High Achievement for All: the big challenge for our generation of school leaders Transforming Tees conference 2-3 March 2016 John Dunford Formerly National Pupil Premium Champion 1

V I P Values Innovation Partnership 2

The priorities Excellence and Equity Raising achievement and Closing the gap 3

Attainment Time PP pupils Other pupils

The ambition “ The most advanced education systems now set ambitious goals for all students, with a clear focus on equity, and are clear about what students should be able to do.” “Excellence and equity in student performance are less related to a country’s income or expenditure on education than to how those educational resources are allocated, and to the policies, practices and learning environments that determine the conditions in which students work.” Equity, Excellence and Inclusiveness in Education Policy: Lessons from Around the World’, Andreas Schleicher, OECD,

Which strategies are helping most to raise attainment of PP-eligible students? 6

Gap and disadvantaged attainment at 11: North East region in Gap at 11 Attain -ment Gap at 11 Attain- ment Durham1771N Tyne1771 Darl’ton1474S Tyne875 Gateshd1672North’land1667 Hartlepl1575Redcar1478 Middsbro1969Stockton1769 Newcastle1372Sund’land1574 National1570

Gap and disadvantaged attainment at 16: North East region in Gap at 16 Attain -ment Gap at 16 Attain- ment Durham N Tyne Darl’ton S Tyne Gateshd North’land Hartlepl Redcar Middsbro Stockton Newcastle Sund’land Tower Hamlets Blackburn National

Percentage of Key Stage 4 pupils eligible for free school meals attaining the GCSE benchmark by secondary schools, in deciles from low to high proportions of pupils eligible for free school meals Data based on 2012 Key Stage 4 validated data. Figures represent all open secondary schools that have had a published section 5 inspection as at 31 December Schools with percentage figures exactly on the decile boundary have been included in the lower decile.

joining the dots Gap – Attainment 8

joining the dots Gaps and Ethnicity / EAL

Missing talent  Sutton Trust report, June 2015   Key findings: 15% of highly able pupils who score in the top 10% nationally at age 11 fail to achieve in the top 25% at GCSE Boys, and particularly pupil premium eligible boys, are most likely to be in this missing talent group Highly able pupil premium pupils achieve half a grade less than other highly able pupils, on average, with a very long tail to underachievement Highly able pupil premium pupils are less likely to be taking GCSEs in history, geography, triple sciences or a language 12

Looked-after children: some statistics  68% of looked-after children achieved level 4 in reading, compared with 89% of others.  The gap at 11 is even larger in writing and mathematics.  12% of looked-after children achieved 5+ GCSEs at A*-CEM, compared with 53% of others.  33% of care leavers become NEET, compared with 13% of all young people.  6% of care leavers go to university, compared with 40% of others.  This is less than the percentage of care leavers who go to prison.  67% of looked-after children have SEN cf. 18% of the total population. Of those, 29% have a statement cf. 2.8% of all children.  62% of children become looked-after as a result of abuse or neglect and they have a much higher incidence of mental health problems.  Looked-after children especially need our additional support to achieve their potential and improve their life chances. 13

Focus for the pupil premium  Prioritise your school’s gaps  Decide on comparators for PP students  PP / Non-PP in your school  PP in your school / Non-PP pupils nationally  What is your ambition?  In 17% of schools, FSM attainment is above the national average for ALL pupils  Use evidence of what works  Use curriculum to raise FSM attainment  Focus on the transition needs of pupils  Focus relentlessly on the quality of teaching and learning 14

Overcoming the barriers 16 Identify barriers to learning for PP pupilsDecide your desired outcomesIdentify success criteria for each outcomeChoose your PP strategiesImplement strategies with in-depth trainingEvaluate strategies regularlyTell the story: create an audit trail

Identifying the barriers to learning for PP pupils 17 What are the barriers to learning for your PP pupils?

Identifying the barriers to learning for PP pupils through ….  Learning walks  PP student shadowing  PP student voice  Achievement and attendance analysis  Parent views  SLT, staff and governor views 18

Deciding your desired outcomes 19 Desired outcomesSuccess criteria Improving FSM attainment Reducing gaps Improving attendance Accelerating progress Reducing exclusions Improving behaviour Improving engagement of families Developing skills and personal qualities Extending opportunities Improving transition Good destination data

Choosing your school strategies  What strategies will produce these desired outcomes and help you to achieve your success criteria?  Use evidence of what works  Train staff in depth on chosen strategies 20

Evaluating your school strategies  External review and school self-review are both important  Evaluate impact of strategies   Find a pupil premium reviewer   Compare your school’s PP performance with like schools schools/ (secondary only; primary available later in 2016) schools/ 21

Evaluating your school strategies: getting the balance right  Short-term  Long-term  Needs of individual pupils  Whole-school strategies  Teaching and learning strategies  Improving numeracy and literacy  Improving test and exam results  Raising aspirations  Pastoral support strategies  Is the balance right in your school? 22

Creating a good audit trail  The audit trail  PP funding  Strategies adopted  Implementation  Monitoring mechanisms and results  Measured impact  Evaluating each strategy: ‘What does this mean?’  Improving: ‘What do we do now?’  23 How good is the audit trail in your school?

Audit trail on the school website Plus case studies of impact on (anon) individual pupils 24 How good is the audit trail in your school? Person responsible CostEvaluationImpact Improve feedback 1:1 tuition Attendance officer Peer tutoring etc

The opportunity  Don’t wait for politicians to tell you what to do  The government isn’t telling schools how to close the gap  It’s for schools to decide how to use PP  Stop looking up and start looking out 25

Choosing your strategies Raise attainment Improve quality of teaching Early interventions Broaden opportunities Top EEF strategies Individual support Improve skills Data monitoring Opportunities for bright pupils

The evidence  Seek out excellent practice in other schools  Use the Education Endowment Foundation toolkit  Use the NFER report on success and good practice  Use conclusions from Ofsted surveys schools-are-spending-funding-successfully-maximise- achievement schools-are-spending-funding-successfully-maximise- achievement  access-and-achievement-20-years access-and-achievement-20-years 27

12 areas of PP focus in successful 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 28

12 areas of PP focus in successful schools Evidence (especially the EEF Toolkit) is used to decide on which strategies are likely to be most effective in overcoming the barriers to learning Staff (teachers and support staff) are trained in depth on the chosen strategies 100 per cent 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 teaching assistants is evaluated and, if necessary, improved through training and improved deployment Governors are trained on PP 29

Becoming more outward-looking  Improve your professional networks  Seek out excellent practice in closing the gap and other important teaching matters  School policy isn’t just made in the head’s office  Local, regional, national, international evidence  Join twitter. Look at  Join local networks – or establish them if they don’t exist 30

EEF Toolkit 31

Small group tuition Intensive tuition in small groups is very effective, particularly when pupils are grouped according to current level of attainment or specific need. Have you considered how you will organise the groups? How will you assess pupils’ needs accurately and provide work at a challenging level with effective feedback and support? One to one tuition and small group tuition are effective interventions. However, the cost effectiveness of one-to-two and one-to-three indicates that greater use of these approaches would be productive in schools. Have you considered how you will provide training and support for those leading the small group tuition, and how you will evaluate the impact of it? These are likely to increase the effectiveness of small group tuition. Approach Average impact Cost Evidence estimate Summary Small group tuition 4 months£££ High impact for moderate cost

Using teaching assistants effectively  How well are your teaching assistants doing?  How do you know how effective they are?  The DISS project: Deployment and Impact of Support Staff  osi_teaching_assistants_report_web.pdf?region=uk osi_teaching_assistants_report_web.pdf?region=uk  EEF report on Making Best Use of Teaching Assistants A_Guidance_Report_Interactive.pdf (March 2015) A_Guidance_Report_Interactive.pdf 33

NFER evidence The 7 building blocks of success: 1. An ethos of attainment for all pupils 2. An individualised approach to addressing barriers to learning and emotional support at an early stage 3. A focus on high quality teaching 4. A focus on outcomes for individual pupils 5. Deployment of the best staff to support disadvantaged pupils – developing the skills of existing teachers and TAs 6. Decision-making based on data and frequent monitoring 7. Clear, responsive leadership, with high aspirations 34

Evidence from Ofsted  Reports on PP – Sept 2012, Feb 2013 and July 2014  Successful approaches:  Unsuccessful approaches  Unseen children: access and achievement 20 years on 35

Evidence from Ofsted: successful approaches  PP funding ring-fenced to spend on target group  Maintained high expectations of target group  Thoroughly analysed which pupils were under-achieving + why  Used evidence to allocate funding to big-impact strategies  High quality teaching, not interventions to compensate for poor teaching  Used achievement data to check interventions effective and made adjustments where necessary  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  Involve governors

Funding commitment for pupil premium Conservative manifesto, May 2015: “On current pupil number forecasts, there will be a real- terms increase in the schools budget in the next Parliament. “We will continue to provide the pupil premium, protected at current rates, so that schools receive additional money for those from the poorest backgrounds. “We will support families by providing free meals to all infants. And we will make schools funding fairer.” Spending Review, November 2015: “… per pupil protection for the pupil premium” 37

Using accountability to help achieve success  Professional accountability  Use accountability to support successful implementation  Build your own data sets  On impact, we should be holding ourselves to account  Accountability direct to parents 38 Are you meeting your own success criteria?

What inspectors are looking for  Before the inspection, RAISE Online is studied for evidence on gaps:  How well did FSM pupils attain last year in comparison to other pupils in the school and nationally?  How much progress did FSM pupils make last year compared to other pupils in the school and nationally?  How well have FSM pupils been performing over time? Is attainment rising? Is the gap narrowing?  PP pupil tracking by inspector  Discussions with PP pupils, parents, staff and governors  Study of effectiveness of PP spending strategies  Study of effectiveness of leadership in monitoring and evaluation  Governor involvement

Factors considered by inspectors  Quality of the school’s analysis of the performance and needs of PP pupils  School rationale for spending PP funding  Appropriateness and level of challenge of school’s success criteria  Robustness of monitoring and evaluation  Level of involvement of governors  Level of involvement of pupils, parents and carers  Impact on narrowing the gap

Accountability to parents  Obligation to report to parents on PP policies and impact  Publish an online account of PP amount and plans to spend it  At end of year, publish what you spent it on and the impact  Lots of school templates on the internet 41

An international perspective “Today schooling needs to be much more about ways of thinking, involving creativity, critical thinking, problem-solving and decision-making.” Andreas Schleicher – OECD TES 16 November

Using curriculum freedoms The school curriculum is much bigger than the National Curriculum 43 SCHOOL CURRICULUM NATIONAL CURRICULUM

Improving transition  What is the curriculum experience for pupils as they transfer schools?  How continuous is the curriculum across the transition stages?  Work with primary schools to avoid the “KS3 dip”  Identify priority areas for continuity 44

Using curriculum freedoms to close the gap  What curriculum does a C21 young person need?  What curriculum does most for disadvantaged?  Give all young people a ‘whole education’  Develop knowledge, skills and personal qualities  What skills and personal qualities to develop?  CBI list?  Your own list?  How can you develop the curriculum to help close the gap in your school? 45

Using curriculum freedoms Knowledge Skills Personal qualities

Work ready Life ready Ready for further study 47

The moral purpose “ Our data shows that it doesn’t matter if you go to a school in Britain, Finland or Japan, students from a privileged background tend to do well everywhere. What really distinguishes education systems is their capacity to deploy resources where they can make the biggest difference. “Your effect as a teacher is a lot bigger for a student who doesn’t have a privileged background than for a student who has lots of educational resources” Andreas Schleicher, Times Educational Supplement,

Today’s conference Get buy-in at school Use evidence to decide strategy Training in depth Change practice Make an impact Evaluate effectiveness

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