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 in this academic year and the effect that last year’s spending of pupil premium had within our school.
|Academy name||Co-op Academy Clarice Cliff|
|Number of pupils in the academy||382|
|Proportion (%) of pupil premium eligible pupils||45%|
|Academic year/years that our current pupil premium strategy plan covers (3-year plans are recommended)||2021/2022|
|Date this statement was published||September 2021|
|Date on which it will be reviewed||September 2022|
|Statement authorised by||AGC|
|Pupil premium lead||Emma Day – Deputy Head|
|Governor / Trustee lead||John Clarke|
|Pupil premium funding allocation this academic year||£248,825|
|Recovery premium funding allocation this academic year||£26,825|
|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)||£275,650|
Part A: Pupil premium strategy plan
Statement of intent
At Co-op Academy Clarice Cliff, we recognise that a high proportion of our pupils are identified as Pupil Premium and therefore may be termed “disadvantaged”. Our academy aim is to ensure that we establish an inclusive culture of high expectations for all pupils, where pupil needs and not labels are used to drive our pupil premium strategy, with strong pastoral care at the heart of it. Our belief is that “every interaction with disadvantaged pupils and their families has the power to bring about positive change”.
We recognise the need to identify and understand the impact of socioeconomic disadvantage on learning. Addressing the associated gaps in learning helps us to establish solid foundations for building a comprehensive and effective package of support. Our strategy is based on early intervention which is critical in giving pupil premium pupils the best chance of enjoying and thriving throughout their school career.
By following these key principles, we believe that we can maximise the impact of our pupil premium spending. These principles are:
Providing a culture where:
- Staff believe in ALL children
- There are “no excuses” made for underperformance
- Staff support children to develop “growth” mind-sets towards learning
- Every interaction with pupils and their families has the power to bring about positive change
We will ensure that:
- All staff are involved in the analysis of data so that they are fully aware of strengths and weaknesses across the school
- We use research (such as the EEF) to support us in determining the strategies that will be most effective
Identification of pupils
We will ensure that:
- ALL teaching staff and support staff are involved in the analysis of data and identification of pupils through planning meetings and half termly pupil progress meetings
- ALL staff are aware of who pupil premium and vulnerable children are
- ALL pupil premium children benefit from the funding, not just those who are underperforming
- Underachievement at all levels is targeted (not just lower attaining pupils)
- Children’s individual needs are considered carefully so that we provide additional support where it is most needed
Improving Day to Day Teaching
We will continue to ensure that all children across the academy receive good teaching by providing effective CPD to ensure:
- High expectations
- Any within-school variance is addressed
- Good practice is shared within the school by drawing on internal and external expertise
- High quality diagnostic assessment
Increasing learning time
We will maximise the time children have to “catch up” through:
- Improving attendance and punctuality
- Providing earlier intervention
- Targeted intervention within lessons
We will ensure that the additional support we provide is effective by:
- Looking at the individual needs of each child and identifying their barriers to learning
- Ensuring additional support staff and class teachers communicate regularly
- Providing high quality interventions across phases
- Ensuring support staff have access to high quality CPD for interventions
- Working with other agencies to bring in additional expertise
- Providing additional support for parents
- Tailoring interventions to the needs of the child
The range of provision the Governors consider making include:
- Consistently strong quality first teaching for all pupils.
- High quality, evidence based intervention to provide early, targeted support.
- High quality CPD opportunities for all staff to ensure high quality teaching.
- Pastoral and behavioural support for pupils and their families.
- Support payment for activities, educational visits, residentials and school uniform to ensure children have access to high quality experiences that enhance their learning.
- Additional teaching and learning support based on effective diagnostic assessment.
- Support for ensuring consistently high attendance.
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
|Challenge number||Detail of challenge|
|1||Attendance for pupil premium pupils is consistently below attendance of other pupils, including the % of pupils who are persistently absent.|
|2||The attainment gap in reading and maths in Key Stage 2 needs to be reduced, in addition to raising attainment overall.|
|3||Low levels of language and communication on entry to the school which impacts on Early Reading.|
|4||Acquisition of Early Reading skills, particularly for pupils who are new to the school.|
|5||Sustained parental engagement of vulnerable families in supporting pupils’ learning and attendance.|
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|
|Good attendance secured for pupil premium pupils.||Attendance for pupil premium pupils will be 96%.|
Persistent absentee levels for pupil premium pupils will be 9%.
|Improved attainment in reading and maths at KS2.||Attainment in reading for pupil premium pupils will be 73% (national for all pupils).|
Attainment in maths for pupil premium pupils will be 79% (national for all pupils).
|Improved attainment in phonics for pupil premium pupils.||Attainment in the phonics screening check in Year 1 will be 82% (National for all pupils).|
Attainment in the phonics screening check in Year 2 will be 92% (National for all pupils).
|Improved attainment in Communication and Language for EYFS pupils by the end of Reception.||Attainment in communication will be 82% of pupils at the expected level (National for all pupils).|
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||£ 126,956|
|Activity||Evidence that supports this approach||Challenge number(s) addressed|
|Implementation of a systematic synthetic phonics approach (Little Wandle) across the whole school. |
Purchasing of new resources to support implementation.
SLE within school to provide high quality CPD to all staff to enable successful implementation and rapid progress for pupils. This includes staff meetings, demonstration lessons and practice development sessions.
Whole school CPD sessions on implementation including assessment.
|EEF +5 – Phonics|
High impact for very low cost based on substantial evidence.
Phonics is an important component in the development of early reading skills, particularly for children from disadvantaged backgrounds.
The teaching of phonics should be explicit and systematic to support children in making connections between the sound patterns they hear in words and the way that these words are written.
Due to Covid school closures, pupils in Reception, Year 1 and Year 2 need to catch up on phonics teaching as remote teaching was not accessed by all pupils. Across Key Stage 2, pupils new to the school and those who did not secure the expected standard in the phonics screening check need to access a consistent approach to phonics that is led by staff with strong subject knowledge and delivery. This will enable pupils to secure early reading skills ready to move on to making progress in all aspects of reading.
|Embedding of Rosenshine Principles as a whole school approach to quality first teaching.|
CPD for staff on the effective use of Rosenshine Principles including staff meetings, demonstration lessons, practice development sessions provided by the curriculum leader (JS).
Pupil interviews to focus on what pupils are remembering. Information to be used to inform teaching approaches.
Regular book scrutinies for PP and non-PP pupils to ensure consistently high expectations.
CPD linked to effective use of teaching assistants using “Making the best use of teaching assistants” resource (EEF) (EJ and ED).
|EEF +7 – Metacognition and self-regulation approach|
Metacognition and self-regulation approaches to teaching support pupils to think about their own learning more explicitly, often by teaching them specific strategies for planning, monitoring, and evaluating their learning.
EEF guide to pupil premium – tiered approach – teaching is the top priority including CPD.
Rosenshine’s Principles combines three distinct research areas (cognitive science, classroom practices, cognitive support) and how they complement each other by addressing how:
– People learn and acquire new information
– Master teachers implement effective classroom strategies
– Teachers can support students whilst learning complex material
Having analysed assessment data, pupils across the school need support in being able to retrieve and retain information in addition to having the confidence to complete tasks independently. Therefore, a focus on embedding Rosenshine Principles through Quality First Teaching will allow pupils to retain and apply key learning both to every day teaching and test situations whilst avoiding cognitive overload.
EEF+4 – Teaching Assistant intervention
The average impact of the deployment of teaching assistants is about an additional four months’ progress over the course of a year. However, effects tend to vary widely between those studies where teaching assistants are deployed in everyday classroom environments, which typically do not show a positive benefit, and those where teaching assistants deliver targeted interventions to individual pupils or small groups, which on average show moderate positive benefits.
In some cases, teachers and teaching assistants work together effectively, leading to increases in attainment.
By completing whole school CPD linked to effective use of teaching assistants, this will maximise the impact of staff within the school and lead to increased attainment, resilience and independence among our pupil premium pupils.
|Development of retrieval techniques in maths to support embedding of knowledge. All sessions begin with retrieval questions.|
Maths leader to provide CPD through staff meetings, INSET training, practice development sessions which focus on questioning and feedback.
Class teachers will complete journal work.
Weekly arithmetic tests using interleaved spacing.
Implementation of Times Tables Rockstars.
|EEF +6 – Feedback|
Feedback is information given to the learner about the learner’s performance relative to learning goals or outcomes. It should aim to (and be capable of producing) improvement in students’ learning.
Feedback redirects or refocuses the learner’s actions to achieve a goal, by aligning effort and activity with an outcome. It can be about the output or outcome of the task, the process of the task, the student’s management of their learning or self-regulation.
Analysis of maths assessments has identified that pupil’s have difficulty in retrieving and applying prior knowledge. This includes learning and application of number facts and basic number. An academy wide approach was identified as being the most beneficial following the analysis of data.
|Communication Counts training to be delivered.|
Successful completion of level 4 Communication Friendly status.
Identified practitioner to complete the level 4 training.
Whole school staff CPD to be delivered.
Current practice to be reviewed and strategies implemented through staff CPD.
|EEF +6 – Oral language interventions|
It is important that spoken language activities are matched to learners’ current stage of development, so that it extends their learning and connects with the curriculum.
Training can support adults to ensure they model and develop pupils’ oral language skills and vocabulary development.
There is evidence to suggest that pupils from lower socioeconomic backgrounds are more likely to be behind their more advantaged counterparts in developing early language and speech skills, which may affect their school experience and learning later in their school lives.
Although communication and language practice is strong in EYFS, there is an identified need that communication and language is still an additional barrier for pupils across the school. Therefore a whole school approach to communication would be beneficial to all pupils, with highly trained staff who are able to identify opportunities to develop pupil’s oral language skills.
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
|Budgeted cost||£ 61,392|
|Activity||Evidence that supports this approach||Challenge number(s) addressed|
|NTP Maths tuition for 24 pupils in Year 6 to provide catch up provision.|
PET X Maths course for Year 6 pupils.
Three-day intensive maths course to be run during the Spring Term.
|EEF +4 – small group tuition|
Small group tuition is defined as one educator working with 2-5 pupils together in a group. This arrangement enables the teacher to focus exclusively on a small number of learners, usually in a separate classroom or working area.
Having analysed our cohorts, we have identified that Year 6 needs additional support to address gaps in Maths. Having run the programme in the previous year, we identified that the additional tuition was beneficial to pupils through more intensive tuition in addition to Quality First Teaching.
|Academic mentor for Year 6 pupils to provide high quality targeted intervention in reading.||EEF +5 – one to one tuition|
One to one tuition involves a teacher, teaching assistant or other adult giving a pupil intensive individual support.
On average, one to one tuition is very effective at improving pupil outcomes. One to one tuition might be an effective strategy for providing targeted support for pupils that are identified as having low prior attainment or are struggling in particular areas.
The Academic mentor worked with pupils in Year 5 and impact data showed a positive impact on these pupils, particularly following the impact of school closures. Therefore the Academic mentor would continue to deliver the high quality interventions into Year 6 with the same pupils to narrow gaps in reading, covering phonics, comprehension and language.
|Specialist TA support to deliver Early Talk Boost, Talk Boost (EYFS and KS1) and one to one speech and language interventions (across the school).||EEF +6 – Oral Language interventions|
Very high impact for very low cost.
Oral language interventions (also known as oracy or speaking and listening interventions) refer to approaches that emphasise the importance of spoken language and verbal interaction in the classroom.
Oral language interventions are based on the idea that comprehension and reading skills benefit from explicit discussion of either content or processes of learning, or both, oral language interventions aim to support learners’ use of vocabulary, articulation of ideas and spoken expression.
Early Talk Boost and Talk Boost have been running across EYFS for a number of years and produce very positive outcomes for pupils’ development of Early Language, particularly due to low on-entry data. The interventions will run for pupils identified from diagnostic assessment across the key stage, working within a small group.
The EEF identifies that programmes delivered one to one have a higher impact. Therefore, for pupils identified with a speech and language difficulty, one to one intervention will also be provided over a sustained period.
|Additional TA support in Year 4 to provide high quality intervention to support reading progress. Five mornings per week support.|
Additional TA support in Year 2 to provide high quality phonics and early reading intervention to support reading progress.Three days per week.
|EEF +4 – Teaching Assistant Interventions|
Targeted deployment, where teaching assistants are trained to deliver an intervention to small groups or individuals has a higher impact.
It is particularly important to ensure that when pupils are receiving support from a teaching assistant, this supplements teaching but does not reduce the amount of high-quality interactions they have with their classroom teacher both in and out-of-class.
Analysis of the cohort has identified that Year 4 has the lowest attainment in reading across the Key Stage. These pupils have missed out on vital Early Reading skills due to school closures and the impact is evident through analysis of their diagnostic assessments. Targeted intervention is therefore provided by an additional TA who also supports Quality First Teaching.
Data analysis has identified that Year 2 has a high proportion of underachieving pupil premium pupils in reading. This is due to the impact of Covid and missing out on essential phonics and early reading skills. This is evident in phonics assessments and the termly diagnostic assessments that are completed. Targeted intervention is therefore provided by an additional TA to provide targeted intervention for phonics and reading.
Wider strategies (for example, related to attendance, behaviour, wellbeing)
|Activity||Evidence that supports this approach||Challenge number(s) addressed|
|School Liaison Officer to work with vulnerable families and improve parental engagement as well as offering support through Early Help.|
School Liaison Officer – level 8
Family Learning Lead to organise a calendar of events to support parental engagement as well as offering Early Help support.
Education Welfare Officer support for two half days per half term. Focus on persistent absentees through attendance clinics, Early Helps, working with the attendance team.
|EEF +4 – Parental engagement|
Moderate impact for very low cost.
Parental engagement refers to teachers and schools involving parents in supporting their children’s academic learning. It includes:
– approaches and programmes which aim to develop parental skills such as literacy or IT skills
– general approaches which encourage parents to support their children with, for example reading or homework
– the involvement of parents in their children’s learning activities
– more intensive programmes for families in crisis
Good attendance leads to high pupil achievement. Therefore, by increasing parental engagement, this will provide increased commitment to learning and attendance.
|Behaviour Support for pupils who are having difficulty accessing learning through behavioural issues. This includes monitoring of behaviour weekly and providing targeted intervention support for individuals / groups of pupils.|
Behaviour Support – level 8
Relationships without Fear programme to run for six weeks for Year 4, 5 and 6 providing specialist teaching in developing positive relationships.
6 sessions for 6 classes – £1890
|EEF +4 – Behaviour interventions|
Behaviour interventions seek to improve attainment by reducing challenging behaviour in school. This entry covers interventions aimed at reducing a variety of behaviours, from low-level disruption to aggression, violence, bullying, substance abuse and general anti-social activities. The interventions themselves can be split into three broad categories:
– Approaches to developing a positive school ethos or improving discipline across the whole school which also aim to support greater engagement in learning
– Universal programmes which seek to improve behaviour and generally take place in the classroom
– More specialised programmes which are targeted at students with specific behavioural issues.
Our Behaviour Support has received training in a number of high quality interventions. Through regular monitoring of behaviour, they are able to identify the best intervention / support for individuals and groups of pupils who may require emotional support. This intervention will ultimately have a positive impact on their academic performance.
EEF +4 – Social and Emotional Learning
Social and emotional learning (SEL) interventions seek to improve pupils’ decision-making skills, interaction with others and their self-management of emotions, rather than focusing directly on the academic or cognitive elements of learning.
SEL interventions might focus on the ways in which students work with (and alongside) their peers, teachers, family or community.
Relationships without Fear has been delivered in the school for the past 6 years. The programme provides diagnostic feedback which indicates improvements in pupils’ attitudes towards relationships and the ability to keep themselves safe. It has also provided excellent support in transition to secondary school.
|Pastoral support for school uniforms and school trips.|
Physical activity extra-curricular clubs to support health and wellbeing through Bee Active specialist clubs.
|EEF – unclear impact – school uniform|
School uniform policies are thought to complement the development and support of a whole school culture and approach, which in turn may assist pupil discipline and motivation.
When moving to an academy, the school uniform was changed. Although a jumper is already provided by the academy, there are families who may require additional support to provide the correct uniform.
EEF – Outdoor Adventure Learning
Outdoor Adventure Learning might provide opportunities for disadvantaged pupils to participate in activities that they otherwise might not be able to access. Through participation in these challenging physical and emotional activities, outdoor adventure learning interventions can support pupils to develop non-cognitive skills such as resilience, self-confidence and motivation.
The application of these non-cognitive skills in the classroom may in turn have a positive effect on academic outcomes.
Due to school closures, pupils have identified in pupil interviews how much they have missed outdoor adventure trips. Therefore, all pupils need to have guaranteed access to a variety of school trips to support well being as well as potential positive impact on academic outcomes.
EEF – +1 – Physical Activity
Low impact for very low cost.
Planned extra-curricular activities which include short, regular, and structured teaching in literacy and mathematics (either tutoring or group teaching) as part of a sports programme, such as an after-school club or summer school, are more likely to offer academic benefits than sporting activities alone.
There is some evidence that involvement in extra-curricular sporting activities may increase pupil attendance and retention.
Total budgeted cost
|Total budgeted cost||£ 260,502|
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 2020 to 2021 academic year.
Pupil premium strategy outcomes
The Pupil Premium impact was affected by school closures during the academic year 2020 / 2021. On entry back to school in September 2020, staff spent time identifying barriers to learning and putting intervention and support in place based on how school closures had affected pupils. However, due to sporadic attendance, bubble closures and staff absences, not all interventions were implemented fully.
A – the impact of the booster teachers was difficult to prove due to staff absence and school closures. However, through analysis of additional interventions, the review along with EEF evidence highlights that specific intervention would be at a lower cost and higher impact. End of Year 6 test data showed attainment for Pupil Premium pupils was 28% in reading, 45% in writing and 24% in Maths which was below other pupils in the cohort and significantly below all pupils nationally.
An additional teacher in Year 2 was provided for 10 weeks to support with the phonics screening check and KS1 attainment. Out of 24 pupils receiving intervention, 16 pupils met the expected standard in phonics. The remaining 8 pupils made rapid progress on the intervention. 77% of Pupil Premium pupils passed the phonics screening check compared to 93%.
B – a range of interventions in reading and phonics was delivered across the school. The 60 second reads intervention data demonstrated increased fluency in reading for identified pupils who received the intervention in Year 4 and 6. Reading attainment improved from 40% on track to 48% on track by the end of the year compared to 63% of all pupils.
Phonics intervention in Year 1, due to gaps in attainment from school closures, resulted in 44% of pupils being on track at the end of the Autumn Term to 67% at the end of Year 1.
C – Early Talk Boost and Talk Boost interventions took place where possible. However this was affected by pupil absence, staff absence and school closures as the programme requires a 10-week consistent approach. All pupils who did access the intervention did make progress within the intervention. The post assessment data identified further areas of communication to be targeted through quality first teaching. Pupils in Reception made better than expected progress. Year 1 pupils did make some progress. However further barriers were identified. Due to the impact of the intervention, Talk Boost and Early Talk Boost will continue in the next academic year.
D – Due to the lockdown, national attendance data has varied. However in Autumn 2021, national data for Pupil Premium pupils was 92.6% and for all pupils was 96.4%. In school, from the Autumn to Summer, pupil premium attendance improved from 91.07% to 92.30%. The percentage of Pupil Premium pupils identified as persistently absent fluctuated over the year. Of the 20% who were persistently absent, 71% were pupil premium. The Education Welfare Service has been for one half day per week. However, when looking at the cost, this could be reduced to twice half-termly visits with the majority of work being completed by the pastoral team who parents and pupils have a more positive relationship with.
E – the number of pupil premium pupils receiving red and yellow cards reduced from an average of 9.75 in the Autumn to 7.8. Dojo has been used for recording behaviour incidents. Although this has been useful for improving communication with parents, it hasn’t allowed for analysis and targeted support. Therefore incidents will be recorded on SIMS to allow for more targeted intervention.
The school counsellor worked with 20 pupils over the term. This intervention was carefully monitored by the pastoral team to identify the impact on wellbeing and transfer to academic outcomes. However, the high cost of the intervention compared to little evidence of impact has led to a review of the provision. By having more focused analysis of behaviour data within school, targeted intervention can be provided through existing staff and therapeutic intervention can be accessed by pupils provided by MHST which is no additional charge to the school.
Early Helps were put into place with a positive outcome recorded for 43%. However this was impacted by school closures, reduction of services and the impact on families from Covid. Therefore, a focus for next year will be on parental engagement, including opportunities for parents to be engaged with school life.
Externally provided programmes
|Relationships without fear||Glow|
|Talk Boost and Early Talk Boost||ICAN|
Service pupil premium funding (optional)
|How did you spend your service pupil premium allocation last academic year?|
|What was the impact of that spending on service pupil premium eligible pupils?|