Pupil Premium & Year 7 Catch Up

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



School name

Chislehurst and Sidcup Grammar School

Number of pupils in school

978 pupils in years 7 -11

Proportion (%) of pupil premium eligible pupils

62 is 6.34%

Academic year/years that our current pupil premium strategy plan covers (3 year plans are recommended)


Date this statement was published

December 2021

Date on which it will be reviewed

October 2022

Statement authorised by

Nigel Walker

Pupil premium lead

Doris Evans

Governor / Trustee lead

Amanda Sutton

Funding overview



Pupil premium funding allocation this academic year


Recovery premium funding allocation this academic year


Pupil premium funding carried forward from previous years (enter £0 if not applicable)


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


Part A: Pupil premium strategy plan

Statement of intent

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


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

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

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:

  • qualitative data from student voice, student and parent surveys and teacher observations.
  • a significant increase in participation in enrichment activities, particularly among disadvantaged pupils.   

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

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: £21,830


Evidence that supports this approach

Challenge number(s) addressed

Provide effective CPD for Teaching and Learning pedagogic strategy

  • Retrieval practice
  • Questioning
  • Cognitive Load Theory

Reflects current pedagogical thinking including Rosenshein’s Principles

EEF-Effective-Professional-Development-Guidance-Report.pdf (d2tic4wvo1iusb.cloudfront.net)


Appointments made to further progress in particular in the EBacc(Lead practitioner for French) and the Progress Director

Evidence shows that small group tuition is highly beneficial to students and the Director of progress organises mentoring and  homework supervision for small groups

The Lead practitioner French organises activities to enhanced cultural experiences and to enhance understand of the language

Small group tuition | Toolkit Strand | Education Endowment Foundation | EEF



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

Budgeted cost: £9,865


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


  • 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


  • Year 11 Revision Support Day

Internal evidence shows that previous session improves attainment at GCSE


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

Budgeted cost: £36,650


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, Emo-tional & Mental Health) difficulties

Evidence suggests that those students who request a peer mentor make sustained progress in those subjects areas.


One to one tuition | EEF (educationendowmentfoundation.org.uk)


Adolescent mental health: A systematic review on the effectiveness of school-based interventions | Early Intervention Foundation (eif.org.uk)



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)


Summer School 2022

The school’s experience of summer school 2021 showed that students in Year 7 made the transition to secondary school more easily and this had a positive impact on their well-being.  


Total budgeted cost: £68,345

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.

In the summer of 2021, of the cohort of 16 disadvantaged students, 13 (83%) achieved the Ebacc. This is in line with the achievement of the non-disadvantaged cohort. Of those students who did not achieve the Ebacc for to out of three of them the issue was 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 and EBacc at the end of Year 11.

It is clear that the mental health of all students was affected by the pandemic. This was particularly noticeable among the disadvantaged students and we used pupil premium money for targeted interventions to support these students including the appointment of a Director of Progress. His work continues to be part of the new plan.

As evidenced in schools across the country, partial closure was most detrimental to our disadvantaged pupils, and they were not able to benefit from our pupil premium funded improvements to teaching and targeted interventions to the degree that we intended. The impact was mitigated by our resolution to maintain a high quality curriculum, including during periods of partial closure, delivered via Microsoft Teams. The Progress Director also worked with targeted individuals and encouraged them to come to school for a greater level of support