Pupil Premium Strategy Statement

Please note, this page is currently being updated with the latest information.  Please read the attachment at the bottom of the page for the most accurate information.

This statement details our academy’s use of pupil premium funding to help improve the attainment of our disadvantaged students.

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 academy.​

School and Funding Overview

Detail
Data
School nameBradfields Academy
Number of students in school402
Proportion (%) of pupil premium eligible students40.3%
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)2023/22 to 2025/26
Date this statement was publishedDecember 2023
Date on which it will be reviewedDecember 2024
Statement authorised byMarie Sweetlove
Pupil premium leadElizabeth Halton – Vice Principal
Governor / Trustee leadPeter Martin

 

Funding overview

Detail
Amount
Pupil premium funding allocation this academic year£146,865
Recovery premium funding allocation this academic year£17,400
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

£164,265

Part A: Pupil premium strategy plan

Statement of intent

The curriculum intent for Bradfields Academy is: 

  • Promote individual and personalised development of academic potential and the ability to transfer those skills to everyday life, work and career opportunities.
  • Encourage all individuals to thrive, learn and achieve, to feel happy, safe and supported,
  • Promote a healthy lifestyle,care for each other, celebration of success, and the ability to work through difficulties; within and beyond into the wider community.
  • Develop strength of character and promotes the resilience needed to make the most of life that lies ahead. 

The curriculum model has been devised to deliver on the intent and is underpinned by 4 main pillars

  • Excellence
  • Character
  • Learning to Learn
  • Personalisation

We want the curriculum to deliver 4 outcomes for all:

Successful Learners

  • That have high academic standards
  • That know how to learn
  • That make exceptional progress
  • That have a love of learning
  • That achieve aspirational transition

Strong Identity

  • Where all have pride in themselves and their community
  • Where staff teams progress and develop
  • Where the academy enjoys a positive reputation
  • Where all have a sense of their own character

Active Citizens

  • That are employable
  • That are engaged in their community
  • That have a sense of place in their community
  • That are independent

Impact on the Wider Community

  • Resulting in robust collaborations and partnerships
  • Supporting strong parental engagement
  • Evidencing successful work with local business

As a SEND provision, all of our students are considered vulnerable and as such, this is our intent for all students regardless of their background or the challenges they face.  The activities we have outlined in this statement are intended to support the needs of all, regardless of whether they are disadvantaged or not.

High-quality teaching is at the heart of our approach, with a focus on areas in which students require the most support. This is proven to have the greatest impact on closing the disadvantage attainment gap.  Our data suggests that the attainment gap is not significant and so will at the same time benefit all students in our academy.  Implicit in the intended outcomes detailed below, is the intention that all student’s attainment will be sustained and improved alongside progress for their Pupil Premium (PP) peers.

Our strategy is also integral to wider academy plans for education recovery, for students whose education has been worst affected by the pandemic.

Our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment, not assumptions about the impact of disadvantage. The approaches we have adopted complement each other to help all students excel. To ensure they are effective we will:

  • Ensure disadvantaged students are challenged in the work that they are set
  • Act early to intervene at the point need is identified

Adopt a whole academy approach in which all staff take responsibility for disadvantaged students’ outcomes and raise expectations of what they can achieve

Challenges

This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge number
Detail of challenge
1

Successful Learners

Persistence absence continues to be an area to monitor and was an area of challenge from Ofsted.  Our attendance data for 2022-2023 shows no significant difference between Pupil Premium (PP) and the rest of the cohort.  91.91% compared to 90.73%.

Persistent Absence category (attendance less than 90%) remains high at 31%.  PP accounts for 33.5% of this (54 students).  This would indicate that Persistent Absence for this group is a limiting factor that could negatively effect of progress.

At KS3 maths performance for PP students is significantly below that of the rest of the cohort, English is slightly lower than the rest of the cohort.  At KS4 English and maths performance is still below that of the rest of the cohort.

2

Strong Identity

Whole School

PP Students

You can see from the data above that PP students continue to have a higher average number of behaviour points compared to the rest of the academy, whilst the average for achievement points are very similar.  This could suggest that conduct could be a barrier to learning and progress for PP students

3

Active Citizens

The employment figure for people with a learning disability in employment is 4.8% nationally.  This figure has fallen from Pre-Covid rate of 6.2%. Low aspiration from students and parents continues to be a challenge along with the local economic climate.  Despite reported skills shortages and a work force shortage, employers are still resistant to employing young people with an SEN diagnosis.  Many recruitment procedures actively discriminate against our cohort, for instance, insisting on 5 GCSE’s at level 4 or above for Entry level roles.  This also results in a limited number of roles models and a lack of representation in the local community.

Anxiety and poor mental health mean that many of our students are reluctant to engage in the community.  Independent skills and concerns by parents/carers also mean that their sense of belonging is impacted.  Anecdotal evidence tells us that this is felt even more so by LAC students and PP students

4

Impact on The Wider Community

Since the impact of Covid active engagement from parents has dwindled.  There were fewer events for parents/carers to attend at the academy and be involved in the same way as before.  The sense of community is not as strong as it once was.  Added to that the recent disruption that the new build and then the temporary build has had on the local community and likely impact of further building it is important to engage parents and the wider community. The community and local businesses are often unaware of the potential of our students and we need to build these partnerships in order to be able to showcase their skills and talents.  By having strong links we will be able to build more career opportunities, raise awareness and understanding and build better outcomes for the students.

Intended outcomes

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
To achieve and sustain improved attendance for all students, particularly our Pupil Premium (PP) students.

Sustained high attendance from 2023/24 demonstrated by:

  • The overall absence rate for all students being no more than 5%

The percentage of all students who are persistently absent being below 20% and the figure among PP students being no more than 10% lower than their peers.

To achieve and sustain improved behaviour outcomes for all students, particularly PP students.Sustain a lower rate of behaviour points for all students year on year up to and including 2025/26 and the average behaviour point to average achievement point for all students is 1:4
Improved attainment in maths and English at both KS3 and KS4 for PP students

KS3 and KS4 maths and English outcomes in 2023/24 show that all PP students are making expected progress in relation to their baseline data

Review and adapt current Careers curriculum to ensure necessary skills are being developed in students

Established and secure careers curriculum for all students adapted to need.

The range of destinations from Bradfields continues to develop reflecting students aspirations

Extended range of WEX opportunities are established both in house, external and supported

To achieve and sustain improved wellbeing for all students in our academy, particularly our PP students.

Sustained high levels of wellbeing from 2023/24 demonstrated by:

  • Qualitative data from student voice, student and parent surveys and teacher observations

A significant increase in participation in enrichment activities, particularly among PP students

Increase the opportunities for partnerships in the wider community

Increased diversity of WEX opportunities available

Greater collaboration with Community in careers curriculum

Higher proportion of students where appropriate taking an employability route in transition

Increase the range or opportunities for parents to engage with the academy

Strong links developed with PSP team

Increased attendance by parents/carers at events, specifically those around student progress

Increased parental satisfaction shown in surveys from 2023/24 to 2025/26

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: £82,132

Activity
Evidence that supports this approach
Challenge number(s) addressed
Training in Phonics for all Maple and Pine Teachers and English TAs
  1. Phonics has a positive impact overall (+5 months) with very extensive evidence and is an important component in the development of early reading skills, particularly for children from disadvantaged backgrounds.
  2. 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.
  3. The teaching of phonics should be matched to children’s current level of skill in terms of their phonemic awareness and their knowledge of letter sounds and patterns (graphemes).

 

Phonics | EEF (educationendowmentfoundation.org.uk)

1

Training in Rebound therapy for all PE staff

All staff to develop knowledge and practice around Trauma Informed Practice

There is a small positive impact of physical activity on academic attainment (+1 month). While this evidence summary focuses on the link between physical activity and academic performance, it is crucial to ensure that pupils access to high quality physical activity for the other benefits and opportunities it provides.

Impact on attainment varies considerably between different interventions, and participation in sports does not straightforwardly transfer to academic learning. It is likely that the quality of the programme and the emphasis on or connection with academic learning may make more difference than the specific type of approach or activities involved.

Physical activity | EEF (educationendowmentfoundation.org.uk)

Social and emotional learning approaches have a positive impact, on average, of 4 months’ additional progress in academic outcomes over the course of an academic year. 

Three broad categories of SEL interventions can be identified:

School-level approaches to developing a positive school ethos, which also aim to support greater engagement in learning;

Universal programmes which generally take place in the classroom with the whole class; and

more specialised programmes which use elements of SEL and are targeted at students with particular social or emotional needs.

 

Social and emotional learning | EEF (educationendowmentfoundation.org.uk)

1, 3

 

 

1, 2, 3

Ensure any teaching vacancies are filled

All teaching vacancies are filled. Two are from agencies, but it is hoped that these will chose to apply to join us on a more permanent basis.

1, 2

Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £41,066

Activity
Evidence that supports this approach
Challenge number(s) addressed
Embed the role of recovery leads across the academy and establish a system to measure impact to ensure success

Teaching assistants are generally deployed in two ways; to support the teacher in the general classroom environment, or to provide targeted interventions, which are often delivered out-of-class. The role can also include administrative support. 

Teaching assistants can provide a large positive impact on learner outcomes, however, how they are deployed is key.  The average impact of the deployment of teaching assistants is about an additional four months’ progress over the course of a year.

Teaching Assistant Interventions | EEF (educationendowmentfoundation.org.uk)

1, 2, 3
Review of Academy behaviour policy to ensure this still remains appropriate due to changing cohort and size of academy

This academic year will see us embark on a full review of our behaviour policy. This is necessary because we have grown to 402 students and will grow further to 444. The original set of practices are not efficient across the larger site. There is also an increase in the complexities of some of the students and we need to ensure that the practices and policies fully support their needs.

The review will incorporate full consultation with staff, students and parents. 

1, 2

Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £41,066

Activity
Evidence that supports this approach
Challenge number(s) addressed

Embedding principles of good practice set out in the DfE’s Improving school attendance: support for schools and local authorities – GOV.UK (www.gov.uk)

 

Continued support of SEAAS.

The DfE guidance has been informed by engagement with schools that have significantly reduced levels of absence and persistent absence.

1, 2, 3

Extend current provision of therapy service available to students

Provide ‘low level’ therapeutic support through interventions such as friendship groups therefore relieving some of the pressure on waiting lists which can then focus on students with higher level needs.1, 2, 3
Extend current provision provided by Parents and Carer Partnership

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; and
  • more intensive programmes for families in crisis.

Parental engagement has a positive impact on average of 4 months’ additional progress. It is crucial to consider how to engage with all parents to avoid widening attainment gaps.

Parental engagement | EEF (educationendowmentfoundation.org.uk)

4
Engage in networking in the local community and with local businesses

By aspirations we mean the things children and young people hope to achieve for themselves in the future. To meet their aspirations about careers, university, and further education, pupils often require good educational outcomes. Raising aspirations is therefore often believed to incentivise improved attainment.

Aspiration interventions tend to fall into three broad categories:

interventions that focus on parents and families;

interventions that focus on teaching practice; and

out-of-school interventions or extra-curricular activities, sometimes involving peers or mentors.

Aspiration interventions | EEF (educationendowmentfoundation.org.uk)

4

Total budgeted cost: £164,264

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 2022 to 2023 academic year.

Teaching (for example, CPD, recruitment and retention)

ActivityActionProgress to dateNext steps
Trauma Informed Practice

Trauma Informed Practice to be rolled out across the academy

 

Three members of staff trained.  Initial introductory CPD session led by thee members of staffWhole school training planned for later in the year
Team Teach trainingTwo qualified trainers who can train staff within and outside the academyTrainers in place and two days of training taken place this September for 20 staffAll new staff to be training in Team teach.  Training for others schools to be planned
New ISCEND curriculum ESLs of the three communities working together to develop this curriculumEmbed and measure impact

 

Targeted academic support (for example, tutoring, one-to-one support structured interventions)

ActivityNext StepsProgress to date and costNext steps
Introduction of Recovery LeadsEmbed practice3 TAs recruited to post.  Referral process developed and targeted interventions started.  Cost of all 3 is £80,311 including oncosts and pay award.Measure of impact
Additional Therapy dog trainingDog introduced to some classesCost of therapy dogs to date is £858.30Cover for expected maternity leave

 

Wider strategies (for example, related to attendance, behaviour, wellbeing)

ActivityNext StepsProgress to date and costNext steps
Whole staff CPD on BATL and behaviour management including team Teach and de-escalation techniques with the aim of further embedding the academy ethos and improving behaviour across the academy.

Review of behaviour policy as current policy doesn’t reflect current cohort in terms of size and need

Team Teach to be rolled out across the academy starting with key staff groups

 

CPD planned to canvass opinion of staff team.

SLT researching current theory and thinking of behaviour management

 

Team-teach training was delivered to 20 Key staff during phased opening. Cost of training material £460.  Cost of training for re-accreditation £710

Development of policy for September 2024

 

 

 

Two fully qualified trainers in role

Externally provided programmes

Please include the names of any non-DfE programmes that you purchased in the previous academic year. This will help the Department for Education identify which ones are popular in England

Programme
Provider
IXL subscriptionOnline subscription
Times Tables Rock Stars subscriptionOnline subscription
Education City subscriptionOnline subscription
Beanstalk Reading MentorsCoram Beanstalk
Busters Book ClubKent Messenger

Service pupil premium funding (optional)

We do not currently receive any Service Pupil Premium.

Measure
Details
How did you spend your service pupil premium allocation last academic year?N/A
What was the impact of that spending on service pupil premium eligible pupils?N/A

Further information (optional)

In addition to the interventions detailed above, Pupil Premium money has also been used for, and will continue to be used to:

  • Employ high levels of staff in each class to meet individual needs
  • Establish and maintain a wider pastoral support provision deemed by

OFSTED and other external agencies as exemplar

  • Provide targeted support for students in developing communication and social skills
  • Provide English examination support by supporting the cost of external exam text based workshops.
  • Provide welfare support for families during the lockdown period, by funding extra therapeutic hours so that students could access these remotely or in the academy.
  • Utilising a DfE grant to train a senior mental health lead. The training we have selected will focus on the training needs identified through the online tool: to develop our understanding of our students’ needs, give students a voice in how we address wellbeing, and support more effective collaboration with parents.
  • Offering a wide range of high-quality extracurricular activities to boost wellbeing, behaviour, attendance, and aspiration. Activities will focus on building life skills such as confidence, resilience, and socialising. Disadvantaged students will be encouraged and supported to             

Planning, implementation, and evaluation

In planning our new pupil premium strategy, we evaluated why the activity    undertaken in previous years had not had the degree of impact that we had expected.

We triangulated evidence from multiple sources of data including assessments, engagement in class book scrutiny, conversations with parents, students and teachers in order to identify the challenges faced by disadvantaged students. We also used the EEF’s families of schools database to view the performance of disadvantaged students in schools similar to ours and contacted schools with high-performing disadvantaged students to learn from their approach.

We looked at a number of reports, studies and research papers about effective use of pupil premium, the impact of disadvantage on education outcomes and how to address challenges to learning presented by socio-economic disadvantage. We also looked at studies about the impact of the pandemic on disadvantaged students.

We used the EEF’s implementation guidance to help us develop our strategy, particularly the ‘explore’ phase to help us diagnose specific student needs and work out which activities and approaches are likely to work in our academy. We will continue to use it through the implementation of activities.

We have put a robust evaluation framework in place for the duration of our three-year approach and will adjust our plan over time to secure better outcomes for students.

Please see the below document for more information:

Contact Elizabeth Halton, Vice Principal, for more information: