The Folkestone School for Girls is not content with simply ‘levelling up’ for disadvantaged students and instead, through initiatives such as The FSGBacc, CCF, Duke of Edinburgh, Teentech International School, Turing Scheme & The Ivy House Award aim to level up for all our students so that all our students can benefit from opportunities and experiences more akin to those at private schools.

At The Folkestone School for Girls all members of staff and all governors have responsibility for all students regardless of background. They are committed to meeting student’s pastoral, social and academic needs and to ensuring that all students reach their potential.  In recent years national agendas have focused on ‘narrowing the gap’ or ‘closing the gap’. At the Folkestone School for Girls we are not only interested in narrowing, or closing, academic gaps but also in ‘filling gaps’ for our disadvantaged students – creating memories, opportunities and experiences they can talk about in later life. Through our bespoke programme for personal development and character education, The FSGBacc, all girls can access opportunities such as the Duke of Edinburgh Award, Combined Cadet Force (CCF), Young Enterprise, the list goes on  – as well as a plethora of trips abroad and museum, theatre and gallery visits relevant to the curriculum and, of course, our outstanding onsite facilities – mountain biking, climbing wall, archery, school radio station…

Pupil Premium Grant

The government allocates specific additional funding via the Pupil Premium Grant to support and improve the achievement of students from disadvantaged backgrounds and to address the current underlying inequalities which exist, nationally, between children from disadvantaged backgrounds and their more affluent peers. 

Rationale - how the money was spent

Expenditure focused largely on provision of additional staffing and resources to support learning. This is most notable in Year 10 & Year 11 Mathematics and English where additional staffing facilitates smaller class sizes (typically around 22 students per class as opposed to 30 in a normal group). Clearly these subjects are crucial vocational qualifications for all students and investment in securing the best possible outcomes strategically and proactively, rather than through a relentless focus on interventions and catching up is common sense - all students benefit from more teacher time and greater levels of support from the outset. Individually there are also small group/1:1 subject specific tutorials and small group withdrawals in other subjects when staffing permits. 1:1 mentoring to support study skills, revision and organisation is also provided to specific students. More generally pupil premium funding affords us the opportunity to expand the capacity amongst our pastoral care and wellbeing teams to support students with some of the external factors which can so often negatively influence their attendance to school and the academic progress they make. Whilst some of these external factors are difficult to negate, actions and support put in place aim to diminish these. 

Textbook resources, revision guides and software packages are also provided. Some students are also provided with laptops to allow them to access these resources whilst at home. Expenditure was also allocated to enrich the curriculum, supporting students with the costs of extra-curricular trips or peripatetic music lessons or to help with transport/uniform costs. Students eligible for the pupil premium do not, of course, all share the same needs. So whilst for some students targeted and personalised support or intervention may be necessary, this is not always the case. Pupil premium funding therefore need not always be spent on direct interventions for named students. Instead it may be spent on staffing and/or systems which improve outcomes for all students, including those eligible for the pupil premium.

As a school then we continue to invest in staffing and systems which;

• secure a whole school ethos of attainment for all

• address incidences of poorer behaviour and attendance

• deliver high quality teaching for all

• meet individual learning needs

Our actions as a school, and as individual staff, are information driven and respond to evidence. We deploy staff and resources to deliver the best possible outcomes for all students. Our leadership team, and indeed all staff, share the highest aspirations and expectations for all students in our care and year on year deliver demonstrably outstanding academic results for all students including those eligible for the pupil premium.

However, in line with our whole school commitment to personal development & character education through our new FSGBacc programme, we have been exploring targeting expenditure on the individual and on aspiration raising events and opportunities which we believe could be the key to closing the gap. Hence, our ‘Red Letter Day’ initiative which aims to offer tailor made opportunities to seek to raise such aspirations. We are, for example an InvestIN partner school, an organisation that provides inspirational career experience opportunities in some of the world’s most desirable professions. As a partner school we are eligible for up to 3 bursaries per term for our disadvantaged students. We also have links with organisations such as the Smallpiece Trust, who focus on providing STEM opportunities. One such FSG student who had always wanted to be a pilot was able to attend a 3 day residential course on Aeronautical Engineering at Kingston University. Her ‘Red Letter Day’. Her experience is recounted below.

Aerospace Engineering  ( 3 day residential course)  - A student Experience

"I had an amazing experience at Kingston University on the Aerospace Engineering course. Flight has always fascinated me and the course was a perfect opportunity to learn more and gain experience. Each day we had lectures from a professor at the university where we learnt about how aircraft function, the forces that act on them and the features aircrafts have to enhance their fuel efficiency and steady state flight. 

On the second day of the course I was able to use the flight simulator at the university, the task was to land the plane on the runway and it was a great way to see how much I enjoyed it and what the university has to offer. On the same day I also took part in 3 other activities. We did wind tunnel tests and analysed the angles of a glider inside, this allowed us to gain knowledge on dynamic pressure and how the angle of attack caused stalling on the gliders. Afterwards we used motion tracking to see the trajectory change when we put different forces on a glider. The last activity we took part in was a tour of the full size leer jet where we were able to sit in the cockpit with the controls, view the shape and size of the aircraft and understand how ailerons, spoilers and flaps change the speed and angle of attack when flying. 

Throughout the course we were designing gliders for efficiency; our first activity on the first day was to design a glider with any knowledge we previously had. By the end of the course, with all the information we had learned and the hands on experience we had to gained, we were set the same task at the end of day 3 to see how our gliders could improve. Within my team we were able to win both rounds and it was so much fun to dive into the tasks and make friends along the way. 

The course has inspired me to look more towards the engineering side of aircrafts rather than flying and I am even more interested in physics than before as it has been an eye-opener for what I want to do in the future.

Thank you so much for this opportunity."

Having now, very successfully completed her GCSEs, this budding young engineer is now studying Maths, Physics & Chemistry at A level – and the sky is the limit!

Pupil Premium Definition

Pupil Premium pupils are Y7 - Y11 pupils who are either SCPP (Service Child Pupil Premium) pupils, DPP (Deprivation Pupil Premium) pupils or AFCPP (Adopted From Care Pupil Premium). Pupil Premium does not apply to Sixth Form pupils.

SCPP pupils have been identified by the DfE as being Service Children sometime in the past 4 years (Service ever 4).

DPP pupils have been eligible to FSMs (Free School Meals) sometime in the past 6 years (FSM ever 6). 

AFCPP pupils are identified by the school having been informed by parents.

All applications for FSM Pupil Premium need to be conducted via the allocated online procedure via the link below

This document outlines how The Folkestone School for Girls allocated the Pupil Premium Grant monies awarded in 2017/18 to help to reduce the differences in outcomes which currently exist between disadvantaged students and their peers nationally.

As the academic year 2017/18 began, 137 students (12%) were eligible for the pupil premium.

Total Expenditure
Number of Students
Pupil Premium Award per pupil
Total Funding
Deprivation Pupil Premium
Service Child Premium

Total monies received for academic year 2017/18 was £97,949

Evaluation of Impact Statement

In Summer 2019, the Progress 8 Score for our disadvantaged students was 0.23 (0.24 in Summer 2018). This compared to a Local authority figure of 0.08 and a national figure of 0.13 for non-disadvantaged students. Thus disadvantaged students at FSG make more progress than non-disadvantaged students locally and nationally.

FSG Disadvantaged pupils
Local Non-disadvantaged
National Non-disadvantaged
Progress 8




En & Ma Grade 5+



En & Ma Grade 4+



EBacc 5+
41% 26% 21%
EBacc 4+
53% 35% 29%

How the pupil premium grant was spent in 2019 - 2020


 Curriculum Support 


Addn Staff – Maths & English + Other subject specific interventions

(Surplus staffing used to support targeted students and groups)

Provision of Revision Guides  £52.56
Provision of Educational Materials £497.07
1:1 tuition £120.00

Subject specific software packages to support OOSH (Learning Gateway)

(Hegarty Maths, Pixl Apps, Kerboodle etc) (14% of costs)





Support with uniform/other costs





Contribution to extra curriculum trips/visits


Music tuition and examinations


FSG Bacc (14%)



 Advice & Guidance 

Individual therapy/support £1550
 Pastoral Team & External Counselling (14% of costs)  £58,649.00


Total Expenditure



The Folkestone School for Girls

Coolinge Lane

Folkestone, Kent

CT20 3RB United Kingdom


Tel: +44 (0) 1303 251125

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