Metric

Data

 School name

Cape Cornwall School

Pupils in school

259

Proportion of disadvantaged pupils

25.86%

Pupil premium allocation this academic year

£70000

Academic year or years covered by statement

 2019-2020, 2020-202. 2021-22

Publish date

October 2020

Review date

October 2021

Statement authorised by

Executive Headteacher.-  J Woodhouse

Pupil premium lead

Head of School – S Crawley

Governor lead

Chair of Governors – J Cashmore

Progress 8 (all)

0.66

Progress 8 (disadvantaged)

0.15

Ebacc entry  (all)

38.9%

Ebacc entry (disadvantaged)

37.5%

Attainment 8 (all)

4.96

Attainment 8 (disadvantaged)

3.92

Percentage of Grade 5+ in English and maths (all)

59%

Percentage of Grade 5+ in English and Maths (disadvantaged)

44%

Aim

Target

Target date

Progress 8

To continue to achieve above national average progress for disadvantaged pupils

September 2021

Attainment 8

To achieve national average for attainment for all pupils

September 2021

Percentage of Grade 5+ in English and maths

Continue to achieve above national average English and Maths 5+

September 2021

Other

To improve attendance to be at least in line with national average for all students and for disadvantaged students

September 2021.

Ebacc entry

To be above national average for EBACC entry for all students and at least national average for disadvantaged students

September 2022

Measure

Activity

Priority 1: Improve students’ capacity to learn through explicit teaching of metacognition

Train teachers. Implement and embed a programme of explicit teaching of metacognition.

Priority 2: To accelerate the progress made by students in developing effective literacy and numeracy skills which underpin their achievement and successful progression to post 16 education

Implement an augmented whole school approach to teaching literacy and numeracy including appropriate training for teachers in teaching strategies for reading, spelling, vocabulary and calculation.

Barriers to learning these priorities address

Metacognition has been evidenced by the EEF to significantly impact on progress and achievement.

Skills in literacy and numeracy underpin students’ access to and progress through the curriculum in all subjects. Exacerbated by the impact of the Lockdown and partial school closure in 2020, our disadvantaged students typically have less well developed literacy and numeracy skills and a larger proportion of disadvantaged students are below their age related expectation on entry in Year 7.

Projected spending

£20,000

Measure

Activity

Priority 1: To accelerate the progress made by students in developing effective literacy and numeracy skills which underpin their achievement and successful progression to post 16 education

Literacy and numeracy interventions across Year 7 and 8 for disadvantaged students who are below their age related expectations

Priority 2: Diagnose and remedy subject specific gaps in knowledge and understanding across the curriculum as a result of the national lockdown.

Subject specific small group teaching with a focus on:

• Remedying gaps in knowledge and understanding
• Remedying gaps in skills
• Improving use and understanding of subject specific (Tier 3) vocabulary

Barriers to learning these priorities address

Skills in literacy and numeracy underpin students’ access to and progress through the curriculum in all subjects. Exacerbated by the impact of the Lockdown and partial school closure in 2020, our disadvantaged students typically have less well developed literacy and numeracy skills.

Subject specific gaps have arisen across the curriculum as a result of the national lockdown and have disproportionately impacted on our disadvantaged students

Projected spending

£30,000

Measure

Activity

Priority 1: Improve the behaviour and engagement of disadvantaged students, so that behaviour points and fixed term exclusions are reduced with a target that these should be in line with their non-disadvantaged peers.

Consistently and effectively implement the school’s behaviour strategy, deploying and targeting the skills of Year Leaders, tutors and alternative providers (where appropriate) to support all disadvantaged students to behave well and to engage positively in their education. Provide targeted wellbeing and emotional support for disadvantaged students, including, as appropriate, mentoring and counselling, Pegasus

Priority 2: Improve attendance so that it is at least in line with national average and persistent absence is also at least in line with national average, especially for disadvantaged students.

Consistently and effectively implement the school’s attendance strategy, deploying and targeting the skills of Year Leaders, tutors and the school’s EWO to support all disadvantaged students to have high attendance and to reduce persistent absence

Priority 3: Support access to the curriculum for disadvantaged students where a family’s low income is a potential barrier to learning

Provide disadvantaged students with the resources to be able to fully access the curriculum and wider learning opportunities including, as appropriate, subsidies for materials, textbooks, online learning platforms, and the school’s extra-curricular programme etc

Barriers to learning these priorities address

Poor attendance and engagement disrupt learning and lower outcomes. Typically our disadvantaged students have lower attendance and receive more behaviour points and exclusions than their non-disadvantaged peers.

Attendance and behaviour have both been adversely impacted by the Covid 19 pandemic which has disproportionately affected our disadvantaged students since the school fully re-opened in September 2020.

Lack of resources disproportionately impacts on our disadvantaged students and may impede their learning, social and personal development.

Projected spending

£20,000

Area

Challenge

Mitigating action

Teaching

Ensure enough time is allocated for staff professional development.

Use of INSET days and additional cover as required to provide teacher and leadership capacity

Targeted support

Ensure sufficient time is provided for specialist English and Maths teachers to support target cohorts

Allocation of specialist Learning Support staff in addition to specialist subject teachers in English and Maths

Wider strategies

Engaging with families facing the most significant challenges

Working closely with TPAT, partner schools and primary partner schools to support families and provide early intervention in response to need.

Aim

Outcome

1. To improve progress for disadvantaged students

Progress 8 for disadvantaged students was 0.15 and for all students P8 was 0.66

Attainment 8 score for disadvantaged students was 3.92 and for non-disadvantaged students was 5.4. For the most able disadvantaged students, P8 was 1.28 and A8 was 7.1 for their non-disadvantaged peers, P8 was 0.88 and A8 was 6.67

The percentage of student’s achieving a 5+ in English and Maths for disadvantaged students was 44% and for non-disadvantaged students it was 66%.  For the most able disadvantaged students, 100% achieved this measure and for non-disadvantaged students 93.8% of the most able achieved this measure.

2. To improve career progression and raise aspirations for disadvantaged students

All disadvantaged students progressed to post 16 provision and none were NEET. All disadvantaged students were provided with individual careers guidance support in addition to the school’s CEIAG programme.

3. To improve attendance of disadvantaged students

Whole school attendance* was 92.5% and the attendance of students eligible for Pupil Premium funding was 90.7% There was therefore a gap of 1.8% (*this was up to 13.03.2020 start of national lockdown, the impact of Covid -19 was already impacting on school attendance).

Persistent absence for disadvantaged students was above national average and remains a priority for the current academic year.

4. To improve behaviour of disadvantaged students

17% of students eligible for pupil premium funding had a fixed term exclusion, above the exclusion rates for their non-disadvantaged peers.

Pupil premium students achieved a proportional number of achievement points that were in line with their non-disadvantaged peers.

Behaviour points for disadvantaged students and fixed term exclusions are higher than for their non-disadvantaged peers. This remains a school priority.