Pupil Premium Report
Background
The school recognises that disadvantaged students are individuals for whom their individual circumstances vary widely. It is therefore important to personalise any intervention and support. Some barriers to achievement that can impact on some disadvantaged students are:
Arriving at secondary school behind their peers in English and maths (and other subjects)
Homework and revision issues
Low attendance
Low self-esteem, or aspirations
Aims
To use assessment to identify (and implement) ways to secure good progress in all subjects
To improve English and mathematics skills supported by extra tuition
To support the development of self-study skills, homework completion and effective revision
To encourage high self-esteem and commitment to studies
To minimise the amount of school time missed by disadvantaged students
Actions
The school seeks to identify individual barriers to learning and progress and to provide support appropriate to the individual student.
A range of interventions are used to assist students, these include:
- A mentoring scheme which support students with their academic and pastoral development via regular meetings with their attainment leader
- Close monitoring of the progress of disadvantaged students in a range of measures
- Action taken at subject level to support good academic progress and/or tackle underachievement
- A nurture group to provide additional support with the transition to secondary school
- Introduction of the Accelerated Reader Programme to boost reading ability
- Support for the completion of homework in school
- Small group tuition for English and mathematics
- Encouragement to take part in extra-curricular activities such as music, sports and visits
- Funding for additional GCSE booster sessions to help prepare students for the GCSE exams
- Close monitoring of attendance and immediate action if concerns arise
- Support with careers and post-16 transition planning
Evaluation
The school monitors a range of indicators closely including the academic progress of students as they progress through school and when they complete their GCSE exams, homework completion, individual pupil attendance, exclusions and other behaviour related measures.
Use of Pupil Premium Funding
| 2015-16 Spending | |
| Nurture Group | £1,000 |
| Attainment Leader FSM and CLA mentoring scheme | £9,000 |
| Accelerated Reader | £3,000 |
| Homework Club lunch and after school | £3,000 |
| English Tuition | £8,500 |
| Maths Tuition | £8,500 |
| Curriculum enrichment | £3,000 |
| GCSE Booster Sessions | £4,000 |
| £39,000 |
| 2016-17 Spending | |
| Transition activities including Nurture Group | £1,000 |
| Attainment Leader mentoring scheme | £10,000 |
| Accelerated Reader | £1,000 |
| Homework Club lunch and after school | £3,000 |
| English Tuition | £8,500 |
| Maths Tuition | £8,500 |
| Curriculum enrichment | £4,000 |
| GCSE Booster Sessions | £4,000 |
| ICT provision | £2,500 |
| £42,000 |
Exam outcomes
In 2015 and 2016 disadvantaged students at Cartmel Priory CE School made better progress than all pupils nationally as measured by the progress 8 indicator.
In 2015 disadvantaged students performed in line with disadvantaged students nationally in terms of % achieving a C+ in English and maths, but well below the figure for all students nationally. In 2016 disadvantaged students exceeded both disadvantaged and all students in this measure.
| PP (2015) | National all (2015) | PP (2016) | National all (2016) | Gap (2015) | Gap (2016) | |
| Progress 8 | +0.3 | +0.0 | +0.6 | +0.0 | +0.3 | +0.6 |
| % C+ English and maths | 38% | 58% | 83% | 62% | -20% | +21% |
|
Year |
GCSE Progress 8 score |
English progress score |
Math progress score |
E-Bacc subjects progress score |
Other subjects progress score |
|
2015 |
+0.3 |
+0.0 |
+0.6 |
+0.8 |
-0.3 |
| 2016 |
+0.6 |
+0.3 |
+0.7 |
+0.9 |
+0.5 |