Pupil Premium
Pupil premium strategy statement – Simon Langton Girls’ Grammar School
This statement details our school’s use of pupil premium (and recovery premium) funding to help improve the attainment of our disadvantaged students.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the outcomes for disadvantaged students last academic year.
School overview
|
Detail |
Data |
|
Number of students in school (Yrs 7-11) |
884 |
|
Proportion (%) of pupil premium eligible students |
8.7% |
|
Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) |
2021-24 |
|
Date this statement was published |
November 2022 |
|
Date on which it will be reviewed |
October 2023 |
|
Statement authorised by |
Chair of Governors |
|
Pupil premium lead |
Robert Green |
|
Governor lead |
Mike Albury |
Funding overview
|
Detail |
Amount |
|
Pupil premium funding allocation this academic year |
£ 75440 (66 ‘Ever 6’ students; 10 ‘Services’ students |
|
Recovery premium funding allocation this academic year |
£ 16827 |
|
Pupil premium (and recovery premium*) funding carried forward from previous years (enter £0 if not applicable) *Recovery premium received in academic year 2021 to 2022 can be carried forward to academic year 2022 to 2023. Recovery premium received in academic year 2022 to 2023 cannot be carried forward to 2023 to 2024. |
£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 |
£92267 |
Part A: Pupil premium strategy plan
Statement of intent
Our goal is to ensure that the most disadvantaged students leave Simon Langton Girls' Grammar with excellent academic outcomes, in line with their peers and above national averages. Beyond their academic achievements, we will ensure they participate in every opportunity, have all the resources and support they require be that academic or pastoral, play a full and active role in our school life and mature into well-rounded young adults ready and able to contribute to society and lead fulfilling lives.
Challenges
This details the key challenges to achievement that we have identified among our disadvantaged students.
N.B. Owing to the small number of students who receive Pupil Premium it is difficult to identify ‘consistent’ barriers to learning as these change quite significantly from year to year although some key themes have been identified below. Nonetheless, we ensure close monitoring of attendance, homework completion, participation in clubs and extra-curricular groups/societies and academic progress for Pupil premium students through our Academic Leads and Pastoral Managers. Equally all teachers and form tutors are made aware of those students in receipt of pupil premium to ensure their progress is also monitored at a subject level and through form tutor mentoring.
|
Challenge number |
Detail of challenge |
|
1 |
Lower outcomes in Maths for Pupil Premium students |
|
2 |
Lower outcomes in Science for Pupil Premium students |
|
3 |
Lower overall attendance levels for Pupil Premium students |
|
4 |
Ensuring access to appropriate resources and extra-curricular activities |
|
5 |
Promoting and encouraging high aspirations |
|
6 |
Secure and stable emotional well-being |
|
7 |
Development of effective academic skills (organisation, revision etc.) |
|
8 |
Diagnosis and support for identified SEND |
|
9 |
Relatively small cohort results in frequently changing ‘challenges’ – individual -level monitoring needed |
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 |
|
Improve overall attendance of PP students in line with school average |
By July 2024 attendance of Pupil Premium students will be inline with the school average |
|
Improve GCSE outcomes in Maths and Science |
By September 2024 GCSE outcomes for Pupil Premium students in Maths and Science will be closer to the school average with a positive progress measure |
|
Improve P8 for PP students |
By September 2024 an improvement to the P8 score for Pupil Premium students |
|
Improve A8 for PP students |
By September 2024 an improvement to the A8 score for Pupil Premium students |
|
Number of PP students going to HE/Degree apprenticeships |
By September 2025 there will be an increase in the number of Pupil Premium students (when in Year 11) attending HE/Degree apprenticeships |
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
Budgeted cost: £ 35000
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
Appoint AHT with responsibility for CPD; Develop CPD; Teacher training in school focusing on core areas – Questioning, Spacing and retrieval practice; Increased participation in NPQ programmes Specific CPD focusing on Pupil Premium identification and support Specific CPD focusing on supporting students with SEND and implementing Kent’s mainstream core standards
|
EEF recommendations focusing on high-quality teaching, the EEF ‘Menu’ of approaches; Great teaching toolkit |
1,2,4,5,7 |
|
Staff working parties focusing on Social mobility (working with Primary schools) and Pupil Premium strategies in school
|
EEF recommendations focusing on high-quality teaching, the EEF ‘Menu of approaches; Great teaching toolkit |
1,2,3,5,7 |
|
Ensure resources are available for all students and especially for vulnerable students |
Financial deprivation may limit access to necessary resources |
1,2,4 |
|
Maths – Purchase of additional resources; appointment of HLTA to support all Pupil Premium students both in class and as part of targeted academic support; Increase number of GCSE Maths groups from 6 to 8 |
Lower outcomes in GCSE maths. EEF recommendations for targeted support and TA support. Smaller group sizes assist in closer support of vulnerable students |
1,4,5 |
|
Science - Increase staffing capacity/Increase the number of lessons in Year 11 to 5 per Science (from 4). Additional Science lesson in Year 9 focusing on research and ‘real-world’ application to promote aspirational goals |
Lower outcomes in GCSE Science (primarily Biology and Double award Science). Increase dedicated time to subject area. Generate intrinsic motivation through links to ‘real-world’ outcomes rather than ‘incentive or reward based’ motivation. |
2,4,5 |
Targeted academic support
Budgeted cost: £ 15000
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
Support of Academic Leads to lead data tracking, monitoring and implementation of support
|
Centralised support, identifying barriers to learning on an individual level whilst offering a safe, secure, supportive approach (Great Teaching toolkit) |
1,2,4,5,7,9 |
|
Closer tracking and monitoring of academic progress by all subject leaders and teachers through new monitoring system Regular reflection on progress and outcomes of PP students in Line management meetings with actions developed and implemented as a result |
Through closer, more detailed tracking, subject specific approaches can be taken to support disadvantaged (and all) students. Based on EEF ‘menu’, approaches can include: TA deployment, one, to one and small group tuition, additional resources, re-teaching/adjusting to address misconceptions |
1,2,3,4,5,9 |
|
Employment and use of TAs to support students with SEND and disadvantaged students |
EEF Pupil Premium Menu of approaches and guidance on deployment of TAs |
1,2,5,6,7,8 |
|
Small group tuition (NB. This will be funded via the school led tutoring grant) |
EEF Pupil Premium Menu of approaches |
1,2,5,7,9 |
|
Lunchtime and after school subject revision sessions; Easter revision sessions |
EEF Pupil Premium Menu of approaches |
1,2,5,7,9 |
|
Reading age assessment at start of Year 7 to identify any potential literacy needs |
EEF Pupil Premium Menu of approaches |
5,8,9 |
Wider strategies
Budgeted cost: £ 35000
|
Activity |
Evidence that supports this approach |
Challenge number(s) addressed |
|
Attendance Officer support and intervention |
EEF Pupil Premium Menu of approaches |
3 |
|
Help PP students explore prospective higher education and career opportunities via Head of CEIAG |
Develop intrinsic motivation through aspiration |
5 |
|
Full engagement in the breadth of experiences available through school; Trips, clubs etc. |
EEF Pupil Premium Menu of approaches |
4,5,6 |
|
Access to specific curricular and extra-curricular activities; Music lessons, Duke of Edinburgh etc. |
EEF Pupil Premium Menu of approaches |
4,5,6 |
|
Provision of IT hardware/software |
Financial deprivation may limit access to necessary resources |
4,7 |
|
Strong, secure emotional health and wellbeing via Pastoral Managers/counselling etc. |
EEF Pupil Premium Menu of approaches |
6 |
|
Provide funding for travel to and from school |
EEF Pupil Premium Menu of approaches |
3 |
|
Ensure all students have appropriate uniform for all aspects of the curriculum (PE etc) |
Financial deprivation may limit access to necessary resources |
4 |
|
Diagnostic testing via external agencies (eg. ASC diagnosis) |
EEF Pupil Premium Menu of approaches |
8 |
Total budgeted cost: £ 85000
Part B: Review of the previous academic year
Disadvantaged student GCSE performance overview for academic year 2021-22
-
15 Students eligible for Pupil premium in Year 11 (NB Data is only based on 13 eligible students)
-
95% of Pupil premium students secured 5 or more strong (5+) GCSE grades compared to school average of 96.3%
-
100% of Pupil premium students secured a strong pass in English Language or Literature
-
Almost all outcomes were significantly higher than the national average for all students
Key data
|
Subject |
APS for all students |
APS for PP students |
Variation |
Progress score for all students |
Progress score for PP students |
Variation |
|
Maths |
6.6 |
6.0 |
0.6 |
0.18 |
-0.21 |
0.39 |
|
English |
7.1 |
6.9 |
0.2 |
0.43 |
0.37 |
0.06 |
|
English and Maths |
At Grade 5+ - 93% School Average – 92.64% |
At Grade 4+ - 100% School Average – 100% |
|
|
|
|
|
Progress 8 |
0.09 (school average 0.39) Variation – 0.3 |
|
% Students entered for and achieving Ebacc entry |
60% entered (school average 61%) 53% achieved (school average 56%) |
|
Attainment 8 |
63.8 (school average 67.9) Variation – 4.1 |
