Skip to content ↓

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.

Detail Data
School name Bexley Grammar School
Number of pupils in school

1022 (Years 7-11)

431 (Years 12-13)
Proportion (%) of pupil premium eligible pupils 6% of the Y7-11 cohort
Academic year/years that our current pupil premium strategy plan covers

3 year plan covering

Sep 2021 - Aug 2024
Date this statement was published December 2021
Date on which it will be reviewed September 2022
Statement authorised by Mr S Elphick, Headteacher
Pupil premium lead

Mrs V Ellis,

 Assistant Headteacher
Governor / Trustee lead

Mrs F Tyler,

 Link Governor for Disadvantaged / PP
Detail Amount
Pupil premium funding allocation this academic year £63,045
Recovery premium funding allocation this academic year £9,135
Covid catch-up funding carried forward from previous years (enter £0 if not applicable) £20,492
Total budget for this academic year £92,672

Part A: Pupil premium strategy plan

Statement of intent

Our intention is that all pupils, irrespective of their background or the challenges they face, make good progress and achieve high attainment across the curriculum. 

The focus of our pupil premium strategy is to support disadvantaged pupils to achieve this goal. We will consider the challenges faced by vulnerable pupils and the activity we have outlined in this statement is intended to support their needs too, regardless of whether they are disadvantaged or not.

High-quality teaching is at the heart of our approach as 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. Implicit in the intended outcomes detailed below, is the intention that non-disadvantaged pupils’ progress will be sustained and improved alongside progress for their disadvantaged peers. Our approach will be responsive to common challenges and individual needs.

Challenge Number Detail of Challenge



Although Year 7 reading age assessments do not suggest that disadvantaged KS3 students have lower levels of reading comprehension than their peers, the MidYIS vocabulary scores gained by disadvantaged students are below those gained by their peers, across all current year groups, with the exception of Year 11. The largest gap applies to the current Year 9 cohort (MidYIS standardised score of 114 in comparison to 120).


Impact of Covid Restrictions

Observations and discussions with students and families show that the education and wellbeing of many students, including those who are disadvantaged, has been negatively impacted by partial school closures and covid restrictions. A lack of enrichment opportunities such as school visits and cross-bubble House events, has both restricted the acquisition of cultural capital and limited the positive impact such activities have on student wellbeing. Disruption to the usual delivery of the PSHCE programme has similarly impacted on students. National studies suggest that disadvantaged students have, on average, been more significantly affected by covid restrictions, in comparison to their peers.


Wellbeing & Mental Health

In line with national trends, a number of our students struggle with wellbeing and mental health challenges. These challenges affect a number of our disadvantaged students and clearly have a potential impact on attainment and progress.
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 deliver high quality teaching and learning that reduces the attainment and progress gaps between disadvantaged students and their non-disadvantaged peers.

Lesson observations provide evidence of the use of high impact approaches that successfully support the progress of disadvantaged students and their peers.

2023/24 GCSE outcomes demonstrate that disadvantaged pupils achieve Attainment 8 and Progress 8 scores in line with their peers, on average.

To deliver a programme that supports the literacy skills of all students.

BGS staff access literacy CPD and successfully implement recommendations for the benefit of all students.

2023/24 GCSE outcomes generate an average English Progress 8 score in the second or first quintile for both disadvantaged students and their peers.

To implement interventions that make up for lost learning and development arising from recent Covid restrictions.

Disadvantaged students participate in enrichment opportunities, such as school visits and extracurricular activities.

All students access a PSHCE curriculum with stakeholder feedback demonstrating the positive impact of this program.

2023/24 GCSE outcomes demonstrate that disadvantaged pupils achieve Attainment 8 and Progress 8 scores in line with their peers.

To deliver a universal wellbeing curriculum and where needed provide targeted support for individuals. Positive levels of wellbeing demonstrated by qualitative data from student voice, student and parent surveys and teacher observations.
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                                                             Budgeted cost: £32,000
Activity Evidence that supports this approach Challenge number(s) addressed

Facilitate staff professional development that focuses on the personalization of learning and the delivery of high quality teaching and learning, with a focus on successful approaches such as Rosenshine’s principles of instruction and metacognition and self-regulation approaches. (£22,000)

Effective Professional Development (EEF)

Metacognition and self-regulation | Toolkit Strand | Education Endowment Foundation | EEF

 Rosenshine’s Principles of   Instruction





Employ a Literacy Lead, to oversee a programme that supports the development of student literacy skills. Deliver all staff CPD that supports the delivery of disciplinary literacy in the classroom. Continue to develop the library as a vibrant and engaging resource for all students and departments. Participate in the 2021-22 Bexley Literacy Project. (£10,000)

Improving Literacy in Secondary Schools


Reading comprehension strategies | Toolkit Strand | Education Endowment  Foundation | EEF






Targeted academic support                    Budgeted cost: £35,000
Activity Evidence that supports this approach Challenge number(s) addressed

Provide interventions and individual support in English Language for students struggling with this subject. (£6,000)


Part-fund the cost of support interventions for targeted groups of students. (£4,000)


Deliver a Summer school for incoming year 7 students. (£15,000)

Deliver covid catch up sessions to support targeted GCSE students. (£10,000)





One to one tuition | EEF (


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












2 & 3

Wider strategies                                           Budgeted cost: £25,672
Activity Evidence that supports this approach Challenge number(s) addressed

Part-fund the cost of two part-time qualified school counsellors to provide wellbeing support for students. (£15,000)

Recruit, train, and supervise a team of sixth form peer mentors able to deliver wellbeing support to younger peers. (£500)

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


The mental Health of Children and Young People in England (Public Health England)





Ensure that disadvantaged students experience no financial impediments to attending visits and extracurricular activities. (£3,000)


An Unequal Playing Field (Social Mobility Commission)


2 & 3

Deliver whole-school support for disadvantaged and vulnerable groups of students via our enrichment courses and the school’s 5 'Power' days which are days devoted to broader issues of learning including careers and study skills among other PSHCE topics (£6,000)



Personal, social, health and economic (PSHE) education: a review of impact and effective practice (DfE)







2 & 3

Contingency fund for acute issues. (£1,172)

Based on our experiences and those of similar schools, we have identified a need to set a small amount of funding aside to respond quickly to needs not yet identified.



 Total budgeted cost: £92,672


Part B: Review of outcomes in the previous academic year

In summer 2021, our cohort of ten Year 11 disadvantaged students gained an average Attainment 8 score of 67.6 and a 4Matrix generated Progress 8 score of +0.20. The summer 2021 Year 11 cohort gained, as a whole, an average Attainment 8 score of 73.8 and an average Progress 8 score of +0.33. The 2021 Progress 8 gap, between disadvantaged students and their non-disadvantaged peers, was of -0.14. Although we remain ambitious to reduce this gap to zero, we are pleased to note an improvement on the Progress 8 gap gained in 2019 of -0.18.

We note, as evidenced in schools across the country, partial closure was most detrimental to our disadvantaged pupils, and they were not able to benefit fully from our pupil premium funded improvements to teaching and targeted interventions to the degree that we intended. The impact was to a degree mitigated by our resolution to maintain a high-quality curriculum, including during periods of partial closure, and to use Google Classroom and Google Meets to facilitate the delivery of live remote lessons throughout the 2021 spring term partial closure.

We are pleased to report that we were able to use pupil premium funding for targeted interventions during the second half of the 2020-21 academic year. For example, we delivered a summer term Year 10 Covid Catch Up intervention which gave targeted Year 10 students the opportunity to attend small-group extra lessons, delivered after school by a team of 35 teachers. We initially identified a core group of approximately 50 Year 10 students who had been disadvantaged, more so than their peers, as a result of Covid related restrictions. This group included students identified as vulnerable. Invited students then each selected up to three weekly subject sessions to attend and as the term progressed and the results of end of year assessments were released, Heads of Department invited further students to join these sessions. As a result, 42% of the Year 10 cohort benefited from this intervention, including 57% of the Year 10 disadvantaged/pupil premium cohort.

Furthermore, we identified a core group of ten Year 7 students, which included 50% of the Year 7 disadvantaged cohort, and arranged for these students to access small group English tutoring, during the summer of 2021, delivered via the National Tutoring Programme.