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 this academic year and the effect that last year’s spending on pupil premium had on our school.
- Academy Overview
| Detail | Data |
| Academy name | Co-op Academy Brownhill |
| Number of pupils in academy | 420 |
| Proportion (%) of pupil premium eligible pupils | 62% |
| Academic year/years that our current pupil premium strategy plan covers (3-year plans are recommended) | 2023-2024 to 2026 -2027 |
| The date this statement was published | 30/9/2023 |
| The date on which it will be reviewed | 1/9/2024 |
| Statement authorised by | AGC Governing body |
| Pupil premium lead | Beverley Blanchfield |
| Governor / Trustee lead | Kirsty Bryden |
Funding overview
| Detail | Amount |
| Pupil premium funding allocation this academic year | £ 325,920 |
| Recovery premium funding allocation this academic year: school-led funding | £0 |
| Pupil premium funding carried forward from previous years (enter £0 if not applicable) | £0 |
| The total budget for this academic year, your school is an academy in a trust that pools this funding. State the amount available to your school this academic year | £325,920 |
Part A: Pupil premium strategy plan
Statement of intent
| Statement of intent |
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At Co-op Academy Brownhill, we have high aspirations for all children, no matter their background, barriers or prior attainment. We believe no child should be left behind, and we aim to enable disadvantaged pupils to attain in line with all pupils nationally and use an evidence-based approach to ensure that funding is well-used to support this.
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Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils
| Challenge number | Detail of challenge |
| 1 | Assessment baselines, observations and discussions indicate that pupils enter nursery and Reception with low starting points and that this is often more prevalent amongst disadvantaged pupils. |
| 2 | External and internal data suggests that since the lockdown attainment amongst disadvantaged pupils at the end of KS1 and KS2 is significantly below that of non-disadvantaged pupils nationally in reading, writing and Maths, with a gap of between 18% and 26% by the end of KS2. |
| 3 |
Our assessment and observations indicate that social and emotional issues impact disadvantaged pupils more than other pupils. The current cost of living crisis has impacted heavily on disadvantaged and non-disadvantaged families. The number of pupils who have required additional support has increased over the last two years, with increased referrals to support in school and with outside agencies. |
| 4 | Low levels of oracy and vocabulary across the school significantly affect reading, writing, and general knowledge progress. |
| 5 |
Attendance data over the last year indicates that attendance for disadvantaged pupils is around 1.4% lower than for non-disadvantaged, and persistent absenteeism is around 3% higher than for non-disadvantaged. |
| 6 | Long periods of lockdown and higher levels of social deprivation due to the cost of living crisis have limited pupils’ exposure to wider opportunities and experiences. |
| 7 | High levels of mobility have resulted in significant knowledge gaps, leading to pupils falling further behind age-related expectations. Internal data suggests that disadvantaged pupils with high mobility are less likely to achieve the expected standard than those with a stable education. |
Intended outcomes
This explains the outcomes we aim for by the end of our current strategy plan and how we will measure whether they have been achieved.
| Intended outcome | Success criteria |
| Accelerated progress in EYFS strengthens outcomes for pupils and narrows the attainment gap. | GLD in EYFS increases year-on-year, and the gap between disadvantaged and non-disadvantaged is closed. |
| Improve the quality of teaching in schools. Children will have access to all adults in school with good-quality teaching skills. | The attainment gap between the disadvantaged and non-disadvantaged (nationally) will fall, and progress will be accelerated. By the end of the year, PP is broadly in line with Non-PP. The gap at the end of KS2 will have closed significantly from KS1 starting points. |
| Children attend regularly, and where there are barriers to attendance, these are addressed. | Whole school attendance increases with national (95%), and the gap between disadvantaged and non-disadvantaged is no more than 1%. PA is significantly reduced and in line with national, and disadvantaged pupils are not disproportionately represented in this category. |
| Increased learning beyond the classroom gives children cultural capital and improved life experiences. |
Pupils have an increased number of opportunities to experience places of interest beyond the local area. The number of pupils participating in enrichment activities increases, particularly amongst the disadvantaged group. |
| The vocabulary gap between disadvantaged and non-disadvantaged pupils will close over their school career. |
At the end of EYFS, KS1, and KS2, there will be a diminished gap between disadvantaged and non-disadvantaged pupils in terms of their speaking and listening skills and ability to use a wide range of vocabulary. Increased outcomes in reading and writing by 2025-26 show that at least 75% of disadvantaged pupils are meeting the standard in reading by the end of KS1 & KS2 |
| Increasing pupils' focus on learning because they are well-supported emotionally, and they have good learning attitudes and good behaviours | % of behaviour incidents for disadvantaged pupils will not be overrepresented in the behaviour logs, and fixed-term exclusions will be reduced for disadvantaged pupils from 1. |
Activities 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 mentioned above. Teaching (for example, CPD, recruitment and retention)
| Budgeted cost | £ 158,242 |
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Quality first teaching for all pupils through the effective delivery of high-quality research CPD for all staff includes a five-a-day approach’, mastery in maths and the use and training of a validated phonics programme, securing better early reading outcomes. |
Professional development on evidence, for example-based approaches, for example, meta-cognition, reading comprehension, phonics or mastery of learning. High-quality teaching improves pupil outcomes, and effective professional development offers a crucial tool to develop the quality of education and subsequently enhances children’s outcomes in the classroom. Professional development, on average, positively affects pupil attainment across early years, primary. At each assessment data point, pupils who have |
1,2,4 |
| Purchase of standardised diagnostic NCT tests and Shine intervention programme to ensure teachers can accurately identify and close learning gaps. | Standardised tests provide reliable data to identify specific weaknesses and strengths to ensure the correct level of support, intervention and scaffolding can be given during lessons. https://d2tic4wvo1iusb.cloudfront.net/documents/news/Diagnostic_Assessment_Tool.pdf |
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| Assistant head time to support the additional release time for ECT and ECT +1 teachers in school and increase CPD offer |
The Academy will continue to focus on CPD development of all staff, those new to the profession, as improving the quality of teaching and learning makes the biggest difference in closing the attainment gap. It is also known to improve the retention of teachers, ensuring that pupils benefit from experienced teachers who have sound subject knowledge and the ability to deliver high-quality teaching. |
2 |
| Increased CPD offer for all TAs and teachers in the early years, setting up to support scaffolding of the development of communication and language skills through talking. Verbal expression, modelling language. This will include CPD on the delivery of talk boost as well as more general training on supporting pupils within the provision rather than intervention. |
The Early Years toolkit by the EEF shows that the development of communication and language within the early years setting through verbal interaction with pupils has a high impact for a very low cost. This approach places emphasis on the use of a range of strategies and the importance of professional development and support for early years practitioners. EEF research on closing the gap suggests that EYFS education focus has huge potential and that training for early years staff is key Talk Boost and early talk boost data across EYFS and Year 1 shows that an average effect size of 2.3 is evident for pupils who are part of this programme. |
1 |
| Purchase of a National college and a place to learn annual site to provide targeted CPD for all staff. |
Improving the quality of teaching and learning makes the biggest difference in closing the attainment gap EEF. High-quality teaching improves pupil outcomes, and effective professional development offers a crucial tool to develop teaching quality and subsequently enhance children’s outcomes in the classroom. Professional development, on average, has a positive effect on pupil attainment across early years, primary |
1, 2 |
| Additional subject release time for all staff to prioritise continuing professional development and enabling all subject leaders to lead, monitor and effectively support across the whole school |
Whole school priorities focus on Improving teaching and learning quality in all subject areas. Research indicates that this alone makes the biggest difference in closing the attainment gap. Subject leaders are given time to assess the |
1,2 |
| The use of Iris and direct coaching to enhance the quality of teaching | Evidence presented at Research Ed 18 in London by Sam Sims showed that 10 out of 15 controlled trials had a ‘statistically significant positive effect.’ Evidence that opportunities for peer coaching increase staff morale, levels of understanding of pedagogy and staff retention. Staff become more analytical and less isolated and help create a cohesive school environment. https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/iris-connect?utm_source=/projects-and-evaluation/projects/iris-connect&utm_medium=search&utm_campaign=site_searchh&search_term |
Targeted academic support (for example, tutoring, one-to-one support, and structured interventions)
| Budgeted cost | £98,280 |
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
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CLA lead to meet 1:1 weekly with pupils who are or have been child looked after.
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Internal CLA report for 2022-23 Evidenced Designated teacher CLA report |
1,2,3,4 |
| Qualified teachers delivering Individual catch up teaching in early reading and phonics |
Phonics intervention data within the |
2, 5, 8 |
| Career-related curriculum and visits across the Academy give pupils the skills, knowledge and understanding of how learning links to life beyond education and the opportunities available to them. |
Careers Development Institute
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| Speech and language therapy three days per week supporting the development of language and communication. |
Oral language intervention is seen by EEF research as having significant development in learning. Early intervention is key to support in this area, and therefore, pupils are identified in Nursery and Reception receiving support. In the last academic year, 69 pupils assessed weekly speech and language therapy. Thirty-two pupils were consequently discharged due to successful |
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| School-led 1:3 face-to-face tuition Maths and English for pupils inclusive of most able. Provision through qualified teachers and school staff. |
Impact analysis of data for pupils attending tutoring at Brownhill shows an average effect size of 1.0 in reading, similarly in Maths 0.9. |
2, 4, 8 |
Wider strategies (for example, related to attendance, behaviour, well-being)
| Budgeted cost | £ 59,258 |
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Delivery of a breakfast club to targeted pupils at risk of poor attendance. Provision of breakfast for all pupils in school. |
Food Research Action Centre (FRAC) evidence ‘A well-nourished child who starts the day with breakfast is more likely to be at school, a better learner, and willing to participate in the classroom. The DFE (Breakfast Clubs programme) also notes that a healthy breakfast at the start of the day improves readiness to learn, increases concentration and improves well-being and behaviour.
Internal data shows that Up-take has improved significantly from 20 pupils to 75 pupils attending daily. This has impacted positively on pupil attendance. Out of 75, 59 pupils have 95% attendance and above. |
3, 1, 2, 6 |
| New arrival induction and family support link |
EEF research suggests that parental engagement has been proven to impact pupils’ outcomes positively. Strong positive face-to-face induction allows parents to build initial communications and relationships to be built upon. |
8, 3, 5, 6 |
| Pastoral safeguarding lead | The pastoral team is crucial in supporting vulnerable families and pupils in school. Without this support, pupils often cannot focus on learning, and families cannot prioritise education. | 3, 7, 6 |
| Attendance lead |
Improving attendance is essential in ensuring children have access to the progressive curriculum at Brownhill. Learning is built on previous understanding; therefore, gaps in absence can significantly impact pupils' abilities to learn. Therefore, prioritising attendance is important. In 2022-23, attendance improved by 2.1%, and PA was reduced from 32.5% to 28% |
6 |
| Additional educational therapist support | Professional support for staff, families and pupils is important to ensure that barriers to learning are minimised.
30 pupils in 2022-23 have attended therapy sessions and have been discharged this academic year. The impact on these pupils have been evident in reduced number of negatives/ improved attendance and attainment. |
3, 7, |
| Behaviour support provides interventions for individual pupils. 1:1 and small group support for targeted individuals, as well as driving whole school ethos and approach |
EEF research shows that whole behaviour interventions can have a moderate impact, but interventions which are specific to individuals can have much greater benefits and impact on learning. Through the use of a whole school approach and intervention, as stated by the EEF this approach aims to improve attainment by reducing challenging behaviours and the effects this has on the ability of the class and individual to learn but also aims to support pupils' learning behaviours and become motivated and engaged. Whole school suspensions have dropped this academic year from 8 to 2. |
3. 2 |
| Family support and pupil therapy delivered by Beck with a trained therapist. One day per week. |
Professional support for staff, families and pupils is important to ensure that barriers to learning are minimised. Fourteen pupils have received 1:1 therapy as part of the beck training. Out of these, ten have been discharged with improved emotional and social resilience. This has been evident in reduced incidents recorded on class charts for some. |
3, 6, 7 |
| Residential and school trips for all pupils. Strong links to learning.Increase opportunities after school. |
There is strong evidence that building effective relationships with pupils improves behaviour and, in turn, learning. Residential trips are used to support this as well as increase pupils' cultural capital and self-esteem. https://educationendowmentfoundation.org.uk/guidance-for-teachers/life-skills-enrichment |
3,7 |
| Total budgeted cost | £366,965 |
Part B: Review of outcomes in the previous academic year
Pupil premium strategy outcomes
This details our pupil premium activity's impact on pupils in the 2021 to 2022 academic year.
| Pupil premium strategy outcomes |
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At Co-op Academy Brownhill, 238 (59%)of our children were eligible for pupil premium funding in 2021-22, with most year groups having just over 50% of the cohort eligible for funding.
Our philosophy remains the same and is aligned with EEF research: “Good teaching is the most important lever schools have to improve outcomes for disadvantaged pupils.” As a result, the additional teaching capacity in schools by qualified teachers has enabled strong intervention. This has also been increased with the national tutor programme and school-led tutoring. 2022-23 Data
Year 1 phonics data also evidenced that the number of PP pupils meeting the expected standard had increased by 25% and exceeded the national. Additional tuition for pupils in Year 1 phonics funded by PP funding impacted significantly on low starting points. Small-group phonics intervention had an effect size of +0.9, and 1:1 interventions had an effect size of +1:1 Year 2 phonics data evidenced that through this additional phonics and reading support alongside quality first teaching PP pupils did as well as all national pupils. By the end of the 91% of pupils had met the expected standard. Again these pupils KS Data outcomes Although raw data suggests that at the end of the key stage, there is evidence of gaps between All National and PP national pupils, high levels of mobility have affected end-of-year data, academic analysis demonstrates that the gap is less and has significantly reduced since 2022-23, but the Academy is aware that this is still an area which needs significant improvement. Speech and language support reached 90 pupils during the year. Of the 90 pupils, 27 were discharged following exceptional progress against their targets. Targeted support for speech and language will continue to be offered in the next academic year with a focus on early identification.
Having an effective pastoral team has been crucial to supporting children and families. The welfare of all pupils has been a priority during the year. Strengthening the team's capacity with the addition of additional hours through the Educational Psychologist and with the full-time employment of a play therapist one day a week. Over the year, 37 pupils were additionally referred to work with the therapist, and this support included drop-in sessions and more lengthy hour support sessions. Twenty-two pupils were discharged as a result of support, and a further five were referred to more focused support through the cluster. Through the use of the national breakfast programme provision, 100% of our pupils' premium children have access to a daily. Healthy breakfast: a further 20 % attend extended breakfast provision daily, which also supports improving attendance for these individuals. Residential trips for years 5 and 6 were able to go ahead this academic year, and extended school activities were able to go ahead, as well as class trips in the term. In total, after-school provision enabled 60% of PP pupils to access additional after-school clubs. All PP pupils had access to at least two school trips/ experiences during the year and this Pupils' social and emotional needs continue to be an important factor and arguably even more so since COVID 19; therefore, Brownhill will continue to use its PPG to support and increase capacity within this area.
Whole school attendance 91.2 PP Attendance 91.4. This is significantly lower than in previous years. Whilst the gap is less than 1% between PP and Non-PP, it is clear that it continues to be a focus to ensure reduced barriers to learning within the 2023-24 budget.
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