Pupil Premium Strategy 3 Year Plan 2021-2024
Pupil Premium Strategy 3 Year Plan
2021-2024
Review: 2022 - 2023
Policy details
Academy: Co-op Academy Penny Oaks
Document owner: Emma Vasey
Date: October 2023
Plans approved by the Local Governing Body:
Date shared with staff (working draft):
Final version for publication:
Contents
Part A: Pupil premium strategy plan 3
Activity in this academic year 7
Part B: Review of outcomes in the previous academic year 9
Pupil premium strategy outcomes 10
Externally provided programmes 12
Service pupil premium funding (optional) 12
Introduction
This document is intended to fulfil the following aim:
- To outline plans for the Academy’s 2023-24 Pupil Premium Allocation, including summarising the three-year aims for Pupil Premium impact.
- To summarise the impact of the Pupil Premium spend in the 2022-23 academic year.
This statement details our Academies use of pupil premium (and recovery premium for the 2022 to 2023 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.
We have used the Department for Education’s Pupil Premium Strategy Statement Template.
School Overview
Detail | |
School name | Co-op Academy Penny Oaks |
Number of pupils in school | 217 |
Proportion (%) of pupil premium eligible pupils | 82 – 37.78% |
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 2020 - 2023 |
Date this statement was published | December 2022 |
Date on which it will be reviewed | December 2023 |
Statement authorised by | Governing Body |
Pupil premium lead | Louise Haywood |
Governor / Trustee lead | Caroline Hyde |
Funding overview
Detail | Amount |
Pupil premium funding allocation this academic year | £82,117 |
Recovery premium funding allocation this academic year | £8,555 |
Pupil premium funding carried forward from previous years (enter £0 if not applicable) | £0 |
Total budget for this academic year | £82,117 |
Part A: Pupil premium strategy plan
Statement of intent
At Co-op Academy Penny Oaks, we have a high percentage of children who are eligible for pupil premium funding and passionately believe that these children should not suffer disadvantage because of their circumstances. We aim to use our pupil premium funding to “level the playing field” for our children so that they have the same experiences as children who are not from disadvantaged backgrounds. We strive to provide our children with the very best teaching and learning experiences to adequately prepare them for the next stage of their education ensuring that their disadvantage is not a barrier to their success. We aim to focus our spending over the next 3 years on continuing to improve the quality of teaching, focussing on delivering curriculum enhancements through our drivers: aspirations, healthy lifestyles and experiences, and mitigating the impact the pandemic has had on the education and well-being of our children.
At Co-op Academy Penny Oaks, our pupils sometimes face challenges which have the potential to hinder equitable access to education, when compared to their peers nationally.
- The majority of our children arrive at school with low standards of English and communication, which are below their peers Nationally. For many this barrier is linked to acquisition of English and a lack of modelled English language beyond school, 64% speak English as an additional language; speaking 15 different languages other than English. The proportion of pupils from minority ethnic backgrounds is much higher than the national average at 95%.
- The proportion of pupils who have SEN and/or disabilities is below average, with 12% requiring SEND support, and a high proportion of New to English Learners.
- Child poverty is an acute problem within the community – 38% of the schools population is disadvantaged (Pupil Premium)
- The proportion of pupils who join and leave the school other than at the usual times is high and many children who arrive at school have little or no English, many of which have not been to a school in their country of origin.
- The early years includes a Nursery where children attend part time, and one Reception class where children attend full time.
- Due to high levels of economic deprivation, many of our children have limited resources outside of school to provide out of hours learning support, or high-quality life experience.
- Our children enter Nursery and Reception well below age related expectations in many areas, and are generally below in all areas of the EYFS curriculum. We have identified limited experience of life outside that of their immediate locality as having an impact on their ability to learn from the world around them. Many are unable to play, talk or investigate at a level comparable to their peers nationally.
Our rationale for Spending
At Co-op Academy Penny Oaks, we direct resources into overcoming the key barriers faced by our pupils eligible for Pupil Premium. The identification of these barriers have involved collaborative input from pupils, teachers, parents and Governors in order to ensure we have a rich insight into where to focus our strategy. Our subsequent strategy focuses on improving attendance, academic and pastoral support, the curriculum, raising standards of spoken and written English, and engaging parents with the wider school life.
Our approach is driven by Quality First Teaching (QFT). Our Curriculum is broad, balanced, cohesive and well-sequenced, and builds on the life experiences of our pupils, whilst supporting them to grow in confidence, ambition and experience. Our curriculum is underpinned by 3 essential drivers - experiences, aspirations and healthy lifestyles. We strive to promote these throughout the curriculum and into the wider life of the school.
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
Challenge number | Detail of challenge |
1 | Missing school due to pandemic |
2 | Lack of knowledge related to nutrition |
3 | Lack of physical exercise |
4 | Effect of pandemic on mental health and well-being |
5 | Lack of aspirations and knowledge around careers |
6 | Low attendance |
7 | Lack of experiences |
8 | Difficulty in providing for basic needs |
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 |
Effect of pandemic on children’s attainment and progress is mitigated | At least 80% of children “on track” for EXS in each year group in reading, writing and maths |
Children and their families regularly consume a healthy diet | Children have a good understanding of what constitutes a healthy diet By the end of KS2 Children have the cooking skills to prepare simple healthy meals Parents are engaged with our nutrition programme and are confident in identifying and preparing a healthy diet Children and parents understand the link between a healthy diet and performance |
Children are physically fitter | Children have more exercise throughout the day Children understand the link between exercise and performance Children’s skills in a variety of spots is improved |
Children have good mental health | Children will know strategies to keep them mentally well Children know how to relax Children know who they should talk to when they are feeling mentally unwell Children recognise when they are mentally unwell and need to utilise well-being strategies |
Children are aspirational for their future | Children know about the recruitment process Children are aware of a wide range of jobs on offer to them Children can discuss their future aspirations and identify what they need to do to achieve these |
Children attend school every day | PP children achieve 95% or higher attendance |
Children have a wide range of experiences | Children’s range of vocab will increase Children’s imagination and inspiration for writing will increase Children will have a better understanding of cultural and societal experiences |
Children’s basic needs are met | All children have adequate footwear All children have adequate outerwear All children/families have adequate food and drink |
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:
22/23: £25,850.00 | 23/24: £26,600.00 | 24/25: £27,350.00 |
Activity | Evidence that supports this approach | Challenge number(s) addressed |
Delivering the NELi programme to targeted reception children | Evaluation of NELI, the evidence-based Nuffield Early Language Intervention- RAND corporation 2022 | 1 |
First Aid and Safeguarding CPD | Effective Teacher CPD and CPD Leadership: What does it look like in schools? – HISP Research School – March 2020 | 1 |
Phonics support - dedicated teacher fro 5x ½ days to lead phonics catch-up | The importance of early phonics improvements for predicting later reading comprehension Kit S. Double, Joshua A. McGrane, Jamie C. Stiff, Therese N. Hopfenbeck | 1 |
Artist in residence premium | Standley, J.M. (Abstract ) 3 Does Music Instruction Help Children Learn to Read? Evidence of a MetaAnalysis. Update Applications of Research in Music Education, 27.1, pp. 17-32 | 1 |
Artist in school 6x a year to work with classes | Standley, J.M. (Abstract ) 3 Does Music Instruction Help Children Learn to Read? Evidence of a MetaAnalysis. Update Applications of Research in Music Education, 27.1, pp. 17-32 | 4 |
Use of nutrition lead to host parent and child cooking sessions and “dance N Dine” sessions after school. | Interventions that involve parents to improve children's weight-related nutrition intake and activity patterns – what nutrition and activity targets and behaviour change techniques are associated with intervention effectiveness? R. K. Golley, G. A. Hendrie, A. Slater, N. Corsini | 2 8 |
Dedicated time and phone line for attendance officer | Listening to, and learning from parents in the attendance crisis (2023)Dr Sally Burtonshaw & Ed Dorrell | 6 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost:
22/23: £15,500.00 | 23/24: £15,500.00 | 24/25: £15,500.00 |
Activity | Evidence that supports this approach | Challenge number(s) rincevilladdressed |
National tutoring programme | NATIONAL TUTORING PROGRAMME TUITION PARTNERS: YEAR 1 (2020-21) Reflections on scaling interventions to create system change | 1 |
Specific Mentor time (targeted interventions) | The Contribution of Learning Mentors to Achievement Margaret Roberts |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost:
22/23: £40,767.00 | 23/24: £41,037.00 | 24/25: £41,337.00 |
Activity | Evidence that supports this approach | Challenge number(s) addressed | |
Nutrition lessons | Impact of the Nutrition for Life Program on Junior High Students in New York State - Carol M. Devine,Christine M. Olson,Edward A. Frongillo Jr., | 2 | |
Use of Kanga to support PE teaching and to lead after school clubs | The value of after school clubs for disadvantaged children Meg Callanan, Karen Laing, Jenny Chanfreau, Jonathan Paylor, Amy Skipp, Emily Tanner and Liz Todd | 3 | |
Music tuition for all children | Standley, J.M. (Abstract ) 3 Does Music Instruction Help Children Learn to Read? Evidence of a MetaAnalysis. Update Applications of Research in Music Education, 27.1, pp. 17-32 | 4 | |
Singing tuition | Catterall, J. S., Dumais, S. A., & Hampden-Thompson, G. The arts and achievement in at-risk youth: Findings from four longitudinal studies National Endowment for the Arts, Washington | 4 | |
Careers fayre | Cummings, C., Laing, K., Law, J., McLaughlin, J., Papps, I., Todd, L., & Woolner, P. 1 Can Changing Aspirations And Attitudes Impact On Educational Attainment? Joseph Rowntree Foundation | 5 | |
Y6 workforce | Gorard, S., See, B. H., & Davies, P. The impact of attitudes and aspirations on educational attainment and participation Joseph Rowntree Foundation | 5 | |
Welfare fund | Effects of Home Environment on Parental Attitudes towards the Educational Attainment of Primary School Pupils in Winneba Township, Ghana | 8 | |
Breakfast club | The Impact of Breakfast Clubs on Pupil Attendance and PunctualityDonald Simpson - First Published November 1, 2001 Research Article | 6 | |
Rethink Food subscription | Impact of the Nutrition for Life Program on Junior High Students in New York State - Carol M. Devine,Christine M. Olson,Edward A. Frongillo Jr. | 2 8 | |
Residential subsidy | Effect of School Quality and Residential Environment on Mode Choice of School Trips – Silvia He | 7 | |
Trips subsidy | Effect of School Quality and Residential Environment on Mode Choice of School Trips – Silvia He | 7 | |
Improving outdoor learning provision | Outdoor adventure learning – EEF | 7 |
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 2022 to 2023 academic year.
Across Years 1-6 Teacher assessments were used to gauge outcomes for children. Our matrices show: |
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
Programme | Provider |
Accelerated Reader | |
Third Space Learning | |
NELI | |
Clicker 8 | |
IDL |
Service pupil premium funding (optional)
For schools that receive this funding, you may wish to provide the following information:
Measure | Details |
Further information (optional)
Use this space to provide any further information about your pupil premium strategy. For example, about your strategy planning, or other activity that you are implementing to support disadvantaged pupils, that is not dependent on pupil premium or recovery premium funding. |