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 | 969 pupils in years 7 -11 |
| Proportion (%) of pupil premium eligible pupils | 5% |
| Academic year/years that our current pupil premium strategy plan covers (3-year plans are recommended – you must still publish an updated statement for each academic year) | 2024-2027 |
| Date this statement was published | December 2024 |
| Date on which it will be reviewed | November 2025 |
| Statement authorised by | Nigel Walker |
| Pupil premium lead | Daniel Pyne |
| Governor / Trustee lead | Amanda Sutton |
| Detail | Amount |
| Pupil premium funding allocation this academic year | £45,150 |
| Pupil premium funding carried forward from previous year | £0 |
| Total budget for this academic year | £45,150 |
| 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. We will consider the challenges faced by vulnerable pupils, such as those who have a social worker and young carers. The activity we have outlined in this statement is also intended to 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. Our approach will be responsive to common challenges and individual needs, rooted in robust diagnostic assessment, not assumptions about the impact of disadvantage. The approaches we have adopted complement each other to help pupils excel. To ensure they are effective we will:
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This details the key challenges to achievement that we have identified among our disadvantaged pupils.
| Challenge number | Detail of challenge |
| 1. | The attainment of disadvantaged pupils in English Language GCSE is slightly lower than that of their peers. |
| 2. | Our attendance data over the last 2 years indicates that attendance among disadvantaged pupils has been approximately 3% lower than for non-disadvantaged pupils. |
| 3. | Our observations suggest that, along with other students, the disadvantaged students continue to experience a range of mental health and well being needs. |
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 outcomes among disadvantaged pupils across the curriculum at the end of KS4, particularly in English. | KS4 residual performance measures in 2026-2027 demonstrate that disadvantaged pupils achieve in line with their non-disadvantaged peers |
| Improved attendance among the disadvantaged pupils | Attendance data at the end of 2026-2027 will show increased attendance of the disadvantaged students and bring them in line with their peers |
| To achieve and sustain improved wellbeing for all pupils, including those who are disadvantaged. | Sustained high levels of wellbeing from 2026-2027 demonstrated by:
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This details how we intend to spend our pupil premium funding this academic year to address the challenges listed above.
Budgeted cost: £15,050
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Purchase of standardised diagnostic assessments.Training will be provided for staff to ensure assessments are interpreted correctly. Improving literacy in all subject areas in line with recommendations in the EEF Improving Literacy in Secondary Schools guidance. We will fund professional development and instructional coaching focussed on each teacher’s subject area as part of the CPD programme for the school. | When used effectively, diagnostic assessments can indicate areas for development for individual pupils, or across classes and year groups:
Acquiring disciplinary literacy is key for students as they learn new, more complex concepts in each subject: Improving Literacy in Secondary Schools Reading comprehension, vocabulary and other literacy skills are heavily linked with attainment in all subjects: | 1
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Budgeted cost: £15,050
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| One to one and small group tuition for pupils in need of additional support, delivered in addition to, and linked with, normal lessons. . | Tuition targeted at specific needs and knowledge gaps can be an effective method to support low attaining pupils or those falling behind: One to one tuition | Teaching and Learning Toolkit | EEF Small group tuition | Teaching and Learning Toolkit | EEF
| 1 |
| APT – the Disadvantaged champion is a member of the new Accelerating Progress Team | Mentoring will be offered where appropriate. The APT will review the progress of all students and will focus support on the low attaining students or those who are falling behind | 1 |
Budgeted cost: £15,050
| Activity | Evidence that supports this approach | Challenge number(s) addressed |
| Embedding good practice set out in DfE’s guidance on working together to improve school attendance. Staff training and release time to develop and implement procedures. Attendance processes will be put in place to improve attendance. | The DfE guidance has been informed by engagement with schools that have significantly reduced persistent absence levels.
| 2 |
| Strategies to support improved mental health and well-being and raise self-belief. This includes well being ambassadors 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)
| 3 |
| 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) | 3 |
Total budgeted cost: £45,150
| We have analysed the performance of our school’s disadvantaged pupils during the previous academic year, drawing on national assessment data and our own internal summative and formative assessments. To help us gauge the performance of our disadvantaged pupils we compared their results to those for disadvantaged and non-disadvantaged pupils at national and local level and to results achieved by our non-disadvantaged pupils (though we know that pupils included in the performance data will have experienced some disruption due to Covid-19 earlier in their schooling, which will have affected individual pupils and schools differently). The data demonstrates that the disadvantaged students had a P8 score of 0.4 which is above both the LA non-disadvantaged (0.15) and non-disadvantaged pupils nationally (0.16). There is still an in-school gap to the non-disadvantaged students who had a P8 of 0.82. However, the P8 of the disadvantaged pupils is now beyond the P8 of the non-disadvantaged pupils at the point at which we started this plan. In the summer of 2024, of the cohort of 10 disadvantaged students, 90% achieved a pass in Maths and English language at grade 5+ and 100% achieved a pass in Maths and English Language at 4+. In addition, 70% of disadvantaged students achieved the Ebacc at grade 5 or above and 80% at grade 4 or above. Whilst this is approximately 5% below the achievement of the non-disadvantaged cohort in the school (at 5+) it is also 49% 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 2024 – 2027 continues to have 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 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. The challenges surrounding SEMH and well-being are still higher than pre-pandemic and this continues to be particularly true of the disadvantaged cohort. The recruitment of the additional pastoral support staff to support students with SEMH has proved to be very successful. We have also drawn on school data and observations to assess wider issues impacting disadvantaged pupils' performance, including attendance, behaviour and wellbeing. The data demonstrated that there was a 3% gap in the attendance of disadvantaged students (92.3%) compared to non-disadvantaged (95.9%) but that their attendance was also in line with the national non-disadvantaged attendance (92.8%). These figures are taken from FFT. Based on all the information above, the performance of our disadvantaged pupils met expectations, and we are at present on course to achieve the outcomes we set out to achieve by 2026/27, as stated in the Intended Outcomes section above. |
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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