Detail

Data

School name

Barnby Road Academy

Number of pupils in school

542

Proportion (%) of pupil premium eligible pupils

28.04

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

2024/25, 2025/26, 2026/27

Date this statement was published

September 2024

Date on which it will be reviewed

September 2025

Statement authorised by

Steven Chamberlain

Head Teacher

Pupil premium lead

Steven Chamberlain

Head Teacher

Governor / Trustee lead

Jane Brown

Governor Lead for Safeguarding & Welfare

Detail

Amount

Pupil premium funding allocation this academic year

£227,380

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

£227,380

At Barnby Road Academy all members of staff and the governing body accept responsibility for ‘socially disadvantaged’ pupils and are committed to meeting their pastoral, social and academic needs within a caring and nurturing environment. We hope that each child will develop a love for learning and acquire skills and abilities commensurate with fulfilling their potential.

High-quality teaching is at the heart of our approach at Barnby Road Academy, with a focus on areas in which disadvantaged pupils require the most support. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school. Implicit in the intended outcomes detailed below, is the intention that non-disadvantaged pupils’ attainment will be sustained and improved alongside progress for their disadvantaged peers.

Barriers to learning are identified through everyday teaching practice and discussed in detail for each Pupil Premium entitled child during regular “Pupil Progress Discussions” following assessments in the key areas of learning. These discussions are led by middle leaders and are attended by all class teachers in each relevant year group.                 

 Pupil Progress Discussions ensure that:

• progress and attainment of each pupil is discussed in detail;
• barriers to learning are identified and recorded;
• impact of current interventions is evaluated and strategies/provision developed as required;
• appropriate targeted interventions and support are instigated

There may be complex family situations that prevent children from flourishing, these challenges are also identified and monitored using our safeguard recording system and internal Springboard meetings. We target the needs of specific families, providing additional social and emotional support in addition to the universal pastoral support offered in school.

Challenge number

Detail of challenge

1

Identified Special Educational Needs

17.81% of our cohort are classified as SEN

2

Speech and Language & Social Communication Difficulties

18.3% of our SEN children are classified as having a need in the Communication & Interaction category.

3

Social, Emotional and Mental Health Difficulties

65.4% of our SEN children are classified as having a need in Social, Emotional & Mental Health category.

4

Broken family structures & Parental conflict

Many children experience parental relationship breakdowns and require support through this process.

5

Low parental engagement/parenting skills

We have worked very hard in recent years to improve parental engagement and support parenting skills but this was an area that was impacted upon during the recent pandemic. 

6

Social housing (e.g. overcrowding, neighbourhood disputes etc.)

Some of our parents struggle with problems associated with their housing. We support them with these issues in relevant ways.

7

Social Services involvement

We maintain excellent links with social care and fully support our children where there is social care involvement – Safeguarding records

8

Low attendance

It has been evident that since the pandemic more families are taking time off. We continue to support families where persistent absence is an issue.

9

High level of medical needs

We have a significant number of children who are impacted at school as a result of their extreme medical needs.

Intended outcome

Success criteria

Targeted Support

• Improved and accelerated progress in reading, writing and maths                 
• Improved use of vocabulary relevant to English & Maths                                        
• Improved access to different learning strategies

Curriculum Enrichment

• Pupils have a bank of experiences to enhance their learning and are able to develop the talents they have through the school curriculum and our extended curriculum
• Pupils use good resources that support learning                                               
• Reading is widely supported throughout the school

Well-being support

• Pupils learn how to regulate their own behaviour                                               
• Pupils develop strategies to manage their emotions                                                  
• Parents feel supported and are able to reach out for guidance and help with a variety of issues                                                       
• Better attendance and general well-being of the children                                           
• Counselling and social/emotional intervention available within a very short time scale if required                                         
• The feelings of the children about the school are known
• Pupils develop resilience and can self-regulate their behaviour

Parental Engagement

• Parents’ are able to support their children with their journey through school and to access the curriculum                                       
• Parents knowledge is improved as to how they can support their children               
• Positive relationships are fostered between the parents and school staff                        
• Positive relationships are developed amongst groups of parents and networks are established to encourage peer-to-peer support

Additional School Support

• Pupils have new experiences and are enabled to pursue them                            
• The home life situation is improved, enabling a better environment is created for the children     
• Children who are pupil premium can access breakfast club free of charge                         
• Transition of children into school is a positive process

Staff Training / Release

• Support staff know how to teach intervention programmes appropriately 
• All staff supporting child welfare are suitably trained and up to date with the most recent guidance                     
• Teachers meet in teams to discuss progress and feed this back to the SLT on a regular basis

Activity

Evidence that supports this approach

Challenge number(s) addressed

We believe in the development of our staff to enhance our provision and achieve this by:

• Training to support all identified staff for delivery of purchased intervention schemes
• Courses relevant to the effective use of PPG accessed by SLT members
• Teachers released to observe other staff to improve their performance
• Sign up for RWInc virtual classroom facility &  development days  

Teachers given time to meet regarding Pupil Progress on a regular basis

** = Evidence from Education Endowment Foundation Teaching & Learning Toolkit

** = Evidence from Education Endowment Foundation Early Years Toolkit

Mentoring

Collaborative Learning approaches

Mastery Teaching

Feedback

Communication & Language approaches

Early Literacy approaches

Early Numeracy approaches

Physical development approaches

Play based learning

1, 2 & 3

Staff on maternity leave covered for the full academic year giving stability to classes and year groups.

Consistency approach with familiar adults

1, 2 & 3

Activity

Evidence that supports this approach

Challenge number(s) addressed

Intervention is targeted to suit each child in the form of:

• Small group support

• Intervention groups
• 1:1 support
• Speech & Language support
• EAL support
• Individualised behaviour  support
• In-house alternative provision
• Online programmes - Spag.com & Maths.com

Reading Comprehension strategies

Feedback

Individualised instruction

Small group tuition

Phonics delivery

Oral language interventions

1:1 Tuition

Teaching Assistant interventions

Community & Language approaches

Play based learning

1, 2 & 3

Access to ICT hardware & software to enhance learning

Digital Technology

1, 2 & 3

Activity

Evidence that supports this approach

Challenge number(s) addressed

The curriculum is extended to pupils in the following ways:

• Subsidised visits
• Workshops & Theatre performances in school
• Use of specialist staff in various subjects
• Specialised learning groups to allow curriculum provision at the right level

Purchase of resources that further enhance the curriculum and engagement including Phonics schemes in the Early years

Reading Comprehension strategies

Setting / Streaming (where appropriate)

Within class attainment grouping

Small group tuition

Phonics

Reduced class sizes

Play-based learning

Communication & Language approaches

Teaching Assistant interventions

Early Literacy approaches

Early Numeracy approaches

Physical development approaches

1, 2 & 3

We believe in supporting children and their families in a holistic way and achieve this in the following ways:

• Safeguarding & Welfare Manager
• Pastoral support throughout school
• Playtime support to organise specialised games – Y6 learning mentors
• A range of early intervention and preventative support for social and emotional difficulties delivered by our SEMH team
• Counselling for individual children and groups offered through in-house counsellor employed by the school 3 days a week, these include play therapy & lego therapy
• Mental Health and wellbeing Snapshots created using Motional online tool – a tailored emotional support programme devised for individual and groups of vulnerable pupils
• Specific loss and bereavement support offered by specialist counsellor

Collaborative learning approaches

Mentoring

Parental engagement

Arts participation

Metacognition & Self-regulation

Social & emotional learning

Behaviour interventions

Parental engagement

Self-regulation strategies

Social & emotional learning strategies

3-9

We really value the importance of partnerships with our parents and support this through:

• Parental access to the Welfare manager throughout the week
• Workshops for parents to support their knowledge & understanding of school
• Support groups for parents of children with SEN and additional needs
• Informal groups for parents providing support, advice and signposting for early help
• Family learning groups
• Support with doctors and Paediatrician appointments
• Building relationships with families and upskilling parents/carers on specific issues they face

Parental engagement

Metacognition & Self-regulation

School uniform  

Parental engagement

Self-regulation strategies

Social & emotional learning strategies

4-9

Extra support is provided in the following ways:

• Subsidised visits out of school
• Subsidised support for music lessons and dance sessions
• Support with finances, budgeting and benefits on an individual basis, signposting for additional support and advice
• Access to food donations and on site social supermarket *
• Breakfast club funding
• Home visits for all families regarding children starting at school or Nursery
• Work with identified families to improve attendance
• Home visits for children with attendance difficulties to identify and react to any barriers

Parental engagement

Arts participation

Outdoor adventure learning

Physical activity

School uniform

Social & emotional learning

Parental engagement

Self-regulation strategies

Social & emotional learning strategies

* Research shows that hungry children do not perform as well – food deprivation is high in our vulnerable groups

4-9

Contingency fund for acute issues.

Based on our experiences and those of similar schools to ours, we have identified a need to set a small amount of funding aside to respond quickly to needs that have not yet been identified.

All

THE IMPACT OF OUR STRATEGIES 2023-24

In the end of Key Stage Two assessments 14 out of the 22 (63.6%) FSM6 children achieved age related expectance in Reading, Writing and Mathematics compared to 63.6% of non FSM6 children giving Barnby Road a FSM6 gap of 0%. The Nottinghamshire gap is 19.2%.

Attainment:

Barnby Road against National KS2 SATs (July 2024)

Writing

% expected +

Barnby Road

National

All pupils (77)

71.4%

72.1%

Disadvantaged (22)

68.2%

57.4%

Non disadvantaged (55)

72.7%

N/A

School/National  gap

-4.5%

N/A

Maths

% expected +

Barnby Road

National

All pupils (77)

87%

73.7%

Disadvantaged (22)

86.4%

58.8%

Non disadvantaged (55)

87.3%

N/A

School/National  gap

-0.9%

N/A

Reading, Writing & Maths Combined

% expected +

Barnby Road

National

All pupils (77)

63.6%

61.0%

Disadvantaged (22)

63.6%

44.4%

Non disadvantaged (55)

63.6%

N/A

School/National  gap

-0%

N/A

GPS (SPAG)

% expected +

Barnby Road

National

All pupils (77)

81.8%

72.1%

Disadvantaged (22)

63.6%

56.5%

Non disadvantaged (55)

89.1%

N/A

School/National  gap

-25.5%

N/A

Programme

Provider

N/A                                        

Additional activity

Our pupil premium strategy will be supplemented by additional activity that is not being funded by pupil premium or recovery premium. At Barnby Road Academy that will include:

• embedding more effective practice around feedback. EEF evidence demonstrates this has significant benefits for pupils, particularly disadvantaged pupils.
• 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 pupils’ needs, give pupils 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 pupils will be encouraged and supported to participate.

We have worked hard as a Leadership group to evaluate all the evidence from a variety of sources to identify the challenges faced by our disadvantaged pupils. As a school we have followed all guidance available to help us develop our strategy and will use this robustly to evaluate our practices over the next three academic years to secure better outcomes for our pupils.