Pupil Premium Report

Background - main barriers to achievement

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
• Review meetings between a senior member of staff, the student and parents/carers
• 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 - How we measure the effect of pupil premium funding

The school will monitor 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. In 2018-19 outcomes in terms of exams and attendance will be reported on this website.

Use of Pupil Premium Funding

Exam outcomes

In 2016 disadvantaged students at Cartmel Priory CE School made better progress than all pupils nationally as measured by the progress 8 indicator. In 2017 and 2018 disadvantaged students made less progress than all pupils nationally as measured by the progress 8 indicator.

In terms of achieving a 4+ in English and maths in 2016 disadvantaged students achieved a higher pass rate than all students nationally. 2017 and 2018 disadvantaged students achieved a lower pass rate than all students nationally.