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Pupil Premium

Woodlands Academy

Pupil Premium including Year 7 Catch Up Funding

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.

Pupil premium strategy statement

School Overview

MetricData
School nameWoodlands Academy
Pupils in school74
Proportion of disadvantaged pupils55%
Pupil premium allocation this academic year£38,935
Pupil premium catch-up for Y7£4,000
Academic year or years covered by statement
2019/20
Publish date
04/2020
Review date09/2020
Statement authorised by
A Eyre
Pupil premium lead
A Eyre
Governor lead
Pam Powell

Disadvantaged pupil barriers to success

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

AimEvidence of ImpactTarget Date
PP pupils make at least expected progress in literacyClosure of the gap in progress between PP and non-PP pupilsJuly 2020
Pupils make at least expected progress in Maths.Closure of the gap in progress between PP and Non-PP pupilsJuly 2020
PP pupils in KS4 make expected levels of literacy and numeracy.30% of KS4 PP pupils to gain Functional Skills and 30% KS4 PP pupil to gain GCSE’sJuly 2020
To increase attendance of all PP pupils.Overall attendance for pupils eligible for PP to improve.July 2020
Support for extra-curricular activities.
All pupils able to share their experiences and develop social skills that will stay with them for life.
July 2020

Strategy aims for disadvantaged pupils – wider outcomes (e.g. independence)

MeasureActivity
Priority 1Literacy 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

AimEvidence of ImpactTarget 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 2020

Targeted academic support for current academic year

MeasureActivity
Priority 1To secure SEN specific training for Teaching Staff to ensure lessons meet the needs of pupils.
Barriers to learning these priorities addressImprove the engagement of pupils in lessons, providing resources that will meet their SEN needs.
Projected spending £2,000

Wider strategies for current academic year

MeasureActivity
Priority 1Y8 have ASC to build confidence and teamwork.
Priority 2After-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 addressCost of taxis for after school clubs and parents not able to collect them.
Projected spending£2,000

Monitoring and implementation

AreaChallengeMitigating Action
TeachingEnsuring 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

AimOutcome
To improve basic Numeracy standardsSteady improvement in disadvantage pupil progress from 2018-2019.
To improve basic Literacy standardsImprovement of 11.5% in the number of PP pupils making expected or above expected progress in English, last academic year.
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