Cape Cornwall School: Pupil Premium Strategy Statement: 2020-2021
School Overview
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 |
Disadvantaged pupil performance overview for last academic year (2019-2020)
NB data is calculated using the school’s internal analysis tool, SISRA
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% |
Strategy aims for disadvantaged pupils
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 |
Teaching priorities for current academic year
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 |
Targeted academic support for current academic year
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:
|
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 |
Wider strategies for current academic year
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 |
Monitoring and implementation
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. |
Review: last year’s aims and outcomes (2019-2020)
NB during the months of lockdown and partial school closure provision for pupil premium students was focussed on ensuring that they had the required support to access and engage with our remote education offer. Details of this provision are not within the scope of this strategy statement and are recorded separately and available on request.
Aim |
Outcome |
|
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.
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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. |
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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. |
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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. |