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Pupil Premium

Pupil premium strategy statement 2021-2024

2022-23 Strategy update

School overview

 School name

Simon Langton Girls’ Grammar School

Pupils in school (7-11)


Proportion of disadvantaged pupils

8.7 %

Pupil premium allocation this academic year

£75440 (66 ‘Ever 6’ students - £985;

10 Services students - £320; 3 PP+ students - £2410 pa)

Academic year or years covered by statement

2021-22 – 2023-24

Publish date

Updated November 2022

Review date

October 2023

Statement authorised by

Chair of Governors

Pupil premium lead

Robert Green

Governor lead

Mike Albury

Barriers to Educational progress

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. 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.

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


APS for all students

APS for PP students


Progress score for all students

Progress score for PP students
















English and Maths

At Grade 5+ - 93%

School Average – 92.64%

At Grade 4+ - 100%

School Average – 100%





Progress 8

0.07 (school average 0.37) Variation – 0.3

% Students entered for and achieving Ebacc entry

60% entered (school average 61%)

53% achieved (school average 56%)

Attainment 8

63.5 (school average 67.65) Variation – 4.15

Aims for disadvantaged pupils

Progress 8

Close Progress gap between PP and non-PP students

Based on 2022 data focus on progress in Maths

Sept 22 and ongoing

Attainment 8

Maintain high A8 score in line with similar schools. Close attainment gap between PP and non-PP students

Sept 22 and ongoing

% Grade 5+ in English and maths

Maintain above 90% achieving this

Sept 22


Improve attendance in line with school average


Teaching priorities for current academic year

Desired outcome

Chosen action / approach

What is the rationale for this choice?

How will you ensure it is implemented well?

Staff lead

Projected spending per annum

Improve approaches to teaching and learning through Teacher professional development

PPD/Teacher training

Increased participation in NPQ programmes

Staff working parties focusing on Social mobility (working with Primary schools) and Pupil Premium strategies in school


Sutton Trust Toolkit and Education Endowment Fund research led strategies to improve student progress

PPD log/Staff appraisal/ Department Improvement plans/ Lesson observations/ dept. review



Ensure resources are available for all students and especially for vulnerable students

Departmental budgetary allocation

Ensure all students can access necessary and appropriate resources including in practical subjects eg. Textiles.

Departmental feedback via Line meetings



Reduce attainment gap in Maths

PPD/Teacher training/ Departmental resources/ small group teaching/ HLTA/ one-to- one support/Increase number of GCSE Maths groups from 6 to 8

Maths has the most significant discrepancy between all students and disadvantaged students in terms of GCSE outcomes

Departmental feedback via Line meetings



Support improved outcomes in Science

PPD/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 - (promote aspirational goals)

PPD to focus on developing KS3 curriculum to help ensure students are best equipped for GCSE and beyond. Increase staffing capacity to help provide more intervention and support. Increase in number of lessons to better manage significant subject content at GCSE and allow for re-teaching and securing knowledge

Departmental feedback via Line meetings



Targeted academic support for current academic year

Desired outcome

Chosen action / approach

What is the rationale for this choice?

How will you ensure it is implemented well?

Staff lead

Projected spending

Specific support for PP students in identified areas of concern or areas for development

Support of Academic Leads to lead data tracking, monitoring and implementation of support


Increased focus for data tracking and monitoring progress for PP students at risk of underperforming. Centralised approach to implementing support strategies

Regular monitoring via AHT



Increased attendance of Pupil premium students as a cohort

Attendance Officer support and intervention

PP attendance an area for improvement. Increased attendance has a direct correlation to improving academic outcomes

Liaison with Local Authority School Welfare Officer



Increased awareness and understanding of PP student progress and barriers to learning


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

Interventions implemented as a result and monitored for impact

Increased knowledge and understanding of progress and regular expectations to discuss this will ensure that all teachers are fully aware of the progress of PP students and should be ab le to better identify barriers to learning and implement support and interventions as needed

Checking of monitoring data

Via SLT in Line management meetings



Engagement in aspirational academic activities

Opportunities to participate in curriculum ‘Take it further’ activities subsidised by school

We have developed ‘Take it further’ activities for all curriculum areas to encourage students to engage in opportunities outside of the classroom (eg. things to read/watch/listen to/visit etc.)  By subsidising this for PP students they may be able to access activities/resources that otherwise they might miss out on and therefore further develop their knowledge, understanding and enthusiasm for the subject whilst also linking it to the wider world

Letter to be sent to PP student parents/carers inviting them to request funding to access activities.



Wider strategies for current academic year

Desired outcome

Chosen action / approach

What is the rationale for this choice?

How will you ensure it is implemented well?

Staff lead

Projected Spending

Help PP students explore prospective higher education and career opportunities

Support via Head of Careers

Increased aspiration and focus on long term outcomes can help in terms of short term progress. Help to remove any social limitations on career expectations.

Through Line management meetings



Full engagement in the breadth of experiences available through school

Trips, clubs etc.

Enable all students to participate in the broad range of activities that take place and ensure they feel they belong in the school community

Monitoring with Finance dept.


Include reference on all trip/visit letters



Access to specific curricular and extra-curricular activities

Music lessons, Duke of Edinburgh etc.

Enable all students to participate in the broad range of activities that take place and ensure they feel they belong in the school community

Ensure key staff (eg. Music teachers) are aware that lessons can be subsidised



Access to IT facilities

Provision of IT hardware/software

Enable to students to access online materials/store material from school etc.

Review outcomes of students accessing additional IT facilities



Strong, secure emotional health and wellbeing


Pastoral Managers

Student Support

Provide robust support for vulnerable students

Pastoral managers to monitor support accessed



Ensure punctuality to school

Provide funding for travel to and from school

Ensure students can arrive and depart school via appropriate transport and on time

Reduced lateness and attendance issues for any student receiving travel funding




Ensure all students have appropriate uniform for all aspects of the curriculum (PE etc)

Help to encourage sense of belonging and security in the school community.

Pastoral Managers to monitor need.

Finance to monitor large expenditure



Diagnostic testing via external agencies (eg ASC diagnosis)

Ensure all students can access timely diagnosis for possible disabilities /SpLD

Provide quick, effective  support, guidance and strategies to support additional needs of any pupil premium students to prevent further barriers to progress

DHT and SENCo to liaise regarding possible assessments/diagnoses and implementing strategies is school