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Pupil Premium

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.

Pupil Premium Strategy Statement 

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

Part A: Pupil premium strategy plan

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:

  • support the quality of teaching, providing effective staff professional development and ensuring all staff take responsibility for the education of disadvantaged students
  • provide targeted academic support, such as tutoring
  • deal with non-academic barriers to success in school, such as attendance, behaviour and social and emotional support

 

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

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 2021 to 2022 academic year.

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
A8 English overall:10.4; disadvantaged: 10.2
A8 maths overall: 8.8; disadvantaged: 8.2
A8 all students: 47.9; non-PP students 49.9; PP students 45.6

2021
A8 English overall: 8.5; disadvantaged: 8.2
A8 maths overall: 8.6; disadvantaged: 7.9

2020
A8 English overall: 9.4; disadvantaged: 9.4
A8 maths overall: 8.6; disadvantaged: 8.1

2019 data for comparison shows:
A8 English overall: 8.5; disadvantaged: 7.3
A8 maths overall: 7.0; disadvantaged: 5.8

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