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Department of Education Performance Table (www.compare-schoolperformance.service.gov.uk) |
Please find information on how we use pupil premium and recovery premium funding 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.
We want to ensure that disadvantaged students achieve and flourish at school, enjoying a broad and balanced curriculum, developing a love for art, culture and sport and becoming independent learners who are also engaged and responsible citizens.
This statement details our school’s use of pupil premium (and recovery premium for the 2022 to 2023 academic year) funding 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 |
Friern Barnet School |
|
Number of pupils in school |
721 |
|
Proportion (%) of pupil premium eligible pupils |
41.5% |
|
Academic year/years that our current pupil premium strategy plan covers |
Three |
|
Date this statement was published |
October 2022 |
|
Date on which it will be reviewed |
October 2023 |
|
Statement authorised by |
Governing Body |
|
Pupil premium lead |
Simon Horne |
|
Governor / Trustee lead |
Ann Woodhall |
Funding overview
|
Detail |
Amount |
|
Pupil premium funding allocation this academic year |
£294,515 |
|
Recovery premium funding allocation this academic year |
£85 000 |
|
National Tutoring Programme |
£51 192 |
|
Pupil premium funding carried forward from previous years (enter £0 if not applicable) |
£ 0 |
|
Total budget for this academic year |
£430,707 |
Statement of intent
We want to ensure that disadvantaged students achieve and flourish at school, enjoying a broad and balanced curriculum, developing a love for art, culture and sport and becoming independent learners who are also engaged and responsible citizens.
To this end we will:
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
| Challenge Number | Detail of challenge |
| 1 | Lower attendance to school compared to non-PP peers |
| 2 | Low literacy skills on entry to Year 7 in a significant group of PP pupils, slowing progress across the curriculum |
| 3 | Poor extended writing skills, especially amongst middle and higher ability boys who make slower rates of progress than their peers |
| 4 |
Poor resilience in attempting challenging activities, requiring better independent study skills |
| 5 | Lack of family engagement with learning |
| 6 | A higher percentage of PP students experience social, emotional and mental health issues (SEMH) which affects behaviour and attendance and therefore has a detrimental effect on progress. We have an increasing number of social care involvements with a significant minority of families |
| 7 | Mobility – students moving between schools and, at times, moving from alternative provision into mainstream education |
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 |
|
Improved attendance and reduced persistent absence |
Attendance in line or better than national averages; persistent absence data to be at or better than national data |
|
Improved attainment |
KS3 – students reach age related expectations KS4 – progress data to be at national averages (ensure sufficient challenge for each prior attainment group, including high ability) |
|
Better reading comprehension |
Closing the gap between actual reading age and age-expected reading age so that students can access an appropriate curriculum |
|
Social, emotional and behavioural needs of students are met |
Early intervention in plartce; number of fixed term exclusions at or below national averages; restorative justice established; PSHE programme enhanced with external agency suppo |
Activity 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)
Budget cost £164.292
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| More personalised use of support for students with greater needs to enable faster progression and higher attainment | EEF – individualised instruction -moderate impact for very low cost EEF – teacher assistant interventions – moderate impact for moderate cost |
2 3 4 |
| Enhanced KS4 offer to ensure the curriculum is relevant and tailored to the needs of each student | Ofsted – curriculum research |
1 4 |
| Whole school focus on increasing the degree of challenge in lessons to ensure students achieve or exceed their potential. This will involve ongoing staff training on academic literacy, activating thinking and the learning environment | EEF – metacognition – very high impact for very low cost EEF – feedback – very high impact for very low cost |
2 3 4 |
| ‘Able and ambitious’ programme across the school | EEF – collaborative learning approaches – high impact for very low cost EEF – parental engagement – moderate impact for very low cost EEF – metacognition – very high impact for very low cost |
4 5 |
| Maximising arts participation across the school | EEF – arts participation - moderate impact for very low cost |
1 4 |
Targeted academic support (for example, tutoring, one-to-one support structured interventions)
Budgeted cost: £116 415
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Using ‘Reading Wise’ as a reading intervention across all year groups to improve comprehension | EEF - reading comprehension strategy – very high impact for very low cost |
2 3 |
| Use external academic mentors to provide more challenge for able disadvantaged students | EEF - one to one tuition – high impact for moderate cost |
3 4 |
| Use the NTP school-led tutoring scheme to provide a blend of tuition and mentoring for students | EEF - one to one tuition and small group tuition – small group work shows moderate impact for low cost |
3 4 |
| Using targeted KS3 intervention in maths and English | EEF - small group tuition – moderate impact for low cost EEF - reading comprehension strategy – very high impact for very low cost |
2 3 4 |
Wider strategies (for example, related to attendance, behaviour, wellbeing)
Budgeted cost: £150 000
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Continue to develop the Inclusion Hub to provide early intervention for specific students who require behavioural and emotional support and to provide parental support | EEF - social and emotional learning – moderate impact for very low cost. EEF – small group tuition – moderate impact for low cost EEF – parental engagement – moderate impact for very low cost |
1 6 7 |
| Enhanced pastoral support to ensure good home/school communication; attendance monitoring; pastoral care for specific students most impacted by the pandemic | EEF - behaviour interventions – moderate impact for low cost |
1 5 6 7 |
| EWO support for regular monitoring and family intervention | EEF – parental engagement – moderate impact for very low cost |
1 5 |
| Increased capacity for counselling sessions by enhancing current provision by working with Terapia – including parental support | Psychotherapeutic research from Terapia EEF – parental engagement – moderate impact for very low cost |
4 5 6 |
Total budget cost: £430,707
Pupil premium strategy outcomes
This details the impact that our pupil premium activity had on pupils in the 2021 to 2022 academic year.
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Due to COVID-19, performance measures have not been published for 2019 to 2020 to 2021. In 2022 students took GCSEs for the first time since 2019. In the previous two years no examinations were taken as teacher assessed grades were given to students. The results have shown a narrowing of the gap between disadvantaged students when compared to the whole cohort. They also show the highest A8 scores that the students at FBS have achieved: 2022 2021 2020 2019 data for comparison shows: |
Externally provided programmes
|
Programme |
Provider |
|
Brilliant Club Scholars programme |
Brilliant Club |
|
NTP in maths and English |
TLC |
|
Arts based summer school |
Art Depot (Barnet) |
Useful links
Please click on the link to be redirected to the Covid-19 Catch Up Funding page.
| Covid-19 Catch Up Funding |
Please click on the link for a printable version of our Pupil Premium Strategy Statement:
| Pupil Premium Strategy Statement |
