Pupil Premium
Pupil premium strategy statement
This statement details our school’s use of pupil premium funding for 2024-2027 to help improve the attainment of our disadvantaged pupils.
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 school.
School Overview
| Detail | Data |
| School name | Coppice School |
| Number of pupils in school | 1027 |
| Proportion (%) of pupil premium eligible pupils | 34.6% (309 of 914 pupils yr 7-11) |
| Academic year/years that our current pupil premium strategy plan covers | 2024-2027 |
| Date this statement was published | September 2024 |
| Date on which it will be reviewed | July 2027 |
| Statement authorised by | C Gilbert |
| Pupil premium lead | M Dodd |
| Governor / Trustee lead | M Morris |
Funding Overview
| Detail | Amount |
| Pupil premium funding allocation this academic year | £324,450 |
| Recovery premium funding allocation this academic year | £0 |
| 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 | £324,450 |
Part A: Pupil premium strategy plan
Statement of intent
| The Pupil Premium Grant is additional funding given to schools and academies to raise the attainment of disadvantaged students and diminish the difference between them and their peers. Schools and academies receive funding based on the number of pupils who have been eligible for free school meals at any point in the last 6 years (Ever6) or have parents in the armed forces. The % of Pupil Premium students at Coppice is 34.6%, as compared to the national figure which is 24.6%. Here at Coppice, we want to ensure that our disadvantaged pupils are treated equally and as favourably as others and that the additional funding is used well to address the challenges they face. The school will use the additional funding to promote the achievement and progress of all entitled pupils, paying particular regard to effectiveness of ‘quality first teaching’ for all vulnerable groups, including those pupils eligible for the Pupil Premium. Through wise use of the additional funding we are fully committed to ensuring that the individual needs of each child are met. The challenges that children face are varied and there is no ‘one size fits all”. Through the additional funding our ultimate objectives are: – To narrow the attainment gap between disadvantaged and non-disadvantaged pupils. – To support our children’s health and well-being to enable them to access learning at an appropriate level. |
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
| Challenge number | Detail of challenge |
| 1 | MA students from disadvantaged backgrounds do not perform as well as their non-disadvantaged peers. Possible barriers to this include; lower aspirations, poor study habits, lack of cultural capital, support from parents. |
| 2 | Literacy gaps exist when students start in year 7, and this then significantly affects how students access higher levels of reading during exams and assessments. |
| 3 | Attendance rates of Pupil Premium students are lower than non-Pupil Premium students. 2023/24 Whole School – 92.7% PP – 87.5% Non-PP –94.1% (Gap 6.6%) National Average 90.9% PP- 85.4% Non-PP – 92.8% (Gap 7.4%) |
| 4 | An attainment gap remains between the disadvantaged students and non-disadvantaged students from when they enter in year 7 to completion of GCSE’s in year 11. |
| 5 | Consistent quality of first teaching |
| 6 | Low aspirations of students and parents |
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 |
| Ensure that all disadvantaged students make sufficient academic progress and the gap between them and non-disadvantaged students is narrowed. | Close literacy gaps to at least age expectedPupils will have the skills to tackle challenging texts suitable for their chronological age and end of key stage assessments. Evident across multiple subjects.Work scrutiny and learning walks show evidence of extended writing in line with age related expectations.Internal assessments will show a narrowing of the attainment gap from 7-11.The attainment 8 gap for disadvantaged students and non-disadvantaged will narrow over the 3-year time frame, and should be in line with the national average. |
| Reduce the progress and attainment gap of More Able students and boys, from a disadvantaged background, to ensure they are performing in line with their peers. | Pupils are confident, independent learners, with positive attitudes to learning as evidenced in quality assurance (pupil & staff voice, work scrutiny and learning walks) Increased participation in extra-curricular activities including any cultural capital activities.Increased proportions of pupil premium MA students progress to a range of higher education establishments, employment or training – reduce NEAT PP students.A 3-year trend where the gap between HA disadvantaged and non-disadvantaged narrows over time. |
| Improve attendance of disadvantaged students and lower the number on the ‘persistently absent’ list. | The gap between disadvantaged and non-disadvantaged students attendance is reduced to 4% within a 3-year time frame.Persistent absence is reduced amongst disadvantaged students to below 30%. |
| Increased consistency of quality first teaching across the school. | Lessons are accessible so that pupils are supported and challenged. Reduce the ICT gap, ensuring PP students have access to ICT equipment out of school hours.Staff adopt the ‘Coppice Learning Essentials’ teachingStaff use the seating plans effectively so that they focus on PP pupils in each lesson adding reading ages to seating plans, alongside other useful information including targets and SEN status which can be used to inform teaching strategies. Consistent use of these strategies to support Quality first teaching will close the attainment gap. Evidence seen through learning walks, book scrutiny, data collections and Voice of the learner.In relation to marking and feedback, PP students done as a priority, so that students consistently make progress as a result of a dialogue with the teacher. |
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: £48,667.50 (15% of budget)
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Increase access to small group/1:1 opportunities for disadvantaged pupils by: Use of LL’s during tutor time for identified PP students in Maths, English and Science.Use of extra-curricular time e.g. before and after school, and holiday time, so there is little impact on the delivered curriculum.Extra sessions delivered during school holidays to support KS4 revisionStudy room set up for after school during all exams for students to access quiet working space. | We want to provide extra support to ensure high attainment and progress. Small group interventions with highly qualified staff are known to be effective. Allowing PP students to work in smaller groups, and break down peer pressure, increases self-confidence and self-esteem. It also allows for much greater targeting of specific challenges and weaknesses. | 1 2 4 5 |
| Continue to improve the consistency of quality first teaching, by delivering quality and personalised CPD based on lesson observation of staff. Collaboration with partner schools | We want to invest some of the PP in longer term change which will help all pupils. Research from the NFER shows that the quality of teaching can make a whole year’s difference. Evidence published in the EEF research shows that it is important to develop the subject knowledge of the teachers but also focussing on teachers’ pedagogical content – knowledge of how to teach the particular subject. | 2 4 |
| Targeted additional support for pupils with low levels of progress in literacy by: Use of accelerated reader and other resources to promote and improve literacy e.g. book boxes.CPD for staff on helping pupils to think about how they construct their written responses more explicitly particularly focusing on the reformed GCSE’s and the use of vocabulary including subject specific (improving literacy sessions in conjunction with the local authority) CPD for staff on reading comprehension strategies to support pupils to access challenging reading texts/extracts. Encouraging greater and more frequent discussion/CPD lead by language experts – within the SEN department, for example – to understand more fully how children learn language. | The Accelerated Reader programme has been shown to have impact – national data supports this. Research from the EEF supports a teaching approach which focuses on teaching writing as an explicit skill. Students who are able to write extended responses – with greater accuracy and structure – will be able to access higher grades at GCSE. Research suggests that, across all GCSE subjects, the average reading age for texts/questions used in exam papers is 15 years and 6 months: currently, many of our more disadvantaged students have reading ages which are way below this, denying them the same level of access as their peers. We need all teaching staff to be more confident in the application of teaching strategies which are designed to raise students’ reading ages. We want to encourage all pupils to become ‘word rich’ through reading and acquiring a broad vocabulary. Research shows that those pupils with a wider vocabulary out-perform their peers | 1 2 |
| Departments to continue to evaluate their own curriculum models and everyday teaching practices by: reviewing current models and comparing these to those curriculum models adapted by the most successful departments within the school, and across the TrustAfter each data trawl departments to analyse the progress of PP students against non-PP students. This to then be broken down into individual classes allowing staff opportunities to readdress their ‘purple folder’ to evaluate and modify the strategies they use with disadvantaged students – by, for example, examining seating plans, feedback practices, etc. | We understand that quality first teaching is key in ‘closing the gap’ between disadvantaged students and their peers. By providing regular, dedicated time (and support) for staff to evaluate and modify their practice, school leaders will help to raise awareness and create more knowledge and confidence amongst teachers. We acknowledge that, across the Trust, there exists a realm of experience and excellence in addressing the needs of disadvantaged students and we want to ensure that this is utilised for the benefit of all. Teachers should have an awareness of the barriers to achieving potential for each pupil in their class and know specific and individualised ways in which they support these pupils in their classroom. Research suggests that seating plans which are thoughtfully constructed, which contain reference to current data (including reading ages) and which are regularly updated as part of the assessment and monitoring cycle contribute positively to improved pupil performance. | 1, 4 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £ 162,225 (50% of budget)
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Increase access to online support mechanisms to support pupils in school ensuring disadvantaged pupil have equal access. | Studies carried out by the EEF as part of the teaching and learning toolkit consistently find that digital technology is associated with moderate learning gains: on average, an additional four months’ progress. The use of online platforms to deliver part of teaching content also allows for greater monitoring by teachers, and provide an opportunity for quick, targeted intervention – often without the need to draw attention to the fact that help is required (which can be off-putting for some disadvantaged pupils). The use of digital platforms can also be advantageous for those pupils whose parents are unable to provide academic support and guidance. | 2 4 |
| Disadvantaged HPA students mentored and supported by YL or member of SLT | EEF strategies suggest that mentoring, 1:1 tuition, quality homework materials, extended school days and digital support all support the closing of the gap. | 1, 4 |
| Subsidised revision guides for year 10 and year 11 disadvantaged students, alongside revision materials. | 1, 4 | |
| Targeted lesson 5 revision for all year 11 students, with particular emphasis on the attendance of disadvantaged students. | 1, 4, 5 | |
| Ensure disadvantaged pupils continue to have access to high quality CEIAG in school. | Studies have found that, whilst disadvantaged pupils do not necessarily have lower aspirations than their peers, they are often less able to understand (or gain guidance at home) how to achieve these goals. Prioritising high quality CEIAG for these students can ensure that they are provided with clear, structured programmes (monitored by CIEAG staff/pastoral staff) to enable them to have the same opportunities as their peers. | 2, 4 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £ 113,557.50 (35% of budget)
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Address low level behaviour issues and attitudes that impact on learning and give disadvantaged pupils the strategies they need to become more motivated, independent learners. | It is clear from relevant research that, apart from providing high quality education, school should develop pupils’ resilience so that they can achieve success, and aim to transform pupils’ commitment, motivation and productivity. School behaviour policies deal with the day-to-day sanctions (and rewards) of all students, but some students need to be taught how to behave, not merely punished for infractions. Attitudes towards school and learning are heavily influenced by self-esteem and confidence and when a pupil is lacking in either, poor behaviour is often the result. Investing in high quality pastoral care, which includes excellent pastoral leaders and behaviour managers, will enable the school to provide programmes/support which aims not only to intervene quickly and effectively when behaviour is poor but also to prevent frequent occurrences of poor behaviour – “prevention is better than cure”. A high proportion of PP students receive daily negative points at Coppice, highlighting low level behaviour patterns which in turn affects their progress. | 2 4 |
| Support the mental health and well being of pupils; building resilience and personal safety strategies. | These students not only need to be provided with the opportunity to access a ‘catch-up curriculum’ which aims to address their academic needs, they also need access to high quality counselling and mentoring from qualified staff in order to redress some of the issues which will have been exacerbated during lockdown – research suggests that this is particularly important to LAC. | 2 |
| Improve the % attendance of disadvantaged students so that it is in-line with their peers by: Weekly meetings led by CW to with focus on disadvantaged studentsdedicated support staff and year lead focus on monitoring pupils and following up quickly on absence. LA attendance officer, family liaison officer to work with hard- to- reach pupils;Use of attendance plansWhere it is deemed necessary the school nurse to support in managing extended periods of absence due to illness. | Increased absence leads to more gaps in learning; these gaps become cumulative and exponential as pupils proceed through secondary school. New knowledge is built on prior learning: if this learning is fragile and disconnected, new knowledge ‘falls through the gaps’. NFER briefing for school leaders identifies addressing attendance as a key step to improving attainment. Disadvantaged pupils are statistically more likely to have lower attendance rates – for example, last year the % attendance for PP students was 6.71% below that of their peers. If we seek to improve the attainment and life-chances for our disadvantaged students, our starting point must be ensuring that they are actually in school to benefit from all of the other suggested strategies. | 2 3 4 2023/2024 attendance wholeschool: PP – 87.5% Non PP – 94.1% Yr 7 Gap = 4.5% Yr 8 Gap = 8.51% Yr 9 Gap = 6.18% Yr 10 Gap = 8.89% Yr11 Gap = 10.05% |
| Promote a comprehensive programme to enhance the curriculum which includes: visits to universities; financial support to ensure participation in school trips and visits (team building; exposure to the Arts; enterprise and sporting activities. Also supported through an enhanced PSHE programme. Subsidised costs for disadvantaged students. | As mentioned above, targeting CIEAG towards the most disadvantaged pupils is a key area in seeking to address inequalities in education: in order to give pupils a more concrete vision of their future, it is important that they are given more opportunities and experiences on offer beyond school. These are not always prioritised in the home experience of some pupils who may never have the opportunity to, for example, visit the theatre, go to an art gallery or take a trip to view a college or other place of further/higher education. Whilst a rigorous and broad curriculum (including PSHE) can offer pupils some insight into these areas – so-called ‘Cultural Capital’ – the association with school itself may be off-putting to some, who may simply view this as an extension of school work. | 2 3 |
Total budgeted cost: £324,450
Part B: Review of outcomes in the previous academic year
Pupil premium strategy outcomes
Outcomes for disadvantaged pupils
| Intended outcome | Success criteria | Impact/ Evaluation |
| Ensure that all disadvantaged students make sufficient academic progress and the gap between them and non-disadvantaged students is narrowed. | The attainment 8 scores for disadvantaged students are in line with, or better than, the national average. There is a 3 year upward trend for Attainment 8 for disadvantaged students, with clear evidence that the gap between advantaged and disadvantaged is closing. The gap in reading ages for disadvantaged students is reduced. | For the academic year 2024-2025. The average attainment 8 score gap between disadvantaged and non-disadvantaged students was 1.1. (This gap closed by 0.2 from 2024) The average Attainment 8 score per disadvantaged student was 3.7 compared to 4.8 for non-disadvantaged students. The average national Attainment 8 total point score for 2024-2025 for disadvantaged students was 3.43. This places Coppice 0.27 above the national average for disadvantaged students. |
| Reduce the progress and attainment gap of More Able students and boys, from a disadvantaged background, to ensure they are performing in line with their peers. | The proportion of highest grades for disadvantaged students improves and the gap between the most able disadvantaged and the most able non-disadvantaged is closed. Boys attainment will continue to improve and the gap to girls close. A three-year trend will show a narrowing of the attainment and progress gap between disadvantaged students and non-disadvantaged students. | For the academic year 2024-2025. The average Attainment 8 score for HA PP students was 6.13. This was an improvement of +0.41 from 2023-2024. Boys Attainment 8 scores have also shown a positive trend at Coppice Boys PP – Attainment 8 3.9 (2024 3.22 which is a + 0.68 difference) Noys Non PP – Attainment 8 4.86 (2024 4.34 which is a +0.52 difference) The attainment gap for the boys has closed by 0.16 showing a positive trend. |
| Improve attendance of disadvantaged students and lower the number on the ‘persistently absent’ list. | The attendance gap between disadvantaged students and non-disadvantaged students is reduced to 4% within the 3 year period. At the end of 2023-2024 the gap stood at 6.71%. A reduction of persistently absent disadvantaged students to below 30% within the 3-year time frame. | For the academic year 2024-2025. PP – 87.04% (national 86.2% +0.84% difference) 34% persistent absence (national 45% +11% difference) Non-PP – 93.19% attendance (national 93.3% difference –0.11%) 19.8% persistent absence (national 20% +0.2% difference) Our attendance figures for our PP students is favourable compared to the national average and the gap has closed from 2023-204 by 0.56% which is on the right trajectory to hit the 4% target. The Coppice persistent absence figure amongst PP students is considerably better than the national picture, with Coppice currently 11% better. |
| Increased consistency of quality first teaching across the school. | The proportion of good and outstanding lessons improves. All teaching and non-teaching staff are aware of the Coppice strategies to support PP students within lessons. Teaching staff clearly identify their PP students in their ‘purple folders’ and seating plans are well thought out to ensure PP Students are in high traffic areas. The progress of disadvantaged students is discussed at all LM and RAT meetings. Clear strategies identified at department and teacher level. | All departments now report on their disadvantaged students after each data collection. Pastoral Leads identify key PP students after each collection, who then have a progress meeting. Meetings identify targets and support needed across all year groups. PP strategies are a focus in after school CPD and morning staff briefings Teaching staff in all departments are specialit teachers Lessons focus on metacognition; particularly the importance of working and long term memory. Lessons include a recall and/or recap activity. |
Externally provided programmes
Please include the names of any non-DfE programmes that you used your pupil premium (or recovery premium) to fund in the previous academic year.
| Programme | Provider |
| Breakfast provision | National Schools Breakfast Programme |
| Stem Tutoring | Aim 13 |
| Aspire to HE | University of Wolverhampton |
| RSE/PSHE | Haven |
| Premier League Inspires | Wolves Foundation |
| Engage Trust UK | Worth it Project |
