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 | 09/2020 | |
| 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 | To support pupils’ mental health & well-being through counselling and music therapy, following the COVID-19 pandemic, to enable them to engage in their learning. | |
| Barriers to learning these priorities address | The availability of counselling is in high demand. To ensure we can provide a counsellor for pupils for x2 days a week where availability allows. | |
| 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 of 2020-2021 aims and outcomes |
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| Aim | Outcome | |
| PP pupils make at least expected progress in literacy. Pupils make at least expected progress in Maths. | As a result of the impact of COVID-19, a large proportion of PP pupils didn’t make expected progress in Literacy & Maths. There is still COVID Recovery and School Led Tuition to be spent supporting pupils to improve their progress within these core subject areas. | |
| To continue to increase attendance of all PP pupils. | Whole School Attendance for 20/21 was 88%, compared with 88.18% in 19/20. Continuing to improve attendance remains a priority, and is part of the School’s development plan for 21/22. | |
| To support teaching staff to ensure lessons meet the SEN of our diverse pupils’. | Staff Training took place via TEAMs with educational psychologists, this training was moved remotely as per COVID protocols. | |
| To support pupils’ mental health & well-being through counselling and music therapy, following the COVID-19 pandemic, to enable them to engage in their learning. | A new school counsellor and 1:1 music teacher joined the school during 20/21 to ensure pupils had access to these therapies. The counsellor was increased to two days in school, to ensure all pupils’ who wished to access this intervention could do so. | |
| Y8 have ASC to build confidence and teamwork. | Wherever COVID restrictions allowed, ASC was available to pupils. Where there were COVID restrictions on trips offsite, confidence building & team working activities were carried out on the school site. | |
