This statement details our school’s use of pupil premium (and recovery premium for the 2023 to 2024 academic year) funding to help improve the attainment of our disadvantaged pupils.
It outlines our pupil premium strategy, how we intend to spend the funding in this academic year and the effect that last year’s spending of pupil premium had within our school.
| Detail | Data |
| School name | Chislehurst and Sidcup Grammar School |
| Number of pupils in school | 957 pupils in years 7 -11 |
| Proportion (%) of pupil premium eligible pupils | 6.34% |
| Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended) | 2021-2024 |
| Date this statement was published | December 2023 |
| Date on which it will be reviewed | October 2024 |
| Statement authorised by | Nigel Walker |
| Pupil premium lead | Doris Evans |
| Governor / Trustee lead | Amanda Sutton |
| Detail | Amount |
| Pupil premium funding allocation this academic year | £47,610 |
| Recovery premium funding allocation this academic year | £12,696 |
| Pupil premium funding carried forward from previous years (enter £0 if not applicable) | £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 | £60,306 |
| Chislehurst and Sidcup Grammar School’s aim is that all students, regardless of their background and the challenges they face, have access to a broad and balanced curriculum and make good progress across a range of subjects. The focus of our pupil premium strategy is to support disadvantaged pupils to achieve that goal, including progress for those who are already high attainers. We will consider the challenges faced by vulnerable pupils and support their needs, regardless of whether they are disadvantaged or not. High-quality teaching is at the heart of our approach, with a focus on areas in which disadvantaged pupils require the most support. This is proven to have the greatest impact on closing the disadvantage attainment gap and at the same time will benefit the non-disadvantaged pupils in our school. |
This details the key challenges to achievement that we have identified among our disadvantaged pupils.
| Challenge number | Detail of challenge |
| 1. Impact of the COVID Pandemic | Our assessments, observations and discussions with pupils and families suggest that the education and wellbeing of many of our disadvantaged pupils have been impacted by partial school closures to a greater extent than for other pupils, particularly in the area of out of school learning and extra-curricular activities. These findings are backed up by several national studies. In addition, along with other students, the disadvantaged students have felt the impact in terms of their well-being and mental health. |
| 2. Improved Attainment at KS4 including the Achievement of the EBacc | Although the disadvantaged students attain well at the end of Key Stage 4 there is still a gap between their achievement and that of the other students. In particular, data suggest that fewer disadvantaged students achieved the EBacc, particularly the language element. |
| 3. Improved mental health and well being | As with other students, the disadvantaged students have felt the impact of the pandemic in terms of their well-being and mental health |
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 |
| Improved attainment among disadvantaged pupils across the curriculum at the end of KS4, with a focus on EBacc subjects. | By the end of our current plan in 2024/25, 100% of disadvantaged pupils pass the English Baccalaureate (EBacc). This includes the language element 2024/25 KS4 outcomes will demonstrate that the achievement gap has closed to zero. |
| To achieve and sustain improved wellbeing for all pupils, including those who are disadvantaged. | Sustained high levels of wellbeing from 2024/25 demonstrated by:
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| Improved access to out of school learning for all students but especially disadvantaged students | Disadvantaged students are taking advantage of a variety of out of lesson activities which is reflected in further progress at Key Stage Three and Four |
This details how we intend to spend our pupil premium (and recovery premium funding) this academic year to address the challenges listed above.
Budgeted cost: £22,853
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Provide effective CPD for Teaching and Learning pedagogic strategy – the focus will be on research based quality first teaching
Literacy – addressing issues of reading and of disciplinary literacy
Recruitment of additional pastoral support staff to work with students | Reflects current pedagogical thinking including Rosenshein’s Principles EEF-Effective-Professional-Development-Guidance-Report.pdf (d2tic4wvo1iusb.cloudfront.net)
Following the publication of the Ofsted research into reading in secondary schools, evidence shows that it is important to address any issues concerning reading with students and to promote literacy strategies Using diagnostic assessments to indicate areas for development for individual pupils Improving Literacy in Secondary Schools
There will be additional staff to support students with SEMH and to support Heads of Learning | 2,3 |
Budgeted cost: £11,756
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Engaging with the National Tutoring Programme to provide a blend of tuition, mentoring and school-led tutoring for pupils whose education has been most impacted by the pandemic. | Tuition targeted at specific needs and knowledge to support low attaining pupils, both one to one and in small groups One to one tuition | EEF (educationendowmentfoundation.org.uk) Small group tuition | Toolkit Strand | Education Endowment Foundation | EEF | 2 |
| Providing out of hours learning opportunities – for example homework supervision and Easter revision sessions | Internal evidence shows that attendance at these session improves attainment at GCSE Small group tuition | Toolkit Strand | Education Endowment Foundation | EEF | 3 |
| Introduction of POWER day to support Year 11 examination preparation | Internal evidence shows that previous sessions with a specific revision focus improves attainment at GCSE | 1,2,3 |
Budgeted cost: £25,697
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Strategies to support improved mental health and well-being and raise self-belief. This includes peer mentoring and one to one MHFA staff and counselling services to help improve SEMH (Social, Emotional & Mental Health) difficulties | Evidence suggests that those students who request a peer mentor make sustained progress in those subject areas.
One to one tuition | EEF (educationendowmentfoundation.org.uk)
| 1 |
| Encourage disadvantaged students to take up extra –curricular opportunities | Evidence shows that student who take part in such activities have improved mental health and cultural capital An_Unequal_Playing_Field_report.pdf (publishing.service.gov.uk) | 1,3 |
| Summer School 2024 | The school’s experience of summer school 2022 and 2023 showed that students in Year 7 made the transition to secondary school more easily and this had a positive impact on their well-being and also on academic progress in the first part of Year 7. | 1,2,3 |
Total budgeted cost: £60,306
This details the impact that our pupil premium activity had on pupils in the 2022 to 2023 academic year.
| For 2023, the Progress 8 score (which is a measure of how much progress pupils at this school made across 8 qualifications between the end of KS2 and the end of KS4, compared to other similar pupils nationally) for our disadvantaged pupils was 0.56. For Attainment 8 (which is a measure of GCSE attainment across 8 subjects) it was 71.8 and for the non-disadvantaged cohort it was 73. The in school gap between the disadvantaged students and the non-disadvantaged cohort has been closed as the Progress 8 score for the non -disadvantaged cohort was 0.46 so the gap was +0.1. In the summer of 2023, of the cohort of 8 disadvantaged students, 100% achieved a pass in Maths and English language at grade 5+. In addition, 100% of disadvantaged students entered the Ebacc and 63% achieved the Ebacc at grade 5 or above and 88% at grade 4 or above.. Whilst this is approximately 12% below the achievement of the non-disadvantaged cohort in the school it is also 43% higher than non-disadvantaged students nationally. Of those students who did not achieve the Ebacc at this level the issue was predominantly the language and so the strategy for 2021 – 2024 has a focus on that aspect of the Ebacc. Our target remains for 100% of the disadvantaged students to achieve the EBacc at the end of Year 11. We continued to use pupil premium money for targeted interventions to support these students. The National Tutoring focus was on Science and Maths and the disadvantaged students continue to improve in progress and attainment in these areas. The role of the Director of Progress was expanded and he has become the ‘champion’ for disadvantaged students, meeting with them and supporting them both academically and with any SEMH issues. In addition, the challenges surrounding SEMH and well-being are still higher than pre-pandemic and this is particularly true of the disadvantaged cohort. This was a significant factor in the decision to recruit additional pastoral support staff to support students with SEMH. |
Externally provided programmes
Please include the names of any non-DfE programmes that you used your pupil premium (or recovery premium) to fund in the previous academic year.
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