Detail

Data

 Academy name

Co-op Academy Princeville

Number of pupils in academy

390

Proportion (%) of pupil premium eligible pupils

149 Pupil Premium Eligible  (38.2%)

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)

2024 - 2027

(Year 2 2025-26)

Date this statement was published

December 2025

Date on which it will be reviewed

December 2026

Statement authorised by

Pupil premium lead

Jack Taylor

Governor / Trustee lead

Detail

Amount

Pupil premium funding allocation this academic year

£239,036

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

 £239,036

Statement of intent

At Co-op Academy Princeville we are passionate about nurturing children’s aspiration, independence, determination, creativity and collaboration – we encourage children to take risks in their learning. Our children immerse themselves in learning opportunities that inspire them and are equipped for success; we empower them to make a difference in their future. We pride ourselves on our knowledge of our children: children come first in all that we do. We work hard to know every child, to know their strengths, interests and talents, so that learning is always challenging and exciting. Our children are our biggest strength, and make us proud of their achievements – every child, every day.

At Co-op Academy Princeville, our pupils sometimes face challenges which have the potential to hinder equitable access to education, when compared to their peers nationally.

• The proportion of pupils who speak English as an additional language (58%); speaking 32 different languages other than English. The proportion of pupils from minority ethnic backgrounds is much higher than the national average at over 90%.
• The proportion of pupils who have SEN and/or disabilities is below average, with 10.3% requiring SEND support or have EHCPs, and a high proportion of New to English Learners.
• Child poverty is an acute problem within the community – 38% of the schools population is disadvantaged (Pupil Premium); however, a greater proportion experience disadvantage, but have no recourse to public funds.
• Bradford has the second highest rate of unemployment in the country (6.7%), with rates of unemployment within the areas around the Academy as high as 28.6%.
• The proportion of disadvantaged pupils, who are known to be eligible for support through the pupil premium funding, is above average; However, many of our families are new to the country, are refugees or asylum seekers and consequently are not eligible for free school meals immediately. The proportion of pupils who join and leave the school other than at the usual times is slightly higher than nationally and many children who arrive at school have little or no English many of which have not been to a school in their country of origin.
• The majority of our children arrive at school with low standards of English and communication, which are below their peers Nationally. For many, this barrier is linked to acquisition of English and a lack of modelled English language beyond school, 58% speak English as an additional language.
• For many of our migrant families who are new to, or recently arrived in the UK, education is not the norm, and this can lead to challenges with engagement, academic achievement, and language acquisition.
• The early years includes provision for two-year-old children, a Nursery where children attend part time, and two Reception classes where children attend full time.
• A high proportion of our children also have communication barriers linked to Speech, Language and communication needs on arrival in Early Years; for many of our children school is their first engagement with an educational setting, many have not experienced any pre-school groups or activities. None of the schools pupils were at the expected standard on arrival (RBA 2023)
• Due to high levels of economic deprivation, many of our children have limited resources outside of school to provide out of hours learning support, or high-quality life experience.
• Our children enter Nursery and Reception well below age related expectations in many areas, and are generally below in all areas of the EYFS curriculum. We have identified limited experience of life outside that of their immediate locality as having an impact on their ability to learn from the world around them. Many are unable to play, talk or investigate at a level comparable to their peers nationally.
• Poor attendance has historically been a challenge, and  remains a focus within our academy as it is not high enough. Persistent absence is high within the Academy and is a key focus for improvement, with many pupil premium pupils having a higher rate (28.6%) compared to all pupils (12.7%).

Our rationale for Spending

At Co-op Academy Princeville, we direct resources into overcoming the key barriers faced by our pupils eligible for Pupil Premium. The identification of these barriers have involved collaborative input from pupils, teachers, parents and Governors in order to ensure we have a rich insight into where to focus our strategy. Our subsequent strategy focuses on improving attendance, academic and pastoral support, the curriculum, raising standards of spoken and written English, continuing improvements seen in the wider curriculum, and empowering practitioners with the skills and resources required to break down barriers.

Our approach is driven by high quality teaching. Our Curriculum is broad, balanced, cohesive and well-sequenced, and builds on the life experiences of our pupils, whilst supporting them to grow in confidence, ambition and experience. We acknowledge that some pupils need extra opportunities to practise, rehearse and revisit core knowledge including language, vocabulary, reading and number work. As well as offering high quality teaching and learning, our pupil premium strategy plan includes details of targeted academic support, including for those pupils who are in the lowest attaining 20% and are not yet achieving ARE. The targeted academic support focuses on raising pupils’ attainment through small groups and one:one intervention. Therefore, we allocate a half of our Pupil Premium funding to enable small group interventions and tuition to take place.

To ensure that teaching is of the highest quality, and all children experience stretch and challenge in their learning, the academy invests in continuing professional development for practitioners, including a programme of coaching and support to ensure that high quality pedagogy leads to strong progress for all.

We continue to be determined that we will empower our pupils so that they have the opportunity to make a positive contribution to society. With the aim of improving pupils’ life chances we are passionate about giving our pupils opportunities outside of their usual experiences and environment. To this end, we spend 25% of the Pupil Premium grant on improving the quality of educational offer pupils receive through curriculum development and quality assurance. Professional development for our teaching staff is a fundamental part of this.

For most of our pupils, developing a rich vocabulary is a high priority in order to develop confidence in sharing their own thoughts and opinions with others. We expect children to engage actively in lessons and to develop a strong work ethic. Learning about careers and employability is a key focus and this is an intrinsic part of our curriculum. Our children will have ambition and high aspirations for their futures. Each child’s capacity to see possibilities in the world will be developed—their horizons broadened. Children will know that their aspirations will be reached through hard work and determination. Our intention is that, when children leave Princeville, they do so with the knowledge and understanding  to be able to play an active role in today’s society. We believe that Careers Related Learning (CRL) is critical in delivering aspiration and ambition for our pupils and our community, We are also part of the Skills Builder Partnership https://www.skillsbuilder.org/ where our children are explicitly taught eight different skills to boost academic outcomes, perseverance and self-belief.

Wider strategies are employed to support our families to access the help that they need, and to provide the holistic support that leads to positive engagement and good attendance, such as a funded breakfast club provision, school uniform support programme, food vouchers and workshops for parents.

We believe that responsibility leads to success, and our children have a range of opportunities for pupils to engage with our Co-op Values: self-help, self-responsibility, democracy, equality, equity and solidarity.

Self help – so that children learn how to empower themselves and by doing this have an insight into how they can contribute positively to society.

Self-responsibility – so that they know the importance of taking responsibility for, and answering to their own actions.

Democracy and equality – so they begin to understand the fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance.

Equity and solidarity – so that they know how important it is to hear every individual’s voice.

These opportunities include a School Council representation (for all ages), Buddies (to support positive play and interaction), and a bespoke programme of mentoring for pupils who need it.

We are acutely aware that, if pupils do not have good attendance rates, they will not benefit from our educational offer and their chances of future success will be limited. Therefore, a quarter of our Pupil Premium funding is allocated to supporting pupils and their families to attend well, and to pupils’ social and emotional well-being.

Challenge number

Detail of challenge

1

Raise aspirations and standards in reading, writing, maths and language acquisition, narrowing the gap between disadvantaged pupils and their peers. .

2

Our PA rate for disadvantaged pupils is higher compared to other groups / national rates. Attendance rates are still slightly lower for disadvantaged pupils. The school suffers from significant levels of mobility which results in attendance being challenging.

3

Our assessments, observations and discussions with pupils and families have identified social and emotional issues for many pupils and families.

4

Very low starting points which means pupils have skills and abilities that are generally below those typical for their age, particularly in Early Years and children who are new to country and school.

5

Limited access to wider experiences within the community; extra curricular opportunities, visits and aspirational influences and role models.

Intended outcome

Success criteria

Increase the proportions of pupils achieving ARE in all areas.

Pupils across school achieve well, including EYFS, KS1 and KS2 who are pupil premium will achieve their target set out by Trust (informed by FFT Aspire) or beyond

This will be evident through:

-Book scrutiny

-Pupil Voice

-WellComm assessments

-Formative assessment

- Pupil progress and data analysis

- Reception pupil progress (communication & language and Literacy data).

- PP data vs Non PP data

- Improved Scaled scores (Y2 & 6)

Reducing the attainment difference between pupil premium and national others.

Diminishing the difference snapshots show that pupils accessing the pupil premium grant have raised attainment.

Progress of pupils becomes average or above at the end of KS2.

Progress scores improve from being ‘below average’. 0 or above.

Pupils have experienced an extended offer from the academy through extra-curricular, educational visits and careers related learning.

All pupils have had the opportunity to be part of extra-curricular clubs.

All pupils have had the opportunity to attend educational visits.

All pupils have had a visit, visitor or experience related to future careers.

To improve oral language skills and vocabulary amongst disadvantaged pupils and to reduce the word gap (Jean Gross).

(Jean Gross).

Assessments and observations indicate significantly improved language among disadvantaged pupils. This is triangulated with other sources of evidence including:

• WellComm assessments
• Reports completed by the SALT
• book scrutinies (Use of subject specific vocabulary)
• Reception Baseline Assessment
• formative assessments
• word gap activities

Good attendance for disadvantaged pupils (and reduced rates of persistent absence)

The average attendance for disadvantaged and non-disadvantaged cohorts will be the same  

There will be no difference between the cohorts for rates of persistent absences.

Data will be analysed and broken down per half term to identify any trends and allow early identification of attendance decreasing.

To support the emotional wellbeing and mental health of all pupils, particularly disadvantaged pupils.

Pupils who need support will be offered

this either through in-house

provision or will be helped to engage with effective external agencies.

-Effect size calculator to track the effectiveness of any interventions or workshops

-Pupil voice

-External agency reports.

Budgeted cost

£ 119,518

Activity

Evidence that supports this approach

Challenge number(s) addressed

Ensure all relevant staff (including new staff) have received paid-for training to deliver the phonics scheme effectively RWInc consultant

DfE guidance on reading

EEF research on Phonics

1, 4

Joint monitoring and support with RWI Consultants

Phonics monitoring and evaluation by subject leader

EEF  research on Phonics

DfE guidance on reading

1, 4

All staff have the knowledge they need to deliver a high quality curriculum ensuring teaching and learning is at least good

https://www.gov.uk/government/speeches/hmci-commentary-curriculum-and-the-new-education-inspection-framework

1, 2,3,4,5

Implementation of WellComm to support EYFS learners

EEF Putting Evidence to Work

1

Development of curriculum to promote careers and aspirations (see CRL development plan)

EEF Careers Education

1,2,3,4,5

Ensure teaching identifies and addresses pupils’ gaps in learning

https://educationendowmentfoundation.org.uk/news/eef-blog-the-impact-of-covid-19-and-catching-up

1,2,3,4,5

EAL resources and training for staff

Bell Foundation Bulletin

1,4

Direct professional coaching and support

EEF Putting Evidence to Work

4, 5

Teach Like a Champion coaching, training and support for staff.

Teach Like a Champion

1,2,3,4,5

Budgeted cost

£ 59,759

Activity

Evidence that supports this approach

Challenge number(s) addressed

Delivery of quality RWI and Fresh Start interventions and Fast Track tutoring

EEF  research on Phonics

DfE guidance on reading

1,2,3,4.5

Small group and 1:1  tutoring for disadvantaged learners (focus on closing gaps in Maths and English), including Early Reading

EEF 1:1 Tuition

1,4,5

Small group interventions for reading, writing and maths for disadvantaged pupils falling behind age-related expectations

EEF  research on Phonics

DfE guidance on reading

EEF research on TA interventions

1,4,5

Speech and language intervention WELL COMM

https://educationendowmentfoundation.org.uk/news/62000-reception-pupils-to-take-part-in-early-language-programme

1,4

Booster sessions for Year 6 and Year 5 Pupils

EEF 1:1 Tuition

4, 5

Budgeted cost

£ 59,759

Activity

Evidence that supports this approach

Challenge number(s) addressed

SEMH interventions such as Zones of Regulation support pupils to develop self-regulation and coping strategies

Now You See Us - Nurture UK

3

Visits or visitors are part of the curriculum offer including: museums, galleries, libraries, parks, gardens, higher education institutes and workplaces

https://www.gov.uk/government/publications/education-inspection-framework/education-inspection-framework-for-september-2023 

1,2,3,4,5

Monitoring and analysis of pupils’ engagement in and commitment to extracurricular offer and educational enhancements inc educational visits.

https://www.gov.uk/government/publications/education-inspection-framework/education-inspection-framework-for-september-2023 

1,2,3,4,5

Pastoral support is in place to ensure the wellbeing, safety and behaviour for learning of pupils allowing them to be ready to learn

https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/send-review

https://educationendowmentfoundation.org.uk/support-for-schools/school-improvement-planning/3-wider-strategies

1,2,3,4,5

Attendance management monitoring, prizes and rewards for disadvantaged learners

https://www.gov.uk/government/publications/school-attendance/framework-for-securing-full-attendance-actions-for-schools-and-local-authorities

DfE - Supporting the Attainment of Disadvantaged Pupils

1,2,

Targeted Breakfast club

https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/magic-breakfast

Despite reduced impact on academic outcomes directly, evidence supports improved attendance, and this increased welfare, wellbeing, and increases potential for achievement

1,2,3

Increase the parental engagement with the academy through welcome meetings, workshops, information evenings, parents’ evening and the availability of a safe space

https://educationendowmentfoundation.org.uk/news/review-of-evidence-on-parental-engagement

1,2,3,4,5

Cooking groups to foster good social skills and build self- confidence

3,4,5

Total budgeted cost

£239,036

Pupil premium strategy outcomes

KS2 Outcomes

KS1 Outcomes

The gap between disadvantaged pupils remains persistent between pupil premium and non-pupil premium remains high. This will be an ongoing focus for our work with pupil premium pupils.

The gap in maths is significantly lower than the gap in reading and writing due to the comorbidity of disadvantage and EAL pupils we have in our setting.

Phonics Screening (Year 1)

All disadvantaged pupils passed the phonics check and disadvantaged pupils outperformed their peers.

Pupils have experienced an extended offer from the academy through extra-curricular, educational visits and careers related learning.

The curriculum at Co-op Academy Princeville is designed to provide pupils with a strong offer of extra-curriculur opportunities.

Every half term pupils go on trips or have visitors into school to allow them to provide experiences. Across the year 40 trips and 12 visitors happened including to farms and zoos children but also  to visit book shops and the supermarket. Every year group went on a visit this year.

A pupil premium tracker is used in school to monitor access to interventions and the extra-curricular offer in school. Pupil Premium children are over represented in sports clubs, cooking clubs and also sports competitions between other schools. This showed that 72.4% of Pupil Premium Pupils participated in some form of enrichment (on top of whole class trips/visits)

Careers-related learning is taught as part of the curriculum and included ‘World of Work” week where Year 5 children got the opportunity to work with volunteers from different careers.

To support the emotional wellbeing and mental health of all pupils,  particularly disadvantaged pupils.

The above outcomes in relation to the wider curriculum contributed substantially to impact within this objective. Further impact was achieved through targeted pastoral and family support initiatives:

Pupil premium children are all offered a subsidised breakfast club place, which ensures children regularly eat breakfast and have a positive start to the day. They are also given free uniforms throughout the year in order to ensure pupils are warm and have a sense of belonging.

Throughout the 2025/25 school year tracking of patterns of behaviour across the school saw a decrease in the proportions of behaviour incidents for both Pupil Premium and non-Pupil Premium children. Whilst the proportion of incidents involving Pupil Premium remained higher than their peers the gap for number of children and number of incidents decreased.

To improve oral language skills and vocabulary amongst disadvantaged pupils and to reduce the word gap

All children were baselined through WELLCOMM to support interventions and analyse the gap. Data collected shows a greater proportion of Pupil Premium children achieved the expected standard in communication and language compared to their non-pupil premium peers. Given our KS1 and 2 outcomes this will remain a priority to support closing the gap between PP and non-PP children.

Good attendance for disadvantaged pupils (and reduced rates of persistent absence)

Our priority regarding attendance and persistent absence has had some success on an individual pupil level and this is documented in our case study-level data. However, this remains a clear and important priority for 2025-26.

Programme

Provider

Times Tables Rockstars

Maths Circle- TT Rockstars

ReadWrite Inc

 Oxford Owl/Nelson

Testbase

Doublestruck

WELLCOMM

GL Assessment

NTS and GAPs Assessment (Boost)

Hodder Education

White Rose Maths and Science

White Rose Hub