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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



Number of students in school (Yrs 7-11)

888 (Sept 24)

Proportion (%) of pupil premium eligible students

9.1% (Sept 24)

Academic year/years that our current pupil premium strategy

plan covers (3 year plans are recommended)


Date this statement was published

November 2023

Date on which it will be reviewed

October 2024

Statement authorised by

Chair of Governors

Pupil premium lead

Robert Green

Governor / Trustee lead

Mike Albury

Funding overview



Pupil premium funding allocation this academic year

£ 85805 (Based on April

2023 student roll)

Recovery premium funding allocation this academic year

£ 19596

Pupil premium (and recovery premium) funding carried

forward from previous years (enter £0 if not applicable)


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


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.


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


Lower outcomes in Maths for Pupil Premium students. The attainment of disadvantaged students in GCSE maths is generally lower than the overall



Lower outcomes in Science for Pupil Premium students. The attainment of disadvantaged students in GCSE Sciences is generally lower than the overall



Lower overall attendance levels for Pupil Premium students.


Ensuring access to appropriate resources and extra-curricular activities


Promoting and encouraging high aspirations - Staff feedback and student

discussions have identified that some disadvantaged students may have limited aspirations for their futures and may lack awareness of alternative routes with financial incentives such as post-16 or degree apprenticeships.


Secure and stable emotional well-being. Social, emotional and mental health issues have seen a significant increase. These challenges have an adverse impact on disadvantaged students, impacting on their attainment as well as their wellbeing. We have seen a significant increase in the number of students requesting support

via the school pastoral and counselling teams as well as externally.


Development of effective academic skills (organisation, revision etc.) and metacognitive and self-regulation strategies. Examination outcomes, teacher

feedback, assessments and discussions with students indicate that students from disadvantaged backgrounds can have limited effective learning habits which has an

impact on their overall attainment and confidence. This may be the result of limited

resources or appropriate study space to work at home. The pandemic has exacerbated this.


Diagnosis and support for identified SEND - Data suggests that a number of disadvantaged students with possible SEND are not accessing appropriate diagnostic support due to the extended timescales involved and not being able to access private routes, potentially limiting the most appropriate support being



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 compared to previous years

Improve A8 for PP students

By September 2024 an improvement to the A8 score for Pupil Premium students compared to

previous years

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.

We have used the EEF ‘Guide to Pupil Premium’ and ‘Menu of Approaches’ as the basis for identifying effective support and interventions.


Budgeted cost: £ 37000


Evidence that supports this approach

Challenge number(s)


CPD: Teacher training in school focusing on core areas – Questioning, Spacing and retrieval practice.

CPD focus on Feedback. 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.

T&L toolkit:

EEF Feedback - +6


Staff working parties focusing on: Feedback; Homework; Inclusion and Literacy across the curriculum.

EEF recommendations focusing on high-quality teaching,

T&L toolkit

Homework - +5


Ensure resources are available for all students and especially for

vulnerable students

Financial deprivation may limit access to necessary resources


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.

T&L toolkit:

Collaborative learning approaches - +5 Feedback - +6

Small group tuition - +4



Reducing class size - +2


Science - Increase staffing capacity/Increase the number of groups at GCSE from 6 to 8.

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.

Reduce overall class sizes at GCSE

which benefits all students. Generate intrinsic motivation through links to

‘real-world’ outcomes rather than

‘incentive or reward based’ motivation. T&L Toolkit:

Class size: +2

Collaborative Learning: +5

Feedback: +8


Targeted academic support

Budgeted cost: £ 28000


Evidence that supports this approach


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

T&L Toolkit:

Metacognition and self-regulation - +7


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


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


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 T&L toolkit:

TA interventions - +4


Small group tuition – Maths

EEF Pupil Premium Menu of approaches T&L toolkit:

Small group tuition - +4


Lunchtime and after school subject revision sessions;

Easter revision sessions

EEF Pupil Premium Menu of approaches


Reading age assessment at start of Year 7 to identify any potential

literacy needs

EEF Pupil Premium Menu of approaches


Wider strategies

Budgeted cost: £ 36000


Evidence that supports this


Challenge number(s)


Attendance Officer support and intervention

EEF Pupil Premium Menu of approaches


Help PP students explore prospective higher education and career opportunities via Head of


Develop intrinsic motivation through aspiration


Full engagement in the breadth of experiences available through

school; Trips, clubs etc.

EEF Pupil Premium Menu of approaches


Access to specific curricular and extra-curricular activities; Music

lessons, Duke of Edinburgh etc.

EEF Pupil Premium Menu of approaches


Provision of IT hardware/software

Financial deprivation may limit

access to necessary resources


Strong, secure emotional health and wellbeing via Pastoral

Managers/counselling etc.

EEF Pupil Premium Menu of approaches


Provide funding for travel to and

from school

EEF Pupil Premium Menu of



Ensure all students have appropriate uniform for all aspects of the

curriculum (PE etc)

Financial deprivation may limit access to necessary resources


Diagnostic testing via external

agencies (eg. ASC diagnosis)

EEF Pupil Premium Menu of



Total budgeted cost: £ 101,000

Part B: Review of the previous academic year

Disadvantaged student GCSE performance overview for academic year 2022-23

  • 13 Students eligible for Pupil premium in Year 11
  • 100% of Pupil premium students secured English and Maths GCSEs at Grade 4 or above
  • Almost all outcomes were significantly higher than the national average for all students

Progress 8

0.19 (school average 0.5) Variation – 0.31

NB. National P8 figure for all students: -0.03

% Students entered for and achieving Ebacc entry

46% entered (school average 53%)

38% achieved (school average 48%)

Attainment 8

59 (school average 65.7) Variation – 6.7

Attainment 8 nationally for non- disadvantaged students – 51.1


APS for all students

APS for PP students










English and Maths

At Grade 4+ - 100% School Average – 100%

At Grade 5+ - 69% School Average – 90%


Pupil Premium attendance was in line with overall attendance for all groups in years 7-11