Exchanging Excellence: Closing Gaps Herts for Learning Conference July 7 th 2014 Key findings of the research David Birch and Marc Rowland

Aims To highlight good practice, good process and innovative case studies in spending the Pupil Premium, to include a range of geographical areas and contexts To highlight schools that have improved outcomes for learners from disadvantaged backgrounds, showing evidence of impact To highlight how schools are effectively recording, measuring and evaluating the impact of the Pupil Premium.

Objectives To highlight how schools are ensuring that other groups of pupils, including higher attainers, are reaching their potential To draw in national expertise and current HfL projects and initiatives.

And …. To build a local resource of intelligence and partnership between schools, Teaching School Alliances and Herts for Learning To inform the wider debate about the effectiveness of the pupil premium and raising attainment for other groups

Scope of the Research Visits to 19 primary, 11 secondary and 2 special schools: a cross-section of good practice in a variety of settings, taking into account known good practice (eg the RANGe project) Four focus group meetings with Teaching Alliances A survey sent to all Hertfordshire schools Meetings with HfL advisers and officers

What schools do well They are aware of national research 1-1 and small group support, focused on literacy/numeracy and hq feedback Tracking and monitoring PP spending Support for basic need Enrichment and opportunity Support for high attainers

Barriers and challenges Parental and community engagement: low aspirations and the social and cultural gap Impact of multiple needs of vulnerable groups Transition Raising awareness among staff: developing a culture of high expectations

Evaluating Impact Regular pupil progress meetings Comprehensive data analysis and tracking Tracking need and provision based on an ‘intersectionality’ approach Class context sheets for all teachers and RAG rated reports Provision maps and graduated intervention scales Pupil voice Learning walks, work scrutiny and pupil shadowing

Keys to success in closing gaps Resolute leadership Positive partnerships with parents Enhancing opportunities and providing enrichment Ensuring smooth transitions

Partnership with parents Hard to reach parents or hard to reach schools? The importance of key workers Involving parents in learning: family workshops Involving parents in spending the PPG Outreach into the community Engaging parents well before transition

Enrichment and opportunity Early addressing of deficits in creativity and cultural capital Learning outside the classroom: trips and visits Access to music and the arts Access to individual HE and careers advice & guidance and work experience placements

Transition Consistency year on year: building relationships with partner schools Transfer of key data and information Early contact with parents: ‘family transfer’ Transition activities: extra visits, summer camps A personalised programme for all PP children

Recommendations Sharing best practice: further case studies to inform CPD Provide training in the impact of interventions Further training and support for Governor PP champions Recruit and develop high quality teachers where recruitment is a barrier to the progress of vulnerable groups Support the development of metacognitive approaches

Recommendations Support schools with further research-based programmes such as ‘Growth Mind-sets’ Develop programmes that support schools in the key themes identified in this report which add value to PP pupils Co-produce with schools a suite of audit and impact tools to support progress in key themes Support schools in further engaging parents in their children’s learning.

Contacts