Detail

Data

 Academy name

Co-op Academy Delius

Number of pupils in academy

170 (R-Y6)

Proportion (%) of pupil premium eligible pupils

39.4% (67 pupils)

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

September 2025

Statement authorised by

The Academy Governing Council

Pupil premium lead

Emma Hardaker

Governor / Trustee lead

Janine Rice

Detail

Amount

Pupil premium funding allocation this academic year

£99,160

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

£2,570

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

£101,730

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.IMD 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.  

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.

Our strategy aims to use a three tired approach as endorsed by The Education Endowment Foundation The EEF Guide to the Pupil Premium: 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.

As an additional tool to evaluate and inform our approach to ensuring that Pupil Premium Funding is spent to achieve impact the academy has welcomed Children’s North East into the academy to undertake a Poverty Proofing Audit. Poverty Proofing Audit Report 

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.  Therefore a bespoke CPD and Monitoring Calendar has been developed to achieve this goal.

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.  Classes with higher numbers of disadvantaged pupils benefit from additional support at points throughout the academic year.  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 Poverty Proofing Audit and Reporting process has contributed significantly to this element of the Academy's Pupil Premium Strategy. The academy acknowledges and intentionally implements wider strategies to remove these barriers and 25% of funding is allocated to this area.

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.

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, persistent absence and severe 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 shows further improvement on last academic year.

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

Staff continue to access CPD in relation to communication and interaction, there are two makaton tutors trained and 25% of staff in year one are trained at Level 1.

Academy reviews and audits identify high standards of practice in this area.

• 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 and SA is significantly reduced and in line with national and disadvantaged pupils are not disproportionately represented in this category.

A robust attendance strategy is in place and weekly reports identify pupils requiring improvement. The strategy enables the academy to identify barriers and implement solutions and data shows improvement for these pupils.

A free breakfast club is available to all families regardless of advantage or disadvantage.  

Data shows pupils who are disadvantaged are prioritised and well represented.

Pupil’s where attendance requires improvement information shows pupil’s are targeted to attend.

• 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.  

Pupil’s who attend late are identified for Breakfast club provision and evidence shows improvements in punctuality.

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

An experiences roadmap has been developed and data shows that there is no gap between disadvantaged and non disadvantaged pupils accessing this offer and disadvantaged pupils will be prioritised for each extra curricular offer.

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

The lunchtime extra curricular offer increases and disadvantaged and pupils who are not able to attend after school enrichment are identified and well represented.

The number of pupils participating in extra curricular/enrichment/holiday 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.

Delius Family Engagement Offer

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.

The Action Plan following the Poverty Proofing Audit is implemented. Delius Poverty Proofing Action Plan template 24/25 A Parent Survey reflects the impact.

Budgeted cost

£ 50,865

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 ASD, reading and language and communication.

Makaton Tutor and staff training (level 1)

Attention Autism 2 day training

EEF blog: Understanding the relationship between implementation and professional development 

EEF Effective Professional Development Report

EEF RWI Trial

The Links between language and communication and social disadvantage

Attention Autism research

1, 2

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

EEF Communication and language approaches

1,2

Budgeted cost

£25,432.50

Activity

Evidence that supports this approach

Challenge number(s) addressed

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

HLTA’s will work with pupils identified as requiring intervention from academic and wider school information 1-1 and in small groups with a specific focus and produce evidence of impact.

HLTA’s will add additional value to classes with a high proportion of PP pupils promoting an increase in teacher and HLTA input.

The Effective use of Teaching Assistants

1,2

Internal/External holistic interventions

1,2

Budgeted cost

£25,432.50

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 including lunchtime, after school holiday provision, out of school visits and residentials

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

Part payment of parental involvement Officer

Parent education programme including Makaton (language development) and Cygnet (Autism)

Working with parents to support children's learning 

Cygnet Autism Training for Parents

1, 2, 3, 4, 6

Provision of wider resources to families who are disadvantaged or identified by the academy which act as a barrier including transport, uniform, enrichment, food, wider curriculum resources identified in the Poverty Proofing Audit undertaken

Co-op Delius Poverty Proofing Audit

1,2,3,4,5,7

Total budgeted cost

£101,730

Pupil premium strategy outcomes

School assessment data shows that there is a slight positive differential for Pupil Premium pupils at Co-op Academy Delius.  

The below table shows the comparison of pupils who were assessed as On Track (met their annual target, A Concern (didn’t meet their annual targets) and Exceeding (exceeded their annual targets):

The information below shows attainment in relation to annual targets for the 4 areas of the EHCP, in all areas disadvantaged pupils(PP) are demonstrating progress better or in line with whole school information.  Communication and Interaction is showing a 0.7% positive differential in favour of disadvantaged pupils.

Whole school progress towards 4 areas of EHCP Annual Targets 23/24

Pupils in receipt of Pupil Premium progress towards EHCP Annual Targets 23/24

Targeted interventions

Termly progress information and pupil progress meetings identify pupil’s whose progress is a concern. Those identified receive intervention for the specific area they show a concern.  The table below shows end of year information for those pupils who received intervention. For each area of the EHCP over 70% of pupil’s moved from a concern to on track following intervention, with SEMH intervention showing a 94% conversion from  a concern to on track.

End of year attainment and assessments identified that pupils overall with a primary need of ASD (Autism) were assessed as having a higher percentage of concern for 3 out of the 4 areas of the EHCP Annual Targets.  As a result the subsequent Pupil Premium Strategy will address this through improving the quality of teaching and learning by providing additional CPD related to teaching strategies for Autism (Attention Autism)

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

Attendance

Pupil Premium attendance was higher than the whole school average across the year and in each individual term.

Whole School V Pupil Premium

Within our pupil premium cohort we can see a +2.9% difference from our whole school this shows continued improvement on a +1.14% difference last academic year, showing our PP pupils are not disadvantaged in school attendance.

Enrichment and extra curricular Activities

There has been an increase in enrichment and extra curricular opportunities during the 23/24 academic year with 20 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.

Family Engagement

By the end of the academic year 23/24, after P.I.O engagement, 12 families (7 of these PP) from 171 families did not attend an event, all had increased communication from class teachers and input from P.I.O to be kept up to date with pupil progress and information.