Pupil Premium

We believe that the high expectations we have of all our students, the great importance placed on standards of behaviour, and the quality of teaching and learning, together with a strong partnership with parents and carers, are key contributors to our success. Similarly, a differentiated and varied curriculum which takes account of the needs and interests of learners enables all students to progress onto meaningful pathways. We strongly believe that it is not about where you come from but your passion and thirst for knowledge, and your dedication and commitment to learning that makes the difference between success and failure, and we are determined to ensure that our students are given every chance to realise their full potential.

In this document, you will find information outlined to show:
1. A brief explanation outlining the Pupil Premium
2. The LGS pupil premium allocation for the current academic year
3. A rationale behind why we allocate money to help overcome specific barriers
4. Details of how LGS spent the previous academic year’s allocation
5. How it has impacted the attainment, progress, attendance and well-being of disadvantaged pupils
6. Review of impact from previous spending and how this will be used to guide future spending
7. Details of how LGS intend to spend the Pupil Premium allocation this year
8. Information on how the effectiveness of this academic year’s funding will be tracked and monitored

1. What is the Pupil Premium?
The Pupil Premium was introduced in April 2011. In 2012–13 schools were allocated a total of £1.25 billion funding for children from low-income families who were eligible for free school meals, looked after children and those from families with parents in the Armed Forces. From 2018 the Pupil premium will also include funding for post looked after children, for example children who have left care subject to an Adoption Order, a Special Guardianship Order or a Child Arrangement Order. The aim of the funding is to provide disadvantaged students with opportunities to develop their confidence, social skills and ultimately to improve their attainment. Pupil premium funding is ring fenced and you will find a comprehensive review of funding (2018-19) and intended actions for funding (2019-20) below.

2. Pupil Premium allocation for Lordswood Girls’ School

Academic YearTotal number of pupils Years 7-11Total PP budget (number of pupils eligible)
2019-20732£182,325 (195 students)
Year 7 literacy & numeracy catch up budgetDate of most recent PP reviewDates for internal review of strategy
£8,528Sept 2019Interim: Termly
Final: Sept 2020
Academic YearTotal number of pupils Years 7-11Total PP budget (number of pupils eligible)
2018-19701£207,000 (214 students)
Year 7 literacy & numeracy catch up budgetDate of most recent PP reviewDates for internal review of strategy
£7,600Sept 2018Interim: Jan 2019
Final: Sept 2019

3. Rationale and research
When planning the pupil premium strategy, a number of key pieces of research are considered by LGS to help establish the most successful use of the funding for our students. The EEF guide to the pupil premium and the corresponding toolkit help us establish how other schools have used the funding and findings to support each suggestion. Alongside this, The Sutton Trust have produced a number of useful documents to help guide our decision making process. If you would like any information regarding these documents, please visit:

https://educationendowmentfoundation.org.uk/evidence-summaries/pupil-premium-guide/

https://www.suttontrust.com/research-paper/school-funding-and-pupil-premium-2019/

Even though this research proves helpful, the most important part of deciding on how the Pupil Premium is allocated is to review the effectiveness of spending from the previous academic year (2018-19). This enables us to understand how successfully we have allocated funding to enable our disadvantaged students to make at least expected progress, be fully supported in all aspects of school life and be given the same opportunities as non-disadvantaged students. It also allows us to establish the specific barriers in learning that our pupil premium students face here at LGS and how best to provide them with support to overcome these barriers.

4-6. Review of academic year 2018-19
The progress shown by pupil premium students at Lordswood Girls’ School continues to be significantly above the average for all students nationally. There has been a significant improvement in closing the gap in the progress between pupil premium and non-pupil premium students. In 2017-18 the gap was -0.65 and the current gap calculated for 2018-19 stands at -0.12. When analysing the progress made by PP students compared to Non-PP by subject area, English (+0.12), humanities (+0.06) and science (+0.04) achieved excellent results. Despite the majority of whole school subject data producing positive residuals the actual value was more than the predicted value), the under-performance by pupil premium students in modern foreign languages and those achieving strong passes in mathematics has impacted on this data.

Targeted pupil premium students receiving emotional support were able to complete their GCSE courses and 60% of them secured a positive progress 8 score. The attendance of pupil premium students remains high and in the cases of Yr8 and Yr9, there has been an improvement on the gap between pupil premium and non-pupil premium from last year. Last year’s Yr10 pupil premium student’s attendance was concerning with a -1.77% gap when compared to non-pupil premium. However, this figure was affected by one student’s persistent attendance issues as she had an overall attendance figure of 48%.

The percentage of pupil premium students receiving 5 or more praise points has increased this year which is pleasing as we are aware that there is a direct link between consistent praise and progress. The percentage of students receiving 5 or more alert points has decreased this year which is encouraging. Pupil premium students who consistently receive alerts for disorganisation and non-submittal of homework are supported by internal behaviour measures to ensure that this does not negatively impact their learning.

The data suggests that pupil premium students do not attend extra-curricular clubs as frequently as non-pupil premium students. Even though pupil premium students were offered the same clubs and opportunities as non-pupil premium students, there is a -16% gap when analysing pupil participation.

Please use the links below to download the Lordswood Girls’ School pupil premium strategy or Year 7 literacy and numeracy catch up premium document.