
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) |
884 |
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
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 |
0.07 (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 |
Other |
Improve attendance in line with school average |
Ongoing |
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 |
TOM |
6000 |
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 |
RG |
5000 |
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 |
SLT/SL |
10000 |
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 |
SLT/SL |
5000 |
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 |
HET/ALs |
10000 |
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 |
HET/FH/PMs |
7000 |
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 |
SLT/SLs |
2500 |
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. |
RG |
1000 |
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 |
TBC |
2500 |
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 |
RG/Finance |
5500 |
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 |
RG/Finance/SLs |
3000 |
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 |
RG/PMs/SEN |
5000 |
Strong, secure emotional health and wellbeing |
Counselling Pastoral Managers Student Support |
Provide robust support for vulnerable students |
Pastoral managers to monitor support accessed |
HET/PMs |
10000 |
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 |
RG/PMs/Finance |
1000 |
Uniform |
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 |
PMs/RG/Finance |
2500 |
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 |
SENCo/DHT |
5000 |