Detail

Data

 Academy name

Co-op Academy Delius

Number of pupils in academy

171.2 FTE

Proportion (%) of pupil premium eligible pupils

37% (64 pupils)

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

2022-2025

Date this statement was published

September 2023

Date on which it will be reviewed

September 2024

Statement authorised by

The Academy Governing Council

Pupil premium lead

Emma Hardaker

Governor / Trustee lead

Pete Edwards

Detail

Amount

Pupil premium funding allocation this academic year

£84,390

Recovery premium funding allocation this academic year

£49,880

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

£134,270

Statement of intent

Co-op Academy Delius is a specialist primary provision in inner city Bradford, an area of high socio-economic deprivation and high unemployment. The area within which Co-op Academy Delius operates was ranked 1,753 out of 32,844 in England where 1 is the most deprived neighbourhood in the country. Statistically this puts the location of our school and surrounding area amongst the top 10% most deprived areas of the country. (Ministry of Housing, communities and local government,The English Indices of deprivation 2019)

English is an additional language for 53% of the pupils who attend the academy.  As the academy is a specialist provision all of the pupils on role have an Education Health and Care Plan.

Co-op Academy Delius has the highest of aspirations for the pupils that attend the academy regardless of their prior attainment, background or economic position.  The academy aims to improve the life chances of the pupils that attend the academy equipping them with the aspiration, knowledge and skills that they will require to succeed in the next phase of their life and beyond.  

Our strategy aims to use a three tired approach as endorsed by The Education Endowment Foundation: High Quality Teaching, Targeted Academic Support and Wider Strategies.  This approach is intended to support removing the barriers that our pupils are faced with whether they are disadvantaged or not.

Evidence confirms that high quality teaching is key to securing the best possible outcomes for all pupils.  This evidence underpins our approach to addressing disadvantage within the academy and 50% of pupil premium funding is used to secure this.  The academy delivers an ambitious curriculum with programmes of learning that challenge pupils to develop their knowledge and skills whilst engaging them in exciting and engaging themes which motivate them to want to learn and achieve.  It is essential that our curriculum is taught by staff who have an understanding of pedagogy relevant to subjects and the very specific needs of the pupils who attend the academy.

A high proportion of pupils within the academy have complex communication needs and it is essential that disadvantage does not act as an additional barrier to the pupils making the progress that they are capable of, as a result the academy places an emphasis on ensuring all pupils will have access to communication strategies and resources.

Effective cpd is key to enabling these priorities and the academy is committed to prioritising that staff are exposed to and access a CPD rich environment supported by the use of pupil premium funding.  The academy recognises the importance of effective monitoring systems and high quality support for staff where required and it strives to implement them to ensure a high quality education is being delivered to all pupils.

25% of allocated Pupil Premium funding is ring fenced for targeted intervention work within the academy.  Targeted interventions are undertaken in whole class situations, small group and 1-1 situations and the academy ensures that interventions are delivered by staff suitably qualified to do so.  It is the academies intention to ensure that through this strategy in addition to delivering high quality teaching higher attaining pupils are continually challenged to make the progress they are able alongside those that have been identified as showing a concern in the area of progress and attainment.  A strategic approach with systems and processes in place that routinely identify pupils requiring intervention and the impact of interventions is monitored.  

As an academy we recognise that a multi faceted approach must be taken to identify and remove barriers to learning.  The academy uses a range of data sources to identify and inform the practices required and implemented and these consist of attendance, punctuality behaviour, wellbeing, wider holistic needs, parental engagement and cultural capital experiences.  The academy acknowledges and intentionally implements wider strategies to remove these barriers and 25% of funding is allocated to this area.

Challenge number

Detail of challenge

1

Increased risk of pupils not being on track to meet educational outcomes sought.

2

Reduced communication and language development impacts on pupil progress holistically and academically.

3

Risk of high rates of absence and persistent absence.

4

Punctuality of pupils attending the academy is negatively impacted.

5

Reduced opportunities for extra curricular activities and enriching experiences outside of the academy.

6

Increased risk of reduced rates of parental engagement.

7

The cost of living crisis has led to  higher levels of social deprivation.

Intended outcome

Success criteria

• The quality of teaching across the academy is strong and pupils are taught by skilled and well trained staff.
• Interventions (academic and holistic) are swiftly introduced and are effective in ensuring pupils meet the educational outcomes sought.

There are no attainment gaps due to a pupil’s disadvantage, with a particular focus on reading.

% of behaviour incidents for disadvantaged pupils will not be over represented in the behaviour logs.

Progress information for disadvantaged groups for the area of SEMH is in line with non disadvantaged groups.

• All pupils within the academy have access to high quality teaching and resources that promote communication and language development.

Pupil progress across the academy for communication and interaction is at least 92% on track.

There is no gap in pupil progress for communication and interaction between disadvantaged and non disadvantaged pupils.

• Children are attending regularly and where there are barriers to attendance these are addressed.

Whole academy attendance remains at least in line with national and their is no gap between disadvantaged and non disadvantaged. PA is significantly reduced and in line with national and disadvantaged pupils are not disproportionately represented in this category.

• Children are punctual when arriving at the academy and where there are barriers to punctuality these are addressed.

Academy information demonstrates a reduction in pupils attending the academy late and there is no difference between disadvantaged and non disadvantaged punctuality.  

• Increased opportunities beyond the classroom gives children cultural capital and increased life experiences.

There is an increase in extra curricular and enrichment opportunities at the academy.

The number of pupils participating in extra curricular/enrichment activities increase particularly among the disadvantaged group.

Pupils have an increased number of educational/cultural capital opportunities and experiences beyond the locality of the academy and a pupil’s disadvantage does not reduce this.

• An increased holistic parental engagement offer is accessed by parents/carers and disadvantage does not act as a barrier to engagement with the academy.

There is an increase in the number of parents accessing and engaging with the academy.

There is an increase in the range/type of parental engagement activities.

Academy information demonstrates that parents of disadvantaged pupils access the academy in line with parents of pupils who are non disadvantaged.

Academy information is able to provide evidence of the positive impact on progress for areas that are a focus of parental engagement activity e.g. behaviour, communication and reading.

There is a reduction in external early help referrals.

• Social deprivation does not negatively impact on pupil attendance, attainment or accessing extra curricular and enrichment opportunities.

There is no gap between disadvantaged and non disadvantaged pupils attendance and it is at least in line with national average.

The provision of breakfast club improves the punctuality of pupils across the academy particularly those identified as disadvantaged.

There is an increase in disadvantaged pupils accessing extra curricular and enrichment activities. provision.

Academy information demonstrates that there is no attainment gap due to a pupils disadvantage.

Budgeted cost

£ 42,195

Activity

Evidence that supports this approach

Challenge number(s) addressed

High quality research based CPD is provided for staff to continue to improve the quality of teaching and learning, particularly in the areas of reading and language and communication.

https://educationendowmentfoundation.org.uk/news/eef-blog-understanding-the-relationship-between-implementation-and-professional-development?utm_source=/news/eef-blog-understanding-the-relationship-between-implementation-and-professional-development&utm_medium=search&utm_campaign=site_searchh&search_term 

https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/read-write-inc-and-fresh-start?utm_source=/projects-and-evaluation/projects/read-write-inc-and-fresh-start&utm_medium=search&utm_campaign=site_search&search_term=phonics 

1, 2

Highly skilled HLTA employed with a focus on improving language and communication across the academy.

https://educationendowmentfoundation.org.uk/education-evidence/early-years-toolkit/communication-and-language-approaches?utm_source=/education-evidence/early-years-toolkit/communication-and-language-approaches&utm_medium=search&utm_campaign=site_search&search_term=lan

1,2

Budgeted cost

£21,097 + £49,880

Activity

Evidence that supports this approach

Challenge number(s) addressed

Highly skilled HLTA’s providing academic/holistic 1-1 and small group interventions

https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/teaching-assistants?utm_source=/education-evidence/guidance-reports/teaching-assistants&utm_medium=search&utm_campaign=site_search&search_term=quality%20first%20teaching 

1,2

Internal/External holistic interventions

1,2

Budgeted cost

£21,097

Activity

Evidence that supports this approach

Challenge number(s) addressed

Part payment of breakfast, after school and holiday provision staffing.

Contribution to cultural capital extra curricular and enrichment programme.

https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/childrens-university 

https://educationendowmentfoundation.org.uk/guidance-for-teachers/life-skills-enrichment 

1, 2, 3, 4, 5, 7

Contribution to reading for pleasure initiative

1, 2, 5, 6, 7

Part payment of parental involvement Officer

Parent education programme

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

1, 2, 3, 4, 6

Provision of uniform

7

Provision of transport

1, 2, 3, 4, 5, 7

Total budgeted cost

£134,270

Pupil premium strategy outcomes

The percentage of pupils in receipt of pupil premium funding show 91% have met their annual targets in comparison to pupils not in receipt of PP at 87%, a 4% positive differential.

Within the 4 areas of the EHCP, we are consistent at 7/8% with a concern which is 1% better than the whole school average of 9%

HLTAs worked on in/out of class interventions targeting individual areas of need and Personalised Learning Goals where pupils were identified as a concern at each data capture point across the academic year.  

Interventions were identified as required for 9 pupils from Spring term data. Following implementation of intervention 94% of those pupils have met their annual target at the end of the summer term.

In conclusion there are no attainment gaps for pupils in receipt of pupil premium.

Attendance

Whole School V Pupil Premium

Within our pupil premium cohort we can see a +1.14% difference from our whole school percentage showing our PP pupils are not disadvantaged in school attendance.

A free breakfast club has been introduced into the academy with priority being given to Pupil Premium pupils, pupils who have been identified as having punctuality/attendance challenges and as an internal Early Help offer.  7 pupils attend breakfast club daily, and punctuality and attendance has improved over time for these pupils.

Communication and Language Development

The following impact can be seen as a result of the ACE communication and support package:

• An increase in alternative Communication opportunities for the pupils across school
• An increase in overall staff knowledge around communication strategies
• An increase in staff confidence in using alternative communication devices
• Staff know who to contact for advice and support around communication

• A wider range of devices used around school
• Additional staff pursuing specific Communication CPD - Eklan AAC specialist training
• A greater more targeted range of communication devices purchased to allow us as a school to meet the communication needs of all current and potential future pupils

As a result 22/23 academy information shows that 91% of PP pupils met their annual targets for communication and interaction in comparison to non PP pupils which was 87%, demonstrating that that is no gap within the academy between PP and non PP pupils.

Enrichment and extra curricular Activities

There has been an increase in enrichment and extra curricular opportunities during the 22/23 academic year with 18 different opportunities being offered.  For each opportunity priority is given to PP pupils in the first instance and as result each activity has had in excess of 50% PP pupils attending.