Pupil premium strategy statement for Cape Cornwall School 2017/18

1.Summary information


Cape Cornwall School

Academic Year


Total PP budget


Date of most recent PP Review

June 2017

Total number of pupils


Number of pupils eligible for PP


4 alternative provision

14 EHC plan

17 SEN K

6 attend ARB

Date for next internal review of this strategy

January 2018


2.Current attainment


Pupils eligible for PP (your school)

Pupils not eligible for PP (national average)

% achieving 5A* - C incl. EM (2015-16 only)



Progress 8 score average



Attainment 8 score average



3.Barriers to future attainment (for pupils eligible for PP)

In-school barriers


Disadvantaged students are making significantly less progress in maths that non-disadvantaged students


Disadvantaged students have low expectations and aspirations for themselves


Behaviour issues for a small group of mostly disadvantaged boys in year 9 are having a detrimental effect on their progress and that of their peers.

External barriers


23.76% of PP students are persistently absent - Low attendance will impact upon their overall progress. Other barriers to take into consideration are students’ attitude to learning and aspirations.

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

Success criteria


Improved progress score for disadvantaged students in maths. This will be measured through assessment data.

Disadvantaged students improve their progress in maths, so that current gaps are narrowed significantly. Year 11 to achieve a positive P8 score.


Improved expectations and aspirations for disadvantaged students.

Increase the proportion of disadvantaged students gaining places at Russell Group universities.

0% NEET for 2017/18.


Improved behaviour of small group of disadvantaged year 9 boys.

Significantly fewer behaviour issues and FTE from the identified group of year 9 boys.


To monitor the attendance of disadvantaged students, and put in place interventions and support in order for them to improve their attendance.

Disadvantaged students improve their attendance in line with non-disadvantaged students. This will be evidenced by the Attendance Officer providing attendance data.




5.Planned expenditure

  • Academic year


The three headings below enable schools to demonstrate how they are using the Pupil Premium to improve classroom pedagogy, provide targeted support and support whole school strategies.

i.Quality of teaching for all

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Improve the quality of teaching and learning through Professional Development, Teaching and Learning groups and individually tailored external courses.

CPD training for teachers through Teaching and Learning Workshops and external courses.

Cape Cornwall School is committed to offering all students a high standard of education. This is paramount in ensuring all students leave Cape Cornwall School with the best qualifications, in order to prepare them for life. Through Teaching and Learning Workshops, teachers will develop their pedagogical knowledge, and subject knowledge, from internal and external contributors. Evidence teaching and learning through the Sutton Trust.

This will be implemented through the CPD programmes offered through the Teaching and Learning Workshops. Staff will be placed on relevant courses, which meet their professional development needs, or be directed to particular courses. This will be followed up with a presentation of their outcomes. Registers will be kept of attendees to the sessions. CPD to be recorded through the performance management process.

Headteacher responsible for Teaching and Learning (SC)

January 2018

Improve the quality of teaching and learning through learning walks and work scrutinies.

Learning walks and work scrutinies will be completed to review the quality of teaching being delivered. Sharing effective practice. Challenging underperformance.

Great teaching is defined as that which leads to improved student progress.

Research has shown high quality of teaching improves learning, e.g. Sutton Trust, Hattie, Cooperative Learning. The Education Endowment Foundation Toolkit has provided evidence on what practices are more effective in improving learning. Research conducted by the Wallace Foundation on how leadership influences student learning proves effective leadership is key is improving standards.

Regular learning walks and work scrutinies to be calendared. Directors of Faculty with Senior Leadership Team (SLT) line mangers will implement the learning walks, and work scrutinies, and feedback to SLT. The learning walks and work scrutinies will show evidence of the quality of teaching, and where outstanding practice is occurring, as well as showing where additional support is needed to improve the quality of teaching. The work scrutinies will provide evidence of the quality of work being produced, along with areas of improvement which need to be addressed. There will be a focus on how feedback and Dedicated Improvement and Reflection Time (DIRT) is being used to support student learning.

Headteacher (SC), Assistant Headteachers (PK and DL) and Director of Faculties.

Ongoing review.

Total budgeted cost


ii.Targeted support

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

Improved progress score for disadvantaged students in maths. This will be measured through assessment data.

Maths teachers will run bespoke support sessions for each Year Group.

Research has shown that education is a key driver of social mobility, and reducing educational inequality is central to this goal. Therefore, it is imperative that our disadvantaged students maintain high attainment, and are provided with opportunities and experiences which will ensure their success.

Student progress will be tracked through data collection. Activities may include: engagement with parents, teachers, HE providers, seminars and Future First. AHT (data PK) to monitor impact of maths intervention teacher.

Director and Deputy Director of Faculty (Maths, Science and PE – PK)

January 2018

Improve Year 7 literacy for disadvantaged students.

Small group intervention using Read, Write Inc. phonics programme in tutorial period and curriculum time.

Whole school using Accelerated Reader.

The Read, Write Inc. programme and Accelerated Reader have been independently evaluated, and shown to be effective in improving reading age to age appropriate level.

All teachers are trained to deliver Accelerated reader and a Literacy intervention teacher will be trained to deliver the literacy programme. Students will attend the sessions daily. Data tracking will show the impact upon student reading age and overall progress in assessments.

Director of Faculty (English, MFL and Humanities – KR), all teachers and Literacy teacher - RG.

January 2018

Total budgeted cost


iii.Other approaches

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

When will you review implementation?

To monitor the attendance of disadvantaged students, and put in place interventions and support in order for them to improve their attendance.

Assistant Head, Attendance Manager and Attendance Support Personnel to monitor and follow up student attendance.

The evidence and rationale behind this choice is simple: students can’t progress if they are not in School. They will underperform, and not reach their full potential. This will have long term impact upon their social and economic future. In addition, 90% attendance rate equates to missing 6 months over 5 years, and this is unsatisfactory

The Assistant Head and Attendance Manager will be responsible for monitoring student attendance, and ensuring appropriate support is in place to improve attendance. The Pupil Premium Champion will meet every fortnight with the Assistant Head and Attendance Manager to review overall attendance figures, and discuss students who are causing concern.

Assistant Head (DL), Attendance Manager (DA), Pupil Premium Champion (PW)

Reviewed fortnightly.

Have an overview and coherent whole School approach to Pupil Premium students.

Assistant Head Teacher to lead as Pupil Premium Coordinator.

We believe the appointment of Pupil Premium Coordinator from the SLT demonstrates the commitment the School has in closing the gap for our disadvantaged students. The Pupil Premium Coordinator ensures actions are completed, and accountability is maintained. The Pupil Premium Coordinator has a clear brief when coordinating activities with other colleagues on closing the gap.

The Pupil Premium Coordinator will be responsible for monitoring the Pupil Premium Action Plan, and will report to the Head Teacher and the IEB on its outcomes.

Pupil Premium Coordinator (DL)

Termly review of the Action Plan

Supporting students’ emotional wellbeing,

The Heads of Upper and Lower School will provide the most vulnerable students with a space where they feel comfortable in accessing support and counselling services who will provide support for emotional wellbeing.

Based on research by Education Endowment Foundation, social and emotional learning can improve attainment by +4months.

The Heads of Upper and Lower School will have overarching responsibility for line managing the effectiveness of the Counselling Service, and will report to the Pupil Premium Coordinator with updates on the number of students accessing this provision, and its impact on their learning. They and the counsellors will be accountable to the Pupil Premium Coordinator.

Head of Upper and Lower School (DL and PW) Pupil Premium Coordinator (DL)

Termly with impact report in Summer Term

Supporting students with special educational needs.

Identify those students who are disadvantaged and have special educational needs, and put in place bespoke support plans, e.g. Learning Passports.

At Cape Cornwall School, the Assistant Head (DL) and PW are responsible for Children in Care, and maintain the Pupil Premium Plus budget for this cohort. Some disadvantaged students have specific learning needs, which are addressed through the Deputy SENCo and the Special Educational Needs Team. Learning Passports and enable staff to use appropriate teaching strategies which meet the needs of the students.

The SENCo will monitor the support provided for students identified as being disadvantaged with special education needs. Learning walks and work scrutiny will provide evidence.

Assistant Head (DL), PW and the Deputy SENCo (JW)


To provide impartial careers advice to students.

Employ an independent careers advisor who will discuss appropriate education choices and career pathways with students.

All students need access to independent career advice and guidance to assist them in making the right choices at each Key Stage. Having the right career information will raise aspirations and promote social mobility. (Briefing Paper: Career guidance in schools, colleges and universities. November 2016)

Annual review of PSHE, Careers and Work Experience, student surveys.

Assistant Headteacher (DL)

CIAG Advisor (DA)

Careers Advice (HR)


Homework Club to support independent study

To provide during and after school support for students to assist with homework, especially when IT access may be limited at home.

On average, the impact of homework on learning is consistently positive (leading to on average five months additional progress). (Education Endowment Foundation Tool Kit)

The Homework Club is supported by staff, and is open to all students. Students can attend at lunchtime every day and after school from 3.15-4.40 Monday to Thursday, located in the library. Support is on offer and students have access to computers. A register is maintained of attendees.

Pupil Premium Coordinator (DL) and Homework Club Manager (MC)


Total budgeted cost


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