Chatham Grammar School for Girls: Pupil Premium Statement 2015-2016

Chatham Grammar School for girls has the explicit aim of trying to ensure that all students are able to reach their full potential. The school recognises that nationally there is an attainment gap between disadvantaged students and their peers. The Pupil Premium funding is intended to minimise the impact of this by providing extra support in school to help ensure that those disadvantaged students achieve their potential.

The Pupil Premium budget at the academy is used to benefit learning and well-being in order to improve progress for a range of students. It is to support outcomes for these students by helping to narrow the attainment gap that exists between students from disadvantaged and more affluent backgrounds. The school recognises that we are accountable for how we use the additional funding to support students from low-income families and other target groups.

Pupil Premium is received by the school in order to raise the achievement of three student subgroups in years 7-11:

• Those on receipt of Free School Meals (FSM) or have received these in the last 6 years (FSM Ever6) • Students who have a parent in the armed forces • Students who are looked after by carers under a local authority (CLA)

The primary use of funding is to raise attainment for these students identified as coming from a disadvantaged background. We will however support the students academically, socially and emotionally, to ensure they have a positive experience of school and can optimise opportunities to develop and succeed. Whilst we believe that the emphasis has to be on improving literacy and numeracy knowledge and skills we also believe no one intervention can provide the answer to accelerating progress and it is the combination of support available which benefits the students. At Chatham Grammar School for Girls we employ a range of support mechanisms and interventions aimed at ensuring the success of all students as well as the promotion of their overall well-being.

The school has used a variety of interventions to support student welfare, including but not limited to all of the following:

Additional study support outside the classroom Additional support inside the classroom, for example, targeted questioning and student leadership opportunities during group work etc. Pastoral guidance by senior staff Additional staff and additional specialist staff Curriculum related trips Out of hours activities Provision of extra and specialist resources or materials Support from external specialist services Targeted literacy support Targeted numeracy support The use of mobile technology where needed

Pupil Premium Student Numbers and Funding

2015-16 Number of Eligible students (FSM and then FSM Ever 6) 75


CLA (Non KCC) 0

Eligible Armed Forces students 3

Total PP Income £70125

Projected 16-17 Number of Eligible students (FSM and then FSM Ever 6) 63


CLA (Non KCC) 0

Eligible Armed Forces students 3

Total PP Income £58905

The impact of the Pupil Premium Funding for academic year 2015/16

Analysis of results (see tables below) have shown that at GCSE, all Pupil Premium students achieved 5 A-C and outperformed the cohort as a whole by 8.9%. ( ie 100% of disadvantaged students achieved 5 A-C as opposed to 91% of others.) They also achieved higher average GCSE scores in comparison to the whole cohort and higher attainment 8 scores (6.48 PP – 6.33 Non-PP). Individual tutorials were provided for students who were not meeting their targets. The programme of support offered has been tailored to the individual and included academic tuition together with personal and emotional support.

Additional training that was organised for staff to support students has been effective and resulted in a more consistent approach across all subjects. In addition the recent changes have resulted in more detailed records being kept for use of students, parents, subject leaders and senior staff. Introducing an electronic system has enabled tracking to be live and ‘up to date’ enabling the monitoring to be more effective. This provided better opportunity for early intervention, appropriate to the needs of individual students.

All of 2015-2016 Yr11 students gained a place in further education or CGSG Sixth Form. Medway Youth Trust provided impartial and appropriate careers advice to students which enabled them to make informed choices with the regard to their future options. In addition to individual interviews, we were able to organise group sessions focusing on different career sectors to encourage students to consider the varied career options and choices available to them.

Exam information

Key Stage 3 Revision

For How to and Tips please click here

Term dates

For term dates please click here

Literacy and Numeracy Catch Up

Information coming soon

SEN Report

SEND Strategy Report for Chatham Grammar School for Girls 2016-2017

Part of the Medway Local Offer for Learners with SEND


Welcome to our SEND information report which is part of the Medway Local Offer for learners with Special Educational Needs and Disabilities (SEND). All governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools have a legal duty to publish information on their website about the implementation of the governing body’s or the proprietor’s policy for pupils with SEND. The information published must be updated annually. The required information is set out in the SEND regulations which can be found here:

If you have specific questions about the Medway Local Offer please look by clicking here

Alternatively, if you think your child may have SEND please email using the link below and direct it ‘For the attention of the SENCO’.

Staff and Governor with specific SEND responsibility at CGSG are as follows:

SENCO – Miss Melissa Furnell

Associate Headteacher for SEND: Mrs Jo Campbell-Dunlop

Governor for SEND: Miss Cheryl Underhill

Our Approach to Teaching Learners with SEND

At CGSG we believe in participation for all. We have classes for children from Yr7 through to Year 13. We want all adults and children to participate in learning and we celebrate all members of our community. We want to create an inclusive culture in our school and we aim to continue to be responsive to the diversity of children’s backgrounds, interests, experience, knowledge and skills. We value high quality teaching for all learners and actively monitor teaching and learning in the school.

Our school improvement plan is about developing learning and progress for all and staff receive regular CPD training to further this endeavor. We aim to create a learning environment which is flexible enough to meet the needs of all members of our school community. We monitor progress of all learners and staff continually assess, ensuring that learning is taking place. Our whole school system for monitoring progress includes regular pupil progress meetings, and staff engage in coaching and supervision.

How We Identify SEND

At different times in their school career, a child or young person may have a special educational need. The Code of Practice defines SEND as:

“A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:

(a) have a significantly greater difficulty in learning than the majority of others of the same age: or

(b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.”

If a learner is identified as having SEND, we will provide provision that is ‘additional to or different from’ the normal differentiated curriculum, intended to overcome the barrier to their learning. Learners can fall behind in school for lots of reasons. They may have been absent from school, they may have attended a number of different schools and not had a consistent opportunity to learn. They may not speak English very well, they may be worried about different things that distract them from learning. At CGSG we are committed to ensuring that all learners have access to learning opportunities, and for those who are at risk of not learning, we will intervene. This does not mean that all vulnerable learners have SEND. Only those with a learning difficulty that requires special educational provision will be identified as having SEND.

Our SEND profile for 2015-16 showed that 4% of the children on the school roll were identified as having SEND, and 0.1% of those children had a Statement of Special Educational Needs/Education Health and Care Plan. Of the children identified as having Special Educational Needs:

14% are identified as having SEND linked to Communication and Interaction

17 % are identified as having SEND linked to Cognition and Learning

21 % are identified as having SEND linked to Social, Emotional and Mental Health Difficulties

34 % are identified as having SEND linked to Sensory and/or Physical Needs

10% are identified as having SEND linked to Medical Needs

Assessing SEND at CGSG

Class teachers, support staff, parents/carers and the learner themselves will be the first to notice a difficulty with learning. At CGSG we ensure that assessment of educational needs, directly involves the learner, their parents/carer and of course their teachers. The Special Educational Needs Coordinator (SENCO) will also support with the identification of barriers to learning and direct parents/carers to the appropriate specialists where necessary. Where specialists have been involved, we will seek relevant advice from them.

What We Do To Support Learners with SEND at CGSG

Every teacher is required to adapt the curriculum to ensure access to learning for all children in their class. The Teacher Standards 2012 detail the expectations on all teachers and are available here

Our teachers will use various strategies to adapt access to the curriculum. Each learner identified as having SEND, is entitled to support that is ‘additional to or different from’ a normal differentiated curriculum. The type of support is dependent on the individual learning needs, and is intended to enable access to learning and overcome the barrier to learning identified. This support is described on a provision map, which although does not detail the individual learner names, describes the interventions and actions that we undertake at CGSG to support learners with SEND across the year groups. We modify the provision map regularly, and it changes every year, as our learners and their needs change.

How Do We Find Out If This Support Is Effective?

Monitoring progress is an integral part of teaching and leadership within CGSG. Parents/carers, pupils and staff are involved in reviewing the impact of interventions for learners with SEND through three In-School-Reviews (ISRs). We follow the ‘assess, plan, do, review’ model and ensure that parents/carers and children are involved. Before any additional provision is selected to help a child, the SENCO, teacher, parent/carer and learner, agree what they expect to be different following this intervention. A baseline will also be recorded, which can be used to compare the impact of the provision. Children, parents/carers and their teaching and support staff will be directly involved in reviewing progress. If a learner has an Education Health and Care Plan (EHC plan,) the same review conversations take place as above, but the EHC plan will also be formally reviewed annually. The SENCO collates the impact data of interventions, to ensure that we are only using interventions that work. Progress data of all learners is collated by the whole school and monitored by teachers, senior leaders and governors. Our school data is also monitored by the Local Authority and Ofsted.

Other Opportunities For Learning

All learners have the same opportunity to access extra-curricular activities and support.

All staff at CGSG have regular training on the Equality Act 2010. This legislation places specific duties on schools, settings and providers including the duty not to discriminate, harass or victimise a child or adult linked to a protected characteristic defined in the Equality Act and to make ‘reasonable adjustments.’

The Equality Act 210 definition of disability is:

“A person has a disability for the purposes of this Act if (s)he has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day-to day activities.”

Section 1(1) Disability Discrimination Act 1995

This definition of disability in the Equality Act includes children with long term health conditions such as asthma, diabetes, epilepsy, and cancer. Children and young people with such conditions do not necessarily have SEND, but there is a significant overlap between disabled children and young people and those with SEND. Children and young people may therefore be covered by both SEND and disability legislation.

For more information about the Equality Act, the protected characteristics or duties on public bodies, please click here

Preparing for the Next Step

Transition is a part of life for all learners. This can be transition to a new class in school, having a new teacher, or moving on to another school, training provider or moving in to employment. CGSG is committed to working in partnership with children, families and other providers to ensure positive transitions occur.

Planning for transition is a part of our provision for all learners with SEND. Moving classes will be discussed with you and your child in advance. Transition to secondary schools will be discussed in the summer term of their Year 6, to ensure time for planning and preparation.

Accessibility Plan

Please click here to view this

Relevant Tables of Explanation.

CGSG Exam Analysis (National Data not yet available)

The "Lime Lounge" Restaurant

We are very pleased that our Lime Lounge Restaurant continues to offer such good value for money and the menu is constantly changing to meet students' needs. We have a number of promotions throughout the year and our new birthday party service has gone down a treat.

We also run a Breakfast Club from 7.45am - 8.30am where hot food and drinks can be purchased.

Please click on the links below and check out what is new. Enjoy!

Facilities For Hire

Information coming soon