Pupil Premium Statement 2016/17 (Evaluated)

  1. Summary information


Cape Cornwall School

Academic Year


Total PP budget


Date of most recent PP Review

June 17

Total number of pupils


Number of pupils eligible for PP



Date for next internal review of this strategy

Sept 17


  1. Student Outcomes (2017, 18 students)


Pupils eligible for PP (your school)

Pupils not eligible for PP, national average (other)

Basics (9-4, English and Maths)



Basics (9-5), English and Maths)



Progress 8 score average



Attainment 8 score average



  1. Identified barriers to educational progress (for pupils eligible for PP)

In-school barriers


Disadvantaged students are below national expectations in reading and maths on entry to school in Year 7.


Attendance of disadvantaged students is lower than for other students and persistent absence is higher.


Frequecy of internal, fixed term and permanent exclusions are higher for disadvantaged students.

External barriers


School deprivation indicator is ‘average’ and there are a high proportion of families on low incomes.

  1. Desired outcomes 16-17 (desired outcomes and how they will be measured)



Improve progress and attainment for disadvantaged students in English and maths by the end of Year 7.

Review of Year 7 teacher assessment July 2017.


Improve GCSE outcomes for disadvantaged students particularly in Maths and Science.

Review of GCSE outcomes, September 2017


Reduce fixed term, permanent and internal exclusions for disadvantaged students.

Review of behaviour/ exclusion data, September 2017


Improve attendance and reduce persistent absence of disadvantaged students.

Review of attendance, absence and persistent absence data, September 2017




Expenditure 2016-2017

  • Academic year


Area of Spend and Allocated funding

Desired Outcomes

Planned Activity


Prioritised pastoral support groups


C, D

House leaders to provide targeted support for priority students. Through individual and group mentoring to build social skill, improve behaviour, improve attendance and ensure progression to post 16 education.

Attendance for disadvantaged students did not improve. Behaviour of disadvantaged students did not improve. Destinations data is not yet available for this cohort.


Case studies evidence significant impact of support on individual students in promoting inclusion and preventing highly challenging students at risk of permanent exclusion from becoming NEET post 16.

Literacy Coordinator £2000

A, B

Literacy intervention on a one- to one basis for priority students, provided by a Literacy coordinator.

Internal assessment evidences improved progress in literacy for target cohorts in Years 7 and 8. Confidence in progress is limited by uncertainty around accuracy of assessment. 

Additional teaching in English and Maths



Additional teaching provided in Years 7, 10 and 11 to reduce class sizes and promote progress in Maths and English

Half termly progress assessments by teachers reviewed. Confidence in progress is limited by uncertainty around accuracy of assessment.  Year 11 outcomes in Maths and English evidence significant gaps between disadvantaged students and national others. This strategy was not effective in promoting strong progress and achievement.

Leadership of strategies for disadvantaged students



Provision of training for middle leaders.

Senior leadership post (with training and support) to lead provision for disadvantaged students.


Middle leaders were partially effective in some subject areas (art, French, PE) in promoting good progress for disadvantaged students.

Middle and senior leadership skills were not consistently effective in securing good progress for disadvantaged students, as evidenced by Year 11 outcomes.


Alternative provision



Alternative specialist provision commissioned for students at risk of permanent exclusion

Case studies evidence that alternative provision is effective in preventing permanent exclusion of students. This strategy to be continued in line with the school’s ethos of promoting inclusion.

Breakfast provision and provision of uniform £8000


Provision of breakfast and uniform to support student welfare

Attendance did not improve significantly for disadvantaged students. This strategy has limited impact on promoting good attendance but does contribute significantly to welfare of a small number of students. This strategy to be continued for identified children as appropriate. 

Curriculum resources, trips and extra-curricular provision



Provision of additional curriculum resources to improve progress of disadvantaged students including music lessons, revision materials and resources, reading resources, DT materials.

These strategies promoted engagement and inclusion of disadvantaged students. Evidence of impact is difficult to determine from progress data. The impact from case studies of individual students evidences that this provision plays a significant role in supporting students to access a broad and engaging curriculum.

Exam revision classes and preparation










Total Expenditure:



Additional classes before and after school and during school holiday times, targeted at priority Year 11 students.

Students attending regularly made better progress in their subjects as evidenced by their GCSE outcomes. Irregular attendance did not significantly improve progress or attainment.

This strategy will be continued for target students and ensuring regular attendance at this additional provision will be a priority in 2017-2018 to ensure that students are supported to make good progress in key subject areas.




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