Pupil Premium
Pupil premium strategy statement
2021-22 – 2023-24
School overview
|
School name |
Simon Langton Girls’ Grammar School |
|
Pupils in school (7-11) |
871 |
|
Proportion of disadvantaged pupils |
12.4 % |
|
Pupil premium allocation this academic year |
£78460 (74 ‘Ever 6’ students - £955; 10 Services students - £310; 2 PP+ students - £2345 pa) |
|
Academic year or years covered by statement |
2021-22 – 2023-24 |
|
Publish date |
Revised February 2022 |
|
Review date |
January 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 pupil GCSE performance overview for academic year 2020-21 (Teacher assessed grades)
- 13 Students eligible for Pupil premium in Year 11
- 85% of Pupil premium students secured 5 or more strong (5+) GCSE grades including English and Maths compared to school average of 96%
- 100% of Pupil premium students secured a strong pass in English Language and Literature
- All outcomes were significantly higher than the national average for all students
Key data (with areas for development in red)
|
Subject |
APS for all students |
APS for PP students |
Variation |
|
Maths |
6.9 |
5.6 |
1.3 |
|
English |
7.2 |
7.1 |
0.1 |
|
Progress 8 |
0.65 (school average 0.74) |
|
% Students entered for and achieving Ebac entry |
46% (school average 59%) |
|
Attainment 8 |
6.78 (school average 7.05) |
Aims for disadvantaged pupils
|
Progress 8 |
Maintain high P8 score in line with similar schools. Close Progress gap between PP and non-PP students Based on 2021 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 80% 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
|
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 |
SLT |
5000 |
|
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) |
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 lesson to better manage significant subject content at GCSE and allow for re-teaching and securing knowledge |
Departmental feedback via Line meetings |
SLT/SL |
2500 |
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 |
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 |
