show that you're doing it’ Demonstrating ‘Value for Money’ EdExecLIVE 2018 Z2 Pupil Premium Funding ‘Pupils at a premium – do the right thing; show that you're doing it’ Demonstrating ‘Value for Money’ Neil Clephan OBE nclephan@educonsultant.co.uk

What are we looking at and why? Individuals can be said to be in poverty when they lack the resources to obtain the type of diet, participate in activities and have living conditions which are customary/expected in the society they belong. 3.9 million children living in poverty more now that at any other time in past 10 years (almost 400,000 sleep on floor/ bed share) 67% of the 3.9 million have at least one parent in work, and many will not qualify for PPG 4 million live below the breadline (Buttle UK) https://epi.org.uk/report/closing-the-gap/

Top Jobs - Bottom Jobs? School Business Manager? (HT!)

Some PP points to ponder (Beware of stereotypes) Low ability children at age 5 from well off families 35% more likely than disadvantaged peers to become high earners (aspiration/ability or?) By end of primary school, students are estimated to be, on average nine months behind their peers from wealthier backgrounds By 16,children receiving FSM achieve 1.7 lower grades PP higher levels of exclusion; Poorer attendance; Low aspirations PP children attending schools in former manufacturing urban, coastal and remote areas have some of the poorest outcomes. Areas with significant numbers of low attaining pupils on FSM ‘tend to have the highest teacher turnover’

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. Andreas Schleicher, Times Educational Supplement, 2013

Accountable ? WHO is the school REPORTING to and HOW? Regulations…who knew? https://www.gov.uk/guidance/what-maintained-schools-must-publish-online https://www.gov.uk/guidance/what-academies-free-schools-and-colleges-should-publish-online Obligation to report to parents on barriers to learning, PP policies and impact Publish an online account of PP amount and plans to spend it For previous year, publish what you spent it on and the impact AND… Governors, MAT Board, LA and of course… OFSTED

Use accountability to help achieve success Accountability to central government, to inspectors, to local authorities, governing bodies and to parents Accountability must be for impact Use accountability to support successful implementation On PP impact, we should be holding ourselves to account Build your own data sets Are you meeting your own success criteria?

What inspectors may consider when assessing the progress of disadvantaged pupils Before the inspection, ASP/IDSR Online is studied for evidence on in school 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 including Higher ability Discussions with PP pupils, parents, staff and governors Study of effectiveness of PP spending strategies Study of effectiveness of leadership in monitoring and evaluation

Some other factors considered by inspectors Quality of the school’s analysis of the performance and needs of PP pupils School rationale for spending PP funding. SCATTER GUN?? 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

And above all else… IMPACT, IMPACT, and more IMPACT v Value for Money ‘What schools do with the money is entirely up to them, but they are held to account for the outcomes’ Sir John Dunford (former PP champion)

RISK ASSESSEMENT ‘Leaders and governors have not used or sufficiently evaluated the effectiveness of additional funding for pupils entitled to PP funding swiftly enough to accelerate pupils’ progress’ ‘Leaders do not clearly identify the barriers to learning… Undertake external review PP funding and asses how LM may be improved N.B. Do n’t forget Sports funding & Year 7 catch up

What are the questions asked of GOVERNORS, Head and SLT In order to make their decisions about pupil premium effectively and fulfil their accountability function, governors need to be fully informed about pupil premium and related policies, and may well want to ask the headteacher questions such as these: How many pupils are eligible for pupil premium? How much additional funding does the school receive? Is their as coherent plan? How is this funding allocated? How is the school evaluating the impact it is making with the funding? What progress is being made each term by disadvantaged learners? How does this compare with progress made by other pupils? And at end of the year? How is the school improving the engagement of the parents of disadvantaged learners? What interventions are helping bright disadvantaged children to achieve their potential? What interventions are helping looked-after children to raise their attainment? On all measures (ATTENDANCE etc), what was the attainment of pupils eligible for pupil premium, compared with the attainment of other pupils? How does the school’s pupil premium data compare with national data for non-pupil premium students 

START with creating a good audit trail How good is the audit trail in your school? 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?’ STARTING BY…  

Overcoming the barriers Identify barriers to learning for PP pupils Decide your desired outcomes Identify success criteria for each outcome Choose your PP strategies Implement strategies with in-depth training Evaluate strategies regularly Tell the story: create an audit trail

Audit trail on the school website…first impressions Person responsible Cost Evaluation Impact Improve feedback 1:1 tuition Attendance officer Peer tutoring etc   Plus case studies of impact on (anonymised) individual pupils How good is the audit trail in your school?

Deciding your desired outcomes Success 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

Thanks …but just give me THE template! It has to be a PP plan that is designed & owned by the school not a single person. Focused, strategic and tracked in a meaningful & manageable way. (KISS ) Not one ‘right’ way but clarity of actions linked to excellent monitoring and follow up are essential. It must be YOUR plan not just off the shelf… BUT SEE… www.southhunsley.org.uk clephann@RKLT.co.uk

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

So what to do? E.g., EEF Toolkit Strategies Arts participation Aspiration interventions Behaviour interventions Block scheduling Collaborative learning Digital technology Early years intervention Extending school time Feedback Homework (Primary) Homework (Secondary) Individualised instruction Learning styles Mastery learning Mentoring Meta-cognition and self-regulation One to one tuition 18. Oral language interventions 19. Outdoor adventure learning 20. Parental involvement 21. Peer tutoring 22. Performance pay 23. Phonics 24. Physical environment 25. Reading comprehension strategies 26. Reducing class size 27. Repeating a year 28. School uniform 29. Setting or streaming 30. Small group tuition 31. Social and emotional learning 32. Sports participation 33. Summer schools 34. Teaching assistants

EEF Toolkit Strategies IMPACT/Vfm LOW IMPACT HIGH COST HIGH IMPACT HIGH COST LOW IMPACT LOW COST HIGH IMPACT LOW COST

The evidence available to help… Seek out excellent practice in other schools www.pupilpremiumawards.co.uk Study local, regional, national international evidence Use the Education Endowment Foundation toolkit https://educationendowmentfoundation.org.uk/resources/teaching-learning-toolkit Use published reports: the NFER report on success and good practice www.nfer.ac.uk/publications/PUPP01 Ofsted surveys http://www.ofsted.gov.uk/resources/pupil-premium-how-schools-are-spending-funding-successfully-maximise-achievement https://johndunfordconsulting.co.uk/blog/ August 2015

Using teaching assistants effectively? The DISS project: Deployment and Impact of Support Staff www.oxfordprimary.co.uk http://fdslive.oup.com/www.oup.com/oxed/primary/literacy/osi_teaching_assistants_report_web.pdf?region=uk EEF report on Making Best Use of Teaching Assistants http://educationendowmentfoundation.org.uk/uploads/pdf/TA_Guidance_Report_Interactive.pdf (March 2015)

Using teaching assistants effectively EEF/TES free online course Practical examples of good practice in TA deployment https://educationendowmentfoundation.org.uk/resources/making-best-use-of-teaching-assistants/ta-online-course/ Alongside the course, there is a free pack of resources, including: A list of six TA-led projects that have shown a marked positive impact on pupil’s learning; The EEF guidance report on making best use of TAs; An online audit tool, Red Amber Green (RAG) self-assessment, interventions ‘health-check’ and a suggested change process.

Helping to evaluate other school strategies External review and school self-review are both important Evaluate impact of strategies http://www.tscouncil.org.uk/resources/guide-to-effective-pupil-premium-review/ Find a pupil premium reviewer http://apps.nationalcollege.org.uk/closing_the_gap/create_xls.cfm Compare your school’s PP performance with like schools https://educationendowmentfoundation.org.uk/resources/families-of-schools-database/

Useful summary New Primary School Guide Pupil Premium. thirdspacelearning.com The most successful schools: Collected and analysed data on groups and individual pupils, and monitored this over time 2. Focussed on teaching quality Identified the main barriers to learning for disadvantaged children Put interventions in place when progress has slowed Engaged with parents and carers in the education of their child Referred to existing evidence about the effectiveness of different strategies Trained all classroom staff in the strategies being used in school Secured staff commitment to the importance of the pupil premium agenda Trained governors on pupil premium.

12. Decide on desired outcomes and identify success criteria for each 13. Monitor and evaluate the success and impact of any current strategies on pupils; change them if they’re not working 14. Decide on an optimum range of approaches to use 15. Keep up to date with research thirdspacelearning.com

Provide nurture and relationships for example through a nurture group, and training for staff to provide key attachment relationships. Scaffold children’s social skills and peer relationships for example through lunchtime clubs with opportunities to practice social skills or facilitating friendships e.g. through a buddy scheme or peer mentoring initiative Support emotional literacy and emotion regulation for example through group work, or some calm zones in classrooms and centrally within the school. thirdspacelearning.com

4. Support children to cope with transitions and change for example by providing additional structure during break and lunchtimes and providing safe spaces for children to come to throughout the school day 5. Develop children’s executive functioning skills for example through training staff in understanding and supporting executive functioning skill development in the classroom and on the playground and providing coaching for those who struggle to plan and organize. 6. Address barriers to information sharing and joint working by identifying a named member of staff who liaises with the parents or guardians and facilitates regular meetings to discuss the child’s needs. thirdspacelearning.com

Other documents to share The main page of the EEF Toolkit, with the strategies in order of effectiveness: https://educationendowmentfoundation.org.uk/resources/teaching-learning-toolkit Page 3 of the Ofsted report on PP (Feb 2013), which summarised the successful and unsuccessful approaches to using PP https://www.gov.uk/government/publications/the-pupil-premium-how-schools-are-spending-the-funding-successfully The report on the Deployment and Impact of Support Staff (DISS) project on teaching assistants: www.oxfordprimary.co.ukhttp://fdslive.oup.com/www.oup.com/oxed/primary/literacy/osi_teaching_assistants_report_web.pdf?region=uk   EEF report on the effective use of teaching assistants (February 2015) at http://educationendowmentfoundation.org.uk/uploads/pdf/TA_Guidance_Report_Interactive.pdf Free EEF / TES online course on effective TA deployment https://educationendowmentfoundation.org.uk/resources/making-best-use-of-teaching- assistants/ta-online-course/ Ofsted resource on evaluation of pupil premium effectiveness https://www.gov.uk/government/publications/the-pupil-premium-analysis-and-challenge-tools-for- schools  

And some more Article for middle leaders from the Spring 2014 of Teaching Leaders Quarterly: http://www.teachingleaders.org.uk/wp-content/uploads/2014/03/TL_Quarterly_Q5_14_Dunford.pdf Blogs: Ten point plan on spending the pupil premium http://johndunfordconsulting.wordpress.com/ and summary (September 2015) Education Endowment Foundation tool for comparing PP performance of each secondary school within its family of 50 most-like schools https://educationendowmentfoundation.org.uk/resources/families-of-schools-database/ Guidance on conducting Pupil Premium reviews. Also useful for doing school self-review of PP strategies http://www.tscouncil.org.uk/resources/guide-to-effective-pupil-premium-review/ NFER report on successful practice with pupil premium (Published Nov 2015) www.nfer.ac.uk/publications/PUPP01 Education Policy Institute report - Divergent Pathways: the Disadvantage Gap, Accountability and the Pupil Premium (2016) http://epi.org.uk/wpcontent/uploads/2016/07/disadvantage-report.pdf

Effect of teaching on students in years progress Average Student Disadvantaged Student

School to School Support THANK YOU & Good LUCK! School to School Support Follow up /PP reviews AND Feedback welcomed Contact: nclephan@educonsultant.co.uk Clephann@rklt.co.uk NEIL CLEPHAN OBE