net/documents/guidance-for-teachers/pupil-premium/Pupil_Premium_Guide_Apr_2022_1.0.pdf

Working with Parents to Support Children’s Learning EEF

https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/supporting-parents

Effective Teacher Feedback, EEF https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/feedback

Metacognition EEF:https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/metacognition

Social and Emotional Learning Strategies EEF

https://educationendowmentfoundation.org.uk/education-evidence/early-years-toolkit/social-and-emotional-learning-strategies?utm_source=/education-evidence/early-years-toolkit/social-and-emotional-learning-strategies&utm_medium=search&utm_campaign=site_searchh&search_term

Challenge number

Detail of challenge

1

Mastery of core and foundational skills and knowledge: experience and prior learning of basic literacy, numeracy, social skills and cultural capital are required so that the pupils can contextualise and connect with new learning, including how to be healthy.

2

Oracy and language comprehension: early reading and language skills are required to access the curriculum as a whole and to ensure every student can express their views. We know that development of early language skills and school performance is impacted by social disadvantage (P28, 2013)  

3

As a result of Covid, the value or importance placed on school-based education by parents has dramatically reduced post-covid, resulting in disengagement from or sporadic attendance in education, in turn leading to lower attendance, increased lateness, and increased unauthorised holidays- leading to loss of learning. (EEF)

Intended outcome

Success criteria

1.Pupils make at least expected progress in literacy, numeracy and PSD

• Data shows that pupils receiving pupil premium funding make on average at least the same rate of progress in core maths, literacy and PSD  skills as those not in receipt of pupil premium funding.

• At least 75% of Annual Targets met across the whole school.

2.Pupils are developing greater language skills in order to access the curriculum and express their views

• All students’ views have been sought and included in their annual review documentation.

3.Through effective implementation of the attendance processes, recruitment and professional development of a dedicated Attendance Officer and enhancement of home-school relationships pupils will attend school more .

• Attendance rates of key pupil cohorts will show emerging and then sustained improvement.

Budgeted cost

 TLR 1a: £72,858.88 10 periods of TLR time per week = 10/25=2/5 = £28,994)

SLE rate: £450.00 per day (x10 =4,500)

10 x Honorarium curriculum resourcing payments  ( £13,518)

Total: £47,012

Activity

Evidence that supports this approach

Challenge number(s) addressed

Staff deployment to develop curriculum vocabulary lists and knowledge organisers as well as other curriculum resourcing.

EEF communication and language approaches.

Mastery Learning

1

CPD delivered by academy literacy SLE.

Specialist leaders of education and leadership development: an evaluative case study 

1

Recruitment of senior teacher in early cognition and communication.

EEF oral language intervention

2

Budgeted cost

SLA for SaLT to work strategically across the school in collaboration with AHTs: £4368

SLA for SaLT to work across all classes in school: £11,700

 L4 Academic intervenor: £28,885.23 (3 x staff members for 2 days per week =0.4x28,885.23 x 3 =34,662 )

Total: £50,730

Activity

Evidence that supports this approach

Challenge number(s) addressed

Training and Deployment of intervention staff members to deliver oral language interventions.

EEF oral language intervention

2

Deployment of speech and language therapists work alongside AHT in developing language within the curriculum.

EEF oral language intervention

2

Budgeted cost

Attendance Officer: £26,825.09

Strategic Participation Lead: £42,318.44 (50% of working time dedicated to attendance= £21,159.22)

Team Teach ‘My Family Coach: Circa £7,000

35% of MSI Team intervention time £37,406

Total: £92,390

Activity

Evidence that supports this approach

Challenge number(s) addressed

Recruitment of Attendance Officer

EEF Attendance Interventions (Addendum)

3

Recruitment of Strategic Participation Lead

EEF Attendance Interventions (Addendum)

3

Development of the Team Teach ‘My Family Coach’ model

EEF Working with Parents to Support Children’s Learning’ 

3

Support for pupils with multi-sensory impairment in order that their profiles are facilitated within school

Sensory Based Inter y Based Interventions for Autism Spectrum Disorder: An Evidence-Based Practice Project

1 & 3

Total budgeted cost

£190,132.31

Pupil premium strategy outcomes

Intended outcome

Success criteria

Evidence of impact

1.Pupils make at least expected progress in literacy, numeracy and PSD

• At least 75% of Annual Targets met across the whole school
• Data shows that pupils receiving pupil premium funding make on average at least the same rate of progress in core maths skills as those not in receipt of pupil premium funding

Data collated from annual review paperwork shows that in 2022/23 students in benefit of pupil premium achieved on average 76.06% of their annual targets.

2.Pupils are developing greater language skills in order to access the curriculum and express their views

• Data shows that pupils receiving pupil premium funding make on average at least the same rate of progress in phonics as those not in receipt of pupil premium funding
• All students’ views have been sought and included in their annual review documentation

In 22/23 academic year ‘Read, Write inc’ phonics programme was introduced to year 7 & 8. Pupils receiving PP funding made 0.77 levels of progress compared to the 0.51 levels of progress achieved by those not in receipt of PP.

Students' views are routinely captured as a part of the AR process. This is QA by SENDCo team and for the 22/23 academic year was 100%, completed.

If the students' views have not been completed prior to the AR (absence) then the SENDCo team completes them at the meeting.

3.Through effective implementation of the attendance processes, recruitment and professional development of a dedicated Attendance Officer, Strategic Participation Lead and enhancement of home-school relationships pupils will attend school more often.

Attendance rates of key pupil cohorts will show emerging improvement

Data shows that persistent (<90%) and severe (<50%) absence has reduced term on term in the 22-23 academic year compared to both the 20-21 and 21-22 academic years. Additionally, 83% of the 22-23 half terms (5 of 6) showed a whole-school attendance improvement on their corresponding half term from the 21-22 academic year.

Programme

Provider

None

N/A

Measure

Details

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

n/a

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

n/a