1. Summary Information

Academic Year

2018-2019

Total PP funding (estimated)

£90,000

Most Recent Internal Review

September 2018

Total number of students

307

Number of students eligible for PP funding

81

Date of next internal review

April 2019

2. Progress and attainment

Students eligible for PP

All students (national average 2017)

Basics (English and Maths at Grade 5 or above)

21%

43%

Basics (English and Maths at Grade 4 or above)

36%

64%

Progress 8 score

-0.21

-0.03

3. Barriers to progress and attainment (for students eligible for PP funding)

In-school barriers

A

Disadvantaged students are making less progress than non-disadvantaged students. Key priorities are to improve progress in English, Maths, Science, and Geography.

B

A minority of disadvantaged students have low expectations and aspirations for themselves.

C

Behaviour issues for a small group of disadvantaged students (Year 11 boys) are having a detrimental impact on their progress.

D

The quality of teaching is not yet consistently good in all subjects. Key areas for improving teaching are the quality of assessment and written feedback and levels of challenge.

E

Higher than national average proportions of disadvantaged students are persistently absent from school. Attendance for disadvantaged students is below national average and has a detrimental impact on students’ capacity to make good progress in learning.

F

The literacy skills of disadvantaged students are not sufficiently strong to underpin strong progress across the curriculum. This is evidenced by their KS2 test outcomes on entry to Cape Cornwall School, in reading and writing, which show a gap in achievement with their non-disadvantaged peers.

External barriers

A

The surrounding area is very rural and some disadvantaged students have reduced access to opportunities to develop their personal, cultural and social education.

B

There are limited career opportunities in the local area and Penwith has lower than average annual incomes. Students may therefore not experience the same opportunities to consider a range of careers and options for future education as their peers in other parts of the country.

4. Desired outcomes (and how they will be measured)

A

Improve progress for disadvantaged students. In particular, continue to improve outcomes in English, Maths, Science and Geography. Measured through internal assessment and GCSE outcomes.

Disadvantaged students improve their progress so that gaps between them and their non-disadvantaged peers are narrowed significantly (in line with national outcomes for all). Progress 8 for disadvantaged students to be positive.

B

Improve career progression and raise aspirations for disadvantaged students.

Increase the proportion of disadvantaged students who progress to Level 2 and 3 courses in further education. No disadvantaged students to be NEET post 16.

C

Improve behaviour of disadvantaged students and, in particular, that of a small group of disadvantaged boys in Year 11.

Reduce the number and frequency of fixed term exclusions for this cohort and the number of behaviour points. Increase the number of merits.

Reduce fixed term exclusion and behaviour points for disadvantaged students overall so that these are no greater than their peers. Increase the number of merits so these are in line with their peers.

D

Improve the quality of teaching: in particular the quality and impact of assessment and feedback and the level of challenge.

Teaching, learning and assessment to be consistently good or outstanding across all subjects.

E

Improve the attendance of disadvantaged students and reduce persistent absence.

Attendance of disadvantaged students is in line with that of all students nationally. Persistent absence for disadvantaged students is in line with that of all students nationally.

F

Improve literacy skills of disadvantaged students.

Progress of disadvantaged students to improve so that gaps between their progress and that of their peers are decreased and so that their progress is in line with that of all students nationally. Progress 8 for disadvantaged students to be positive.

Desired Outcome

Chosen approaches

Rationale

Staff Lead

Evaluation

Funding

A Improve progress for disadvantaged students. In particular, continue to improve outcomes in English, Maths, Science and Geography.

1. Refine tracking and assessment systems to target intervention.
2. Provide bespoke intervention sessions for students
3. Reduced class sizes in Year 11

Targeted intervention will accelerate the progress of students at risk of falling behind.

Smaller classes will ensure a high teacher:student ratio, better dialogue between students and teachers and improve outcomes.

Directors of Learning

Half termly internal assessment of student progress. GCSE outcomes.

Staff costs for intervention, boosters and additional classes £18,000

B Improve career progression and raise aspirations for disadvantaged students.

1. Improve careers education programme through schemes of learning in all subject areas, assemblies and tutor programme to move towards embedding the Gatsby Benchmarks.
2. Provide additional one to one reviews for disadvantaged students with the careers advisor

Improving education will broaden students’ aspirations and understanding of career opportunities.

Careers Coordinator

Careers advisor

Destinations data and scrutiny of post 16 applications. Student feedback on their experience of career education.

£1500

C Improve behaviour of disadvantaged students and, in particular, that of a small group of disadvantaged boys in Year 11

1. Pegasus project used to engage and motivate target students and to provide mentoring.
2. Mentoring of priority students by Heads of Upper and Lower School.
3. Provision of alternative education programmes to avoid permanent exclusion.
4. Provision of counselling for identified vulnerable students.  

Engaging and motivating students will improve progress in learning and aspirations.

Reducing fixed term exclusion will ensure students are not negatively impacted by disruption in lessons or from absence caused by exclusion.

Mentoring has been shown to be effective in increasing engagement and removing barriers to education and progress.

Assistant Headteacher

Half termly review of behaviour and rewards tracking data and exclusion data.

£5000

£10,000

£1500

D Improve the quality of teaching: in particular the quality and impact of assessment and feedback and the level of challenge.

1. Improve quality of teaching by embedding strategies to promote progress of disadvantaged students including quality of feedback

Improving teaching will directly increase progress. Strategies chosen are those endorsed by Education Endowment Foundation as having the most impact on progress.

Head of School

Half termly review of quality of teaching, learning and assessment.

Half termly internal assessment of student progress. GCSE outcomes.

£7000 allocated for training to improve quality of teaching.

E Improve the attendance of disadvantaged students and reduce persistent absence.

1. Refine and embed new systems for rewarding good attendance and intervening where attendance is a concern including early intervention and the role of tutors.
2. Embed new role of Education Welfare Officer with priority for disadvantaged students.

Improving attendance will ensure gaps in learning are minimised and students have full access to opportunities and education.

Poor attendance has been shown to have a significant negative impact on students’ progress and achievement.

Assistant Headteacher

Fortnightly tracking of attendance and absence.

£16,000

F Improve literacy skills of disadvantaged students.

1. Use Accelerated Reader to promote rapid progress in reading for students in Years 7 and 8.
2. Prioritise disadvantaged students in support to improve literacy including small group teaching through the role of the Pupil Premium Champion.
3. Embed whole school approach to improving literacy.

Low literacy levels impact on students’ progress in most subjects. Improving literacy provides a platform for educational success and progress. Disadvantaged students, on entry to Cape Cornwall School, have lower reading ages and literacy levels.

Director of Learning (English, Humanities and Languages)

Termly review of impact of Accelerated Reader on reading age.

Half termly evaluation of quality of teaching to include literacy.

£12,000

Improve access to curriculum and wider educational opportunities

1. Provide curriculum resources as appropriate e.g. revision guides, calculators
2. Provide music lessons
3. Transport to school for students already using minibus service from outside the LA transport area.

Low income families may need additional support to provide access to resources.

This is being phased out, and only students already on the school bus service have subsidised transport to school.

Head of School and Directors of Learning

End of year review of impact.

£6000

£1000

£12,000

Total: £90,000