ST GILES COE PRIMARY SCHOOL GOVERNOR TRAINING PROGRAMME PUPIL PREMIUM – USING IT EFFECTIVELY TO CLOSE THE GAP

Aims of session This session will provide governors with the opportunity to: Understand the intentions behind funding for disadvantaged and vulnerable pupils Be aware of effective strategies to support pupils who may be underachieving Reflect on governors’ role in monitoring and evaluating the use and impact of the Pupil Premium

Why Pupil Premium? Improving disadvantaged pupils’ life chances is at the heart of the Government’s education reform agenda Disadvantage has a big influence on pupils’ life chances. The Social Mobility and Child Poverty Commission’s 2014 ‘State of the Nation’ report highlights, pupils from disadvantaged backgrounds are: twice as likely to be not in education, employment or training (NEET) at higher risk of ending up in poverty as adults

Attainment Gap and Pupil Premium…some facts EEF Annual Report

Funding Since April 2011, additional and rising targeted school funding for each child registered as eligible for free school meals at any point in the last 6 years: In – £488 per pupil In – £623 per pupil In – £900 per pupil In : £1300 primary-aged pupils £935 secondary-aged pupils £1900 for all looked-after children, adopted children and care leavers In £1,320 for primary-aged pupils £935 for secondary aged pupils £1900 for all looked-after children, adopted children and care leavers

Closing the gaps…some facts The attainment of PP-eligible pupils has risen and the gap with advantaged pupils is closing. This is happening more quickly at age 11 than at age 16 Twice as many FSM pupils are achieving 5A*-C including English and mathematics GCSEs in 2013 than in 2005 However the achievement of other pupils has also improved and so attainment gap has only narrowed slightly 15% of high ability pupils who score in the top 10% nationally at age 11 fail to achieve in the top 25% at GCSE. Boys, and particularly PP-eligible boys, are most likely to be in this missing talent group.

School interventions Schools have freedom to choose interventions they consider to be most effective and cost-effective, but need to publish online: the school’s pupil premium allocation for the current academic year details of how you intend to spend the allocation details of how you spent the previous academic year’s allocation how it made a difference to the attainment of disadvantaged pupils The funding is allocated for each financial year, but the information schools publish online should refer to the academic year

John Dunford – National PP Champion: Lessons learnt Schools that are most successful in their use of the PP adopt a range of strategies, well targeted at the needs of their pupils. 12 areas of focus in these schools: Excellent collection, analysis and use of data relating to individual pupils and groups Unerring focus on the quality of teaching Identification of the main barriers to learning for PP-eligible pupils Frequent monitoring of the progress of every PP-eligible pupil When a pupil’s progress slows, interventions are put in place rapidly Every effort is made to engage parents and carers in the education and progress of their child

John Dunford – National PP Champion: Lessons learnt If poor attendance is an issue, this is addressed as a priority Evidence (especially EEF Toolkit) used to decide on which strategies are likely to be most effective in overcoming barriers to learning Staff are trained in depth on the chosen strategies 100% buy-in from all staff to the importance of the PP agenda is essential, with all staff conveying positive and aspirational messages to PP-eligible pupils. Performance management is used to reinforce the importance of PP effectiveness Effectiveness of TAs is evaluated and, if necessary, increased through training and improved deployment Governors are trained on PP

John Dunford – Ten point plan for spending PP successfully Step 1. Set an ambition for what you want your school to achieve with PP funding Step 2. The process of decision-making on PP spending must begin with an analysis of the barriers to learning for PP pupils Step 3. Decide on the desired outcomes of your PP spending Step 4. Against each desired outcome, identify success criteria Step 5. Evaluate your current PP strategies

John Dunford – Ten point plan for spending PP successfully Step 6. Research the evidence of what works best Step 7. Decide on the optimum range of strategies to be adopted Step 8. Staff training Step 9. Monitor the progress of PP- eligible pupils frequently Step 10. Put an audit trail on the school website for PP spending

Discussion activity What strategies and activities does the Pupil Premium support in your school? What information and evidence do you have of their success? What questions have you asked about the school’s use of the Pupil Premium? Are governors fulfilling the requirement to publish information online?

The EEF-Sutton Trust Toolkit Sutton Trust-EEF Teaching and Learning Toolkit - a summary of educational research Designed to use evidence to inform use of PP Covers 34 topics, summarised in terms of their average impact on attainment, strength of evidence supporting them and their cost A live resource regularly updated toolkit/toolkit-a-z/about-the-toolkit/

Early Years Toolkit

EEF Families of Schools Tool A tool to help schools understand how the performance of their disadvantaged pupils compares to other schools with similar characteristics Groups schools into families of 50 according to a number of factors Designed to facilitate collaboration between schools so that schools with similar challenges can learn from each other kit/families-of-schools/

Statistically most similar school Your school

EEF Guidance Report on TAs – Spring 2015

7 recommendations on ‘Making best use of TAs

lications/Campaigns/TA_RAG_SelfAssessmentGuide.pdf

Discussion activity What evidence do governors have of the effectiveness of TAs?

About the briefing Written by the National Foundation for Educational Research (NFER) based on national research with primary, secondary and special schools Analysis of national performance data for disadvantaged pupils and identification of schools where disadvantaged pupils were making more or less progress than expected, given the characteristics of the pupils and schools A survey of more and less successful primary and secondary schools in 2015: responses from 1,329 schools 49 school leaders from primary, secondary and special schools took part in interviews.

7 building blocks of success

The 7 building blocks Whole school ethos of attainment for all - ethos of high attainment for all pupils; viewing pupils as individuals; not stereotyping disadvantaged pupils; never assuming all disadvantaged pupils face similar barriers or have less potential to succeed Addressing behaviour and attendance - effective behaviour strategies; simple, clear rules and training in behaviour management; strong social and emotional support for pupils in need; rapid response to poor attendance; work with families to ensure good attendance

The 7 building blocks High quality teaching for all - the importance of ‘quality teaching first’; consistently setting high expectations; monitoring performance, tailoring teaching and support to suit pupils; sharing best practice. Good teachers are especially important for disadvantaged pupils Meeting individual learning needs - seeing pupils as individuals with their own challenges, talents and interests; identifying what might help make next steps in learning; providing targeted support during curriculum time and outside school hours; individualised strategies to address individual needs

The 7 building blocks Deploying staff effectively – identifying staff strengths and best ways to use them; ‘grow their own staff’; deploy best teachers to work with pupils who need most support; well trained TAs so they can provide effective support to individual pupils or small groups; strong teamwork between teachers and support staff Data driven and responding to evidence – extensive use of data to identify’ learning needs; regular review of progress to spot underperformance; teacher engagement with and use of data; consistent marking setting out next steps in learning; time for pupils to review feedback and discuss progress; monitoring success of support strategies and evidence-based decisions about their effectiveness

The 7 building blocks Clear, responsive leadership - willingness to do whatever it takes to help each pupil to succeed; every staff member accountable for pupils’ progress; training staff to provide high quality feedback to pupils and adopting same approach themselves when providing feedback to staff; senior leaders share their thinking and work collaboratively with staff, pupils, parents, families and local community; links with local school clusters, teaching school, online forums and national education events; constantly seeking out new ideas; systems in place for staff to share best practice

Discussion activity How far do you feel this school has all 7 building blocks in place? What stage do you feel your school is at on the “pathways to success” diagram?

Evidence from Ofsted: successful approaches Unwavering commitment to closing the attainment gap Forensic targeting of interventions Robust tracking systems to establish what is making a difference and what is not Governing bodies are aware of their role in monitoring use of PP, know how it is being spent, hold leaders to account for expenditure and assess how effectively funded activities have improved attainment of eligible pupils

Ofsted: successful approaches PP ring-fenced to spend on target group High expectations of target group Thorough analysis of which pupils were under-achieving and why Use of evidence to allocate funding to big-impact strategies High quality teaching, not interventions to compensate for poor teaching Used achievement data to check effectiveness of interventions and made adjustments where necessary

Ofsted: successful approaches Highly trained support staff Senior leader with oversight of how PP funding is being spent Teachers know which pupils eligible for PP Able to demonstrate impact Involvement of governors

What Ofsted inspectors are looking for Before the inspection, RAISE is studied for evidence on gaps  How well did disadvantaged pupils attain last year in comparison to other pupils in the school and nationally?  How much progress did they make last year compared to other pupils in the school and nationally?  How well have disadvantaged pupils been performing over time? Is attainment rising? Is the gap closing? Discussions with PP pupils, parents, staff and governors Effectiveness of PP spending strategies Effectiveness of leadership in monitoring and evaluation Governor involvement

Closing gaps information in RAISE

Ofsted Data Dashboard

Ofsted Inspection dashboard

EEF DIY Evaluation Guide WHAT IS THE DIY EVALUATION GUIDE? The DIY Evaluation Guide is an accessible resource for teachers which introduces the key principles of educational evaluation and provides guidance on how to conduct small-scale evaluations in schools. The guide explains the importance of “Do It Yourself” evaluation. It outlines a range of options open to teachers who want to improve the way they evaluate new interventions or strategies and provides practical advice on designing and carrying out evaluations.

National College for Teaching & Leadership and Teaching Schools Council

Pupil Premium awards The top secondary school won £250,000 and the top primary and special schools won £100,000. Look at the Pupil Premium Awards website to find out more. You can also look at the website to find out more about what this year’s winners and runners up do in their schools to improve outcomes for disadvantaged pupils.