Pupil Premium

School Overview

MetricData
 School nameCape Cornwall School
Pupils in school259
Proportion of disadvantaged pupils25.86%
Pupil premium allocation this academic year£70000
Academic year or years covered by statement 2019-2020, 2020-202. 2021-22
Publish dateOctober 2020
Review dateOctober 2021
Statement authorised byExecutive Headteacher.-  J Woodhouse
Pupil premium leadHead of School – S Crawley
Governor leadChair 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

AimTargetTarget date
Progress 8To continue to achieve above national average progress for disadvantaged pupilsSeptember 2021
Attainment 8To achieve national average for attainment for all pupilsSeptember 2021
Percentage of Grade 5+ in English and mathsContinue to achieve above national average English and Maths 5+September 2021
OtherTo improve attendance to be at least in line with national average for all students and for disadvantaged studentsSeptember 2021.
Ebacc entryTo be above national average for EBACC entry for all students and at least national average for disadvantaged studentsSeptember 2022

Teaching priorities for current academic year

MeasureActivity
Priority 1: Improve students’ capacity to learn through explicit teaching of metacognitionTrain 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 educationImplement 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 addressMetacognition 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

MeasureActivity
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 educationLiteracy 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 understandingRemedying gaps in skillsImproving use and understanding of subject specific (Tier 3) vocabulary
Barriers to learning these priorities addressSkills 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

MeasureActivity
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 learningProvide 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 addressPoor 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

AreaChallengeMitigating action
TeachingEnsure enough time is allocated for staff professional development.Use of INSET days and additional cover as required to provide teacher and leadership capacity
Targeted supportEnsure sufficient time is provided for specialist English and Maths teachers to support target cohortsAllocation of specialist Learning Support staff in addition to specialist subject teachers in English and Maths
Wider strategiesEngaging with families facing the most significant challengesWorking 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.

AimOutcome
To improve progress for disadvantaged studentsProgress 8 for disadvantaged students was 0.15 and for all students P8 was 0.66Attainment 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 6.67The 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. 
To improve career progression and raise aspirations for disadvantaged studentsAll 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.
To improve attendance of disadvantaged studentsWhole 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.
To improve behaviour of disadvantaged students17% 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.