Detail

Data

 Academy name

Co-op Academy Parkland

Number of pupils in academy

191

Proportion (%) of pupil premium eligible pupils

55%

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

2024-2025

Date this statement was published

September 2024

Date on which it will be reviewed

Termly ACC meetings

Statement authorised by

Parkland ACC

Pupil Premium Lead

Charlotte Wierzbianski

Governor / Trustee lead

Ian Featherstone

Detail

Amount

Pupil premium funding allocation this academic year

£170,200

Recovery premium funding allocation this academic year

£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

£170,200

Statement of intent

Our intention is that all pupils, irrespective of their background or the challenges they face, make good progress and achieve high attainment across all subject areas. The focus of our Pupil Premium strategy is to support disadvantaged pupils to achieve that goal, including progress for those who are already high attainers.

We will consider the challenges faced by vulnerable pupils, such as those who have a social worker and young carers. The activity we have outlined in this statement is also intended to support their needs, regardless of whether they are disadvantaged or not.

Quality first teaching is at the heart of our approach, with a focus on areas in which disadvantaged pupils require the most support. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school. Implicit in the intended outcomes detailed below, is the intention that non-disadvantaged pupils’ attainment will be sustained and improved alongside progress for their disadvantaged peers.        

Our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment, not assumptions about the impact of disadvantage. The approaches we have adopted complement each other to help pupils excel. To ensure they are effective we will:

• ensure disadvantaged pupils are challenged in the work that they’re set
• act early to intervene at the point need is identified
• adopt a whole school approach in which all staff take responsibility for disadvantaged pupils’ outcomes and raise expectations of what they can achieve

Co-op Academy Parkland opened in November 2018.  Co-op Academy Parkland is located within the Thorpe Edge estate and serves a mix of council and privately owned housing.  The area within which Co-op Academy Parkland sits was ranked 3,292 out of 32,844 in England where 1 is the most deprived area in the country. Statistically, this puts the location of our school and surrounding area amongst the top 20% most deprived areas of the country. (Ministry of Housing, communities and local government, The English Indices of deprivation 2019).   

With this context in mind, half of our Pupil Premium funding is targeted at ensuring the best possible quality of education for pupils. This focus includes professional development to make sure that teaching is highly effective. Curriculum development work is also a key part of our strategy to ensure that our curriculum is coherently designed and that essential knowledge is prioritised. Learning about careers and employability is also a key focus running through every subject. We are also passionate about providing pupils with opportunities outside of their usual experiences and environment to build their capital.

Within our locality, rates of criminal activity are above average for the country. Our area is ranked 247 out of 32,844 in England which is amongst the 10% most deprived neighbourhoods in the country.  Instances of anti-social behaviour and violent/sexual assault (including domestic abuse) are particularly high. We acknowledge that our pupils (including our disadvantaged pupils) may have increased safeguarding vulnerabilities because of this. Through our curriculum, we prioritise keeping pupils safe and their moral development. We are passionate about our children having the courage to make the right moral choices, regardless of who is watching. This academic year, we will be further developing our personal, social, health and economic curriculum to ensure our staff are confident, trained and supported to provide the targeted teaching that our school community needs. We will target further spending on additional support, for identified pupils, including: therapeutic sessions, social groups, pastoral interventions, attendance support, speech and language sessions, SEMH coaching and intervention.

KS2 SATS show that some excellent progress has been made in the year between July 2023 July 2024 with the combined score improving by nearly 30% and  a  minimal gap between PP children and the cohort as a whole.  Reading improved by over 40% with PP students outperforming all pupils and writing improved by 11% with PP achieving 63%.

Progress is carefully tracked by leaders which has enabled them to intervene at the point where need is identified.  Bespoke interventions run daily in phonics, times tables and maths.; this has been pivotal in closing the gap between KS1 and KS2 PP outcomes.  

Pupils who attend our academy have a strong sense of belonging and there is a community feel at Parkland.  We identify families early ensuring they get their Free School Meal entitlement, we instil a sense of community through providing free uniform for all PP students.  We offer a wide range of pupil experiences to enhance the curriculum and our after school clubs are over subscribed.  

Challenge number

Detail of challenge

1

Pupil outcomes are below those of their peers

2

Low starting points on entry in Early Years but also for children joining us at points other than typical transition times

3

Risk of attendance lower than national average

4

Risk of high percentage of Persistent Absence rates

5

Rising numbers of SEND

Intended outcome

Success criteria

Raised achievement for disadvantaged pupils by the end of KS2.

Disadvantaged pupils at the end of KS2 (who have been at the school consistently since KS1 - stable cohort) achieve attainment and progress measures in line with other pupils nationally

Raised attainment for disadvantaged pupils by the end of KS1.

Disadvantaged pupils at the end of KS1 (who have been at the school consistently since Pupil Premium Strategy Statement 6 Reception) achieve attainment measures in line with other pupils nationally.

Increased proportion of disadvantaged pupils in Year 1, 2 and 3 pass the phonics screening check.

Y1: In-line with national average for disadvantaged pupils

Y2: In-line with national average for disadvantaged pupils

Y3: 100%

Children at the end of the Early Years attain well and are ready for the Year 1 curriculum

Disadvantaged children attain in-line with other children nationally: GLD, ELG reading ELG writing, ELG number, ELG PSED

Good attendance for disadvantaged pupils (and reduced rates of persistent absence)

Disadvantaged pupils’ attendance rates and rates of persistent absence are at least in-line with disadvantaged pupils nationally.

Disadvantaged pupils access a wide range of carefully chosen experiences that build their cultural capital, raise their aspirations and help them to discover their talents and interests, including educational visits and extra-curricular clubs outside of normal school hours

All disadvantaged pupils attend extra-curricular clubs; participate in enhancement activities (inc. educational visits, workshops etc); are invited and encouraged to attend the residential in Year 6.

Budgeted cost

£ 116,620

Activity

Evidence that supports this approach

Challenge number(s) addressed

CPD for all staff establishing a whole school approach to supporting pupils with additional needs e.g. neurodiversity; S&L, SEMH (SCIL Team)

EEF Effective Professional Development

1, 2, 3, 6

Phonics training for CTs, TAs and reading leaders.

Read Write Inc case studies and research

1, 2, 5

Continued implementation of Accelerated Reader to enhance a love of reading for all pupils

EEF Accelerated Reader research

1, 2, 5

CPD for EYFS staff to support their understanding of how children learn

EEF Improving language in Early Years research

1, 2, 5

Metacognition CPD for all staff, focusing around Rosenshine’s principles

EEF Metacognition and self-regulated learning

Rosenshine research

1, 2

Skills Builder curriculum training and establishing careers curriculum throughout all year groups

EEF Collaborative learning approaches

1, 2, 5, 6

Use of IRiS to develop and improve the quality of teaching and learning across all year groups

EEF Iris connect research

1, 2, 5

Non-teaching SENDCo to improve inclusive practice and outcomes for pupils

EEF Importance of a whole school SEND approach

1, 2

Release time for senior and subject/middle leaders to quality assure all curriculum areas, with a particular focus on development of middle leaders and their understanding of critical thinking

EEF Implementation and professional development

1, 2, 5

Budgeted cost

Pastoral interventions - Pastoral Team costs (NF and KLW) (50% of salary as 55% PP) children) = £30,294

RWI subscription £2235

Shine £1072

SkillsBuilder £1430

National College £1196

TT Rockstars £263

Total = £36,490

Activity

Evidence that supports this approach

Challenge number(s) addressed

Use of resources and staff CPD to enhance the teaching and learning of mathematics throughout the school, focusing on tracked and targeted interventions

EEF improving mathematics

1, 2, 5, 6

Shine (QLA) intervention to be purchased and used to interrogate data

1, 2, 5, 6

Reading intervention including 1:1 tutoring, lowest 20%, RWi TA training and support

EEF Teaching assistant interventions

1, 2, 5, 6

Small group teaching for lower attainers (in NtE)

EEF Reducing class size

1, 2, 5, 6

Subscriptions:

Ruth Miskin phonics (including virtual classroom)

TT Rockstars

Jigsaw

FFT Aspire

National College

EEF Read Write Inc and Fresh Start

EEF diagnostic assessment and recovery

EEF One-to-one support for SEND pupils

1, 2, 5, 6,

Budgeted cost

Residential costs (Y6 = 50% PP) £2,710 (50% of total cost)

Uniform £1000

Clubs £3680

Breakfast Club £8500

Rewards £600

Parent workshops - £600

Total = £ 17,090

Activity

Evidence that supports this approach

Challenge number(s) addressed

 Parent workshops on curriculum specific areas

EEF Parents to support children's learning

1, 2, 3, 4, 5, 6

Attendance support from Senior Learning Mentor

EEF Attendance intervention and rapid assessment

1, 2, 3, 4

Pastoral support workers (including SEMH interventions)

EEF Parents to support children's learning

3, 4, 6

Extra-curricular activities, enhancements, including educational visits, residentials, clubs and workshops

EEF life skills and enrichment

3, 4, 5, 6

Cluster services (including CAMHS, SCIL Team, Positive Regard)

EEF Attendance intervention and rapid assessment

1, 3, 4, 6

Total budgeted cost

£ 170,200

Pupil premium strategy outcomes

Evaluation of intended outcomes:

1. Increase the proportions of pupils achieving ARE in all areas.

2. Ensuring that the difference between pupil premium and all remains low.

Reading results for all KS2 children has increased by 39% since last year and children receiving pupil premium has increased by nearly 50%. PP children outperformed non-PP children (PP 79% and non-PP 67%)  Writing for all children has increased by 12% with the number of PP children achieving EXS 63% with non-PP at 67%, a difference of 4%.  Maths for all children increased by 29% with the number of PP children achieving EXS 63% and non-PP at 67%, again a difference of 4%.

3. Pupils have experienced an extended offer from the academy through extra-curricular, educational visits and careers related learning.

All pupils experienced at least one visit and visitor throughout the year. Visits included trips to a local supermarket, Trust PE tournaments, Hesketh Farm, swimming in Year 5 and the Ingleborough Hall residential for Year 6 children.  We have had visits from poets and authors as well as a wide range of visitors showcasing their professions linked to our CRL programme.