Detail

Data

 Academy name

Co-op Academy Southfield

Number of pupils in academy

350 (as at 12th September 2024)

Proportion (%) of pupil premium eligible pupils

31.4% of whole school (110 students); 44.7% of Y7-Y11

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

2024-2027

Date this statement was published

November 2024

Date on which it will be reviewed

July 2025

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 2024)

£95,550

Pupil Premium Plus funding allocation for this year (as at September 2024)

£2570 per LAC & pLAC child x 6

=£15,420

Service Pupil Premium funding allocation this academic year (as at September 2024)

£0

Covid Recovery funding

£0

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

£110,970

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 and to stay safe both in the real world and online.

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.

• QA feedback reflects teachers 'improved understanding of how learning can be broken down for pupils from different starting points.

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

• Incident reports over time reflect that every pupil has encountered effective post-incident listening and learning (debrief) in a way that enables their voice to be heard.
• All students to be baselined in Blanks language levels and accurately pitched questions to be used in order for them to better access the curriculum.

3.Attendance of key groups of children will show sustained improvement.

• Attendance rates of key pupil cohorts will show emerging and then sustained improvement.
• Persistent and severe absence will continue to reduce
• Authorised absence rates for pupils will reduce and more broadly align with other special schools across the Trust.
• Attendance collaboration with other SEN schools will be enhanced
• Attendance rates and rates of persistent absence will more closely align with a) SEN schools in Trust and b) National averages.
• Use of statutory mechanisms, such as Fixed Penalty Notices, will be applied more robustly.
• The school will continue to work with families and external agencies to overcome any barriers to pupils’ regular attendance.

Budgeted cost

• TLR 1a: £72,858.88 5 periods of TLR time per week =1/5= £14,572

• MSI Lead 2 days per week: £29,831 x 0.4 = 11,932

• Maths Lead-dedicated to planning and leading CPD, and assessing the implementation and impact: £74,588 * 0.1= 7,459

• English Lead-dedicated to planning and leading CPD, and assessing the implementation and impact: £68,652 * 0.1= 6,865

Total: £40,828

Activity

Evidence that supports this approach

Challenge number(s) addressed

• Literacy and numeracy leads to deliver 6x CPD sessions on formative assessment and personalised feedback.

EEF Guidance for effective feedback

EEF embedding formative assessment

1

• Deployment of TLR holder for early communication to develop staff expertise in  blanks language including linking to key elements of the curriculum.

EEF communication and language approaches.

1 & 2

• Strategic deployment of senior teacher in early cognition and communication.

• Refocus of priorities for MSI Lead staff member

EEF oral language intervention

2

Budgeted cost

 L4 Academic intervenor: 2 x 2 days a week = £25,526

Total:  £25,526

Activity

Evidence that supports this approach

Challenge number(s) addressed

Effective deployment of intervention staff members to deliver Blanks language and phonics interventions.

EEF oral language intervention

2

Budgeted cost

• Attendance Manager: 0.6 * £28,885= £17,331

• Pastoral Intervention Mentors 20% of team time=£28,885

Total: £46,215

Activity

Evidence that supports this approach

Challenge number(s) addressed

Recruitment of Attendance Manager

EEF Attendance Interventions (Addendum)

3

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

Effectiveness of Sensory Integration Interventions in Children With Autism Spectrum Disorders: A Pilot Study

1 & 3

Training for all class-based staff in leading effective post-incident listening and learning (debrief)

EEF Improving Behaviour in Schools

2

Effective deployment of Pastoral Intervention Mentors in post-incident analysis to ensure effective debrief.

EEF Improving Behaviour in Schools

2

Total budgeted cost

£112,569

Pupil premium strategy outcomes

Intended outcome

Success criteria

Evidence of impact

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.

• Students in benefit of pupil premium made progress in line with the main cohort, at their level, In literacy, numeracy and PSD. Progress is checked at regular intervals and PP students whose progress is not inline with expectations receive 1:1 academic intervention

• Data collated from annual review paperwork shows that in 2023/24 students in benefit of pupil premium achieved on average 78% compare to a school average of 74%

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.

• Students' views are routinely captured as a part of the AR process. This is QA by SENDCo team and for the 23/24 academic year was 100% completed. Work was completed by the SENCO inline with our DAP to create more accessible student voice documentation.

• 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 and enhancement of home-school relationships pupils will attend school more .

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

Year 7 to 11 attendance was the highest in 2023-24 since pre-Covid. Year-end attendance indicates 85.4% for this cohort. Additionally;

• Month on month attendance in the 2023-24 academic year was the highest each month since pre-Covid
• Male pupils in the 2023-24 academic year once again began to attend as often as pre-Covid (86.2%)
• Pupils with an in-year admission attended at their highest rate since pre-Covid (84.4%)
• Pupils from a disadvantaged background achieved their highest attendance in the last two consecutive academic years (85%)
• Pupils eligible to pupil premium attended their highest ever in the 2023-24 academic year (86.8%)
• Persistent absence rates for the Y7-11 group in the 2023-24 academic year were their lowest since pre-Covid (41.67%)
• At the 17/5/24 Bradford data release, Southfield Persistent Absence rate (39.91%) was lower than the Bradford SEN schools year to date (40.4%).

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