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Pupil Premium

Pupil Premium strategy statement

This statement details our school’s use of Pupil Premium (and recovery premium for the 2021 to 2022 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.

School overview
 

Detail Data
School name Sutton Coldfield Grammar School for Girls
Number of pupils in school

1231 (y7-11 900)

Proportion (%) of Pupil Premium eligible pupils 10%
Academic year/years that our current Pupil Premium strategy plan covers (3 year plans are recommended)

2021/22

2024/25

Date this statement was published December 2021
Date on which it will be reviewed September 2022
Statement authorised by Barbara Minards, Headteacher
Pupil Premium lead Samantha Hart,
Assistant Headteacher
Governor / Trustee lead James Dixon

Funding overview
 

Detail Amount
Pupil Premium funding allocation this academic year £70,645
Recovery premium funding allocation this academic year £10,585
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
£81,230

Part A: Pupil Premium strategy plan

Statement of intent
 

We believe that all students will benefit from a continued whole school focus on excellent teaching and learning, personal development and wellbeing. In addition to the whole school approaches, we will identify a number of specific interventions to focus on. 

The school will build on its use of the PPG (the Pupil Premium Grant provides additional funding that publicly funded schools in England use to support disadvantaged pupils) by continuing to provide targeted strategies to promote achievement. The school's approach is informed by the 'Teaching and Learning Toolkit' from the Education Endowment Foundation (EEF), an independent resource which provides guidance for teachers and schools on how to use their resources to improve the attainment of disadvantaged students. The school will also seek to develop students digital learning skills in line with the future workplace and to manage blended learning during the on-going impacts of COVID-19.  Further to this we are intending to build relationships with families to gain a better insight to challenges that students may face.

Our strategy is also integral to wider school plans for education recovery, notably in its targeted support through the National Tutoring Programme for students whose education has been worst affected, including non-disadvantaged students.

Setting priorities is key to maximising and our priorities are as follows: 

  • Ensuring the highest quality of education is delivered to all students  
  • Ensuring that all students have full access to remote learning when required 
  • Closing the attainment gap between disadvantaged students and their peers 
  • Providing targeted academic support for students who are not making the expected progress 
  • Ensuring that all students have full access to extra-curricular and enrichment opportunities 
  • Addressing non-academic barriers to attainment such as examination skills and subject resources

In our research and planning for this academic year, we have analysed attendance, SEND and Sleuth (rewards) data and identified that there is no statistically significant gap in any of these fields. This is a clear strength of our provision to all students but we will continue monitoring throughout the year and will respond to any gaps, should any arise.

Challenges

This details the key challenges to achievement that we have identified among our disadvantaged pupils.

Challenge Number Detail of challenge
1. The year 11 Autumn 1 forecast grades show no statistically significant attainment gap on average GCSE scores. We will conduct further analysis to investigate at a subject level and by using mock examination data when this is available.
2. From conversations and student surveys, we will identify any students who do not have access to a digital device for remote learning. Further to this, we will liaise with students and staff to identify digital skills which are required and any gaps which exist.
3.

Our safeguarding data shows that disadvantaged students have identified social, emotional and mental health issues, such as anxiety and self-harm. This is particularly driven by academic pressures due to the partial school closures from COVID-19.

The data shows that 59% of disadvantaged pupils have had a safeguarding concern recorded and have received additional support compared to 27% of all students.
4. Our initial research with parents of GCSE disadvantaged students resulted in a 20% return rate. This suggests a challenge to communication with families and sharing of information or gaining feedback.

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
To maintain and improve attainment amongst disadvantaged students and ensure they can achieve in line with all students GCSE grades to demonstrate a continued narrow gap between disadvantaged and non-disadvantaged students.
For all students to have good access to a digital device and the opportunity to develop key digital skills Conversations and surveys to confirm all disadvantaged students have access to a digital device.
To map the provision of digital skills across the school journey: communication, processing information and digital safety.
To develop safeguarding and pastoral provision to promote social, emotional and mental health (SEMH) awareness and support for all students

A developed pastoral team with layers of support which can lead to high student levels of SEMH, to reduce the number of high level interventions/referrals required for students in the longer term.

To support and improve wellbeing, academic resilience and growth mindset for all students, including those who are disadvantaged Sustained high levels of wellbeing, academic resilience and growth mindset from 2024/25 demonstrated by: 
  • qualitative data from student voice, student and parent surveys and teacher ob-servations. 
  • a significant increase in participation in enrichment activities, particularly among dis-advantaged pupils.
To enhance the frequency and information sharing with families of all students, to support learning and build the relationship with school To develop pastoral communications to all families and integrate parent surveys, with some focused Pupil Premium parent surveys.
To analyse this information and use it to develop the school’s strategy.

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.

Teaching (for example, CPD, recruitment and retention) 

Budgeted cost: £7,178

Table Heading Table Heading Challenge number(s) addressed
Developing meta-cognitive and self-regulation skills in all pupils, with a focus on growth mindset.
This will involve on-going teacher training and support.

Teaching metacognitive strategies to pupils can be an inexpensive method to help pupils become more independent learners.

 

EEF Meta-cognition

EEF Changing mindsets
1, 2, 3

Developing the approach to assessment across the curriculum to include low stakes.

This will involve ongoing teacher training and support.

Low stakes assessment has a range of positive impacts such as:

Improved retrieval, knowledge, skills and organisation of learning.

 

Research school low stakes

1, 2, 3
Developing a school map of digital literacy development. This will involve cross-curricular cooperation and overseeing.

In 2019, approximately 214,000 job vacancies in the UK were hard to fill because of a lack of skills among applicants, and a third of this skills gap was digital.

 

Times Higher Education
2

Targeted academic support (for example, tutoring, one-to-one support structured interventions)

Budgeted cost: £7,177

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. A significant proportion of the pupils who receive tutoring will be disadvantaged, including those who are high attainers.

Tuition targeted at specific needs and knowledge gaps can be an effective method to support low attaining pupils or those falling behind, both one-to-one: 

EEF One to one tuition 

And in small groups: 

EEF Small group tuition 

1
Supervised study support mentors for GCSE students and character and academic mentoring for all year groups to improve wellbeing, academic resilience and growth mindset. This includes revision packs and revision skills sessions.

Mentoring with a focus on metacognition and self-regulation enables students to think about their own learning more explicitly and is very high impact.

EEF Metacognition and self-regulation
2, 3, 4

Wider strategies (for example, related to attendance, behaviour, wellbeing)

Budgeted cost: £66,875

Activity Evidence that supports this approach Challenge number(s) addressed
Ensuring access to an equal school experience to all students, e.g. Free School Meals and a bursary to all students as well as extra-curricular opportunities which are on offer in school, e.g. trips, music lessons and lunchtime activities, all of which support student wellbeing and resilience.

These elements enhance the cultural capital of our students to support their success in the wider world.

 

Our school values the importance of cultural capital for students to succeed and not just learn within the confines of a subject. This is specifically evidenced when supporting applications to Higher Education or companies (employability skills).
1, 2, 3, 4
Investment in programmes to enhance students’ wider skills, e.g. SEMH and academic resilience, e.g. independent learning skills.

Working with a range of providers to deliver training to staff and/or students.

 

Anna Freud Headstart Programme

Sleuth
1, 3
Investment in digital devices and digital skills development. The working world is predominantly digitally based and so it is important for students to complete school with these key employability skills, as evidenced by company and university requirements. 2
Develop parental engagement so that families are involved in supporting their child’s academic learning.

Parental engagement has a positive impact on progress, especially when tailored to show positive dialogue about learning and when personalised.

 

EEF Parental engagement
4

Total budgeted cost: £81,230

Part B: Review of outcomes in the previous academic year

Pupil Premium strategy outcomes

This details the impact that our Pupil Premium activity had on pupils in the 2020 to 2021 academic year.

  Non-Pupil Premium Students Pupil Premium Students Overall School Figure
% who achieved 5 or more GCSE grades 4-9 including English and Maths. 100 100 100
Attainment 8 77.44 77.93 77.47

 

The Attainment 8 figures show that on average both Pupil Premium and non-Pupil Premium students achieve at least eight grade 7s in their GCSEs. This indicates that the strategies used to raise the achievement of all students and narrow the gap between Pupil Premium students and non-Pupil Premium students were successful for this cohort.

During the academic year 2020-21, the PPG was used in a variety of ways to support students to close the gap in curriculum and extracurricular opportunities. As a result, it reinforced aspects of our School Development Plan: providing excellent teaching and learning, character development and wellbeing for all students. 

We were aware that restricted access to IT resources can be a barrier to students’ progress and so focused on narrowing any digital divide for students, to support their learning outside of the classroom. The IT department organised digital devices for students working remotely and provided direct support to students. We continued to support a blended learning approach, as some students needed to self-isolate and there was a mandatory lockdown for schools. We maintained regular contact with disadvantaged students during the lockdown to ensure they received continued support.