Pupil premium strategy statement for Cape Cornwall School 2017/18                 (Updated January 2018)

  1. Summary information


Cape Cornwall School

Academic Year


Total PP budget


Date of most recent PP Review (internal)

January 2018

Total number of pupils


Number of pupils eligible for PP



Date for next internal review of this strategy

Sept 2018


  1. 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



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

In-school barriers


Disadvantaged students are making significantly less progress than non-disadvantaged students, especially in Science, English and Geography


A minority of disadvantaged students have low expectations and aspirations for themselves.


Behaviour issues for a small group of mostly disadvantaged boys in Year 10 are having a detrimental effect on their progress and that of their peers.


The quality of teaching is not yet consistently good in all subjects. Key areas for improvement are the quality of assessment and written feedback and levels of challenge.


Higher than average proportions of disadvantaged students are persistently absent from school. Attendance of disadvantaged students is not yet in line with national average and has a detrimental impact on students’ capacity to make good progress in learning.


A proportion of disavantaged students do not have the level of literacy required to underpin strong progress across the curriculum. This is evidenced by their KS2 test outcomes on entry to Cape Cornwall School in reading and writing which show a gap in achievement with their non-disadvantaged peers.

External barriers


The surrounding area is very rural and some disadvantaged students may have reduced access to opportunities to develop their personal, cultural and social education.


There are limited career options in the local environment and Penwith has lower than average annual incomes. Students may therefore not experience the same opportunities to consider a range of careers and options for future education as their peers in other parts of the country.

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

Success criteria


Improve progress for disadvantaged students. In particular, improve outcomes for students in Maths, Science and Geography. This will be measured through assessment data.

Disadvantaged students improve their progress so that current gaps between them and their non-disadvantaged peers are narrowed significantly (in line with national outcomes for disadvantaged students). Progress 8 for disadvantaged students to be positive.


Improve career progression and raise aspirations for disadvantaged students.

Increase the proportion of disadvantaged students who progress to further education. No disadvantaged students to be NEET (not engaged in education or employment) post 16.



Improve behaviour of disadvantaged students and, in particular, that of a small group of disadvantaged year 10 boys.

Reduce number and frequency of fixed term exclusions for this cohort. Reduce number of behaviour points for this cohort.

Reduce fixed term exclusion and behaviour points for disadvantaged students overall so that these are no greater than their peers.


Improve the attendance of disadvantaged students and reduce persistent absence.  

Attendance of disadvantaged students is in line with that of non-disadvantaged students nationally. Persistent absence for disadvantaged students is line with that of non-disadvantaged students nationally.


Improve the quality of teaching for disadvantaged students in particular, the quality and impact of assessment and feedback and the level of challenge.

Teaching, learning and assessment to be consistently good or outstanding across all subjects.




  1. 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.

  1. Quality of teaching, learning and assessment

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

Review of progress and impact (January 2018)?

Improve the quality of teaching, learning and assessment through Professional Development and sharing best practice, Teaching and Learning groups

CPD for teachers through Teaching and Learning Workshops, shared INSET days and individual professional development programmes.

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. The quality of teaching, learning and assessment has the greatest impact on the progress of disadvantaged students who are disproportionately disadvantaged by poor teaching. (Evidenced through the EEF).

This will be implemented through the CPD programmes offered through shared meeting time, and in partnership with St Ives School. Staff will be directed to relevant courses, which meet their professional development needs. Impact and evaluation of CPD to be recorded through the performance management process.

Head of School responsible for Teaching and Learning (SC)

CPD programme in place and matched to school improvement plan and improvement priorities.

Improvement in teaching, learning and assessment monitored by leadership team, Local Authority and Ofsted monitoring visit. Programme for Spring and Summer Term adapted in light of evaluation at end of Autumn term. 

Total budgeted cost


2.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

Review of progress and impact (January 2018)?

Improved outcomes for disadvantaged students in maths, science and Geography.

Teachers will run bespoke intervention lessons for students at risk of not achieving their target grade.

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 achieve strong outcomes, and are provided with opportunities and experiences which will ensure their success.

Student progress will be tracked through programme of review of progress. Activities may include: engagement with parents, HE providers, Additional leadership capacity will be provided through partnership with St Ives School in the use of assessment, and in Maths, Science and geography

S Harper (Assessment)


J Butterworth (Maths)


G Armstrong (Science)


A Pikesley (Geography)

Student progress evidences improved outcomes in maths, science and geography for students at GCSE. Gaps are closing however there is further improvement required.

Intervention programmes are in place for Year 11 . IEB are reguolarlystudents.

Improve literacy of disadvantaged students











Introduce Accelerated reader for students in Years 7 and 8. Improve the Library as a dedicated resource to encourage a love of reading and literature.

Develop a whole school school ap

Accelerated Reader has been independently evaluated, and shown to be effective in improving reading age to age- appropriate levels.









All teachers are trained to deliver Accelerated Reader. A Library Coordinator will be appointed and trained to deliver the literacy programme. Student progress tracking will evidence the impact on student reading age and overall progress.




Director of Learning (English, MFL and Humanities) to lead Accelerated Reader.


Resources for Accelerated Reader and improvements to library facilities are in place. Library is well managed by librarian who was appointed in September 2018. Analysis of accelerated reader data


School approach to literacy and train teachers to implement this.




Data evidences strong improvement in reading ages by students.

Further work on whole school literacy policy required for September 2018.







Total budgeted cost


  1. Other strategies

Desired outcome

Chosen action / approach

What is the evidence and rationale for this choice?

How will you ensure it is implemented well?

Staff lead

Review of progress and impact (January 2018)?

Significantly improve the attendance of disadvantaged students and reduce persistent absence.

Action plan to significantly improve attendance implemented and monitored for impact.


EWO services commissioned from Local Authority and monitored for impact.

Role of Head of Upper School (Attendance) developed.

Individual action plans to improve attendance of target students.

Evidence shows that student progress nationally is significantly affected by poor attendance. This effect is marked when attendance falls below 95%.

Action plan to improve attendance and reduce persistent absence will be monitored by Local Authority Senior EWO support.


Student attendance and persistent absence will be tracked by the AHT with responsibility for attendance and action plan adapted in response.  


Individual student attendance will be tracked by the Head of Upper School.

Assistant Headteacher (Behaviour and Attendance)

Action plan requires review as attendance is not yet improving at the required rate. Persistent absence shows emerging signs of improvement but also not yet at the required rate. Further support to be arranged with School Improvement Partner to review strategies for the summer term.


Head of Upper School has been recently appointed due to a member of staff leaving in December 2018. The key focus for this role will be improving attendance.


IEB are regularly reviewing attendance and impact of school actions.


Improve the behaviour of an identified cohort of disadvantaged boys in Year 10

Implement revised whole school approach to tackling poor behaviour and low level disruption with raised expectations and clear consequences.


Provide individual support and action plans for a group of students whose behaviour does not yet meet the school’s expectations.

Low level disruption interrupts learning and prevents students from making expected progress.

Student behaviour information tracked by Assistant Headteacher (Behaviour and Attendance) and reported to IEB.


Number and frequency/ duration of Fixed Term exclusions monitored by AHT and reported to the IEB.

Assistant Headteacher (Behaviour and Attendance)

Revised behaviour policy in place and impact evaluated by AHT and reported to IEB.


Student data evidences improving behaviour and reducing numbers of FTE.


Behaviour monitored externally by LA and Ofsted evidencing improving standards.


Bespoke programmes in place for priority students including programme provided by Pegasus for the Summer Term.

Improve aspiration of disadvantaged students to ensure strong progression to post-16 education and employment

Bespoke, targeted supported provided by Careers Advisor and Head of Upper School

Key purpose of education is to ensure students are well prepared for future education and employment.

Post 16 progression monitored by AHT.

Assistant Headteacher (Behaviour and Attendance)

Individual careers advice has been provided for students in Year 11.

The CEIAG programme needs further review and development for the summer term with further use of PSHE and tutorial/ assembly programme.

Support for students’ emotional wellbeing.

The Heads of Upper and Lower School will provide the most vulnerable students with support and mentoring as appropriate to their needs.

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

The Heads of Upper and Lower School will manage the use of the Counselling Service.

Impact on individual students will be tracked with case studies to evidence impact.

Assistant Headteacher (Behaviour and Attendance)

New appointment of Head of Upper School.


Case studies evidence that mentoring is effective in improving access to education for vulnerable students.

Improving access to the curriculum and educational opportunities

Provide bespoke support for students in need e.g. curriculum resources, funding to participate in school trips and visits to widen experiences and opportunities.

Financial hardship can have a detrimental impact on students’ opportunities to broaden educational experiences or to access the curriculum.

Use of funding monitored by Finance Manager and Executive Headteacher to ensure impact is positive and represents good value for money.

Executive Headteacher

Funding has been provided for resources across subject areas including materials and ingredients for Design technology, revision guides.

A significant investment of funding is being made in providing breakfast for disadvantaged students. This will be reviewed against impact and need for September 2018.

The use of PP funding to provide transport to school has been reviewed for September 2018 and will be discontinued for new students with immediate effect. The use of PP funding to provide basic school uniform has been reviewed and reduced for September 2018 to ensure that funding can be appropriately allocated to areas of need where it has a direct impact on educational outcomes.

Total budgeted cost


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