Pupil Premium Strategy Statement
Pupil Premium is additional funding for publicly funded schools in England to raise the attainment of disadvantages pupils of all abilities and to close the gaps between them and their peers.
School Overview |
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| Metric | Data | |
| School name | Woodlands Academy | |
| Pupils in school | 74 | |
| Proportion of disadvantaged pupils | 60% | |
| Pupil premium allocation this academic year | £48,154 | |
| Academic year or years covered by statement | 2020/21 | |
| Publish date | 04/2020 | |
| Review date | 09/2021 | |
| Statement authorised by | A Eyre | |
| Pupil premium lead | A Eyre | |
| Governor lead | Pam Powell | |
Disadvantaged pupil barriers to success |
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| Pupils who attend Woodlands Academy have previously had negative experiences of education. They have low self-esteem and self-worth, not seeing themselves as learners. Having lower emotional literacy skills than their peers within school may mean they do not come to school ready to learn. They require a lot of support to develop these areas which allow them to access the learning environment and curriculum. | ||
Strategy aims for disadvantaged pupils - academic achievement |
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| Aim | Evidence of Impact | Target Date |
| PP pupils make at least expected progress in literacy | Closure of the gap in progress between PP and non-PP pupils | July 2021 |
| Pupils make at least expected progress in Maths. | Closure of the gap in progress between PP and Non-PP pupils | July 2021 |
| To continue to increase attendance of all PP pupils. | Overall attendance for pupils eligible for PP to improve. | July 2021 |
Strategy aims for disadvantaged pupils – wider outcomes (e.g. independence) |
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| Measure | Activity | |
| Priority 1 | Literacy intervention for all disadvantaged pupils. | |
| Priority 2 | Numeracy intervention for all disadvantaged pupils. | |
| Barriers to learning these priorities | There is sufficient support when full staff numbers are in school. This can be difficult when staffing is low due to absence. | |
| Projected spending | £35,000 | |
Teaching priorities for current academic year |
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| Aim | Evidence of Impact | Target Date |
| To support teaching staff to ensure lessons meet the SEN of our diverse pupils’. | To ensure the training from Educational Psychologists is evident in teachers’ planning. | July 2021 |
Targeted academic support for current academic year |
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| Measure | Activity | |
| Priority 1 | Y8 have ASC to build confidence and teamwork. | |
| Priority 2 | After-school activities to improve learning further and build on social skills with peers as well as professional relationships with staff. | |
| Barriers to learning these priorities address | Cost of taxis for after school clubs and parents not able to collect them. | |
| Projected spending | £11,154 | |
Wider strategies for current academic year |
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| Measure | Activity | |
| Priority 1 | Y8 have ASC to build confidence and teamwork. | |
| Barriers to learning these priorities address | Potential on-going COVID-19 restrictions impacting on educational trips. | . |
| Projected spending | £2,000 | |
Monitoring and implementation |
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| Area | Challenge | Mitigating Action |
| Teaching | Ensuring time is given over to allow for staff professional development. | Use of directed time after school. |
| Wider strategies | Enough time to plan and deliver new programme of activities. | Lead teacher now supported by assistants. |
Review: last year’s aims and outcomes |
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| Aim | Outcome | |
| To increase attendance of all pupils. | Pre-COVID-19 pandemic, there was an increase in the overall attendance of almost…… | |
