Pupil Premium Tuesday 4 th June 2013 Sue Collin 1

What is Pupil Premium? o Introduced in April 2011 to reduce the gap in attainment between children eligible for FSM and Looked After Children and their peers. o A lower amount is available for children of service families o 2012/13 -£623 per child o £1.25 billion from Government o £50 million for Summer Schools to support transition 2

Current o In 2013/14 the amount increased to £900 per child (£300 for service children) o Children who have been eligible for FSM during the last 6 years- “Ever 6“ o Catch up funds available for Y7 pupils o Pupil Premium Awards o Pupil Premium Action Plans 3

Conditions of Pupil Premium o Schools can spend money as they see fit o Schools WILL be held accountable for how this funding is used o From September 2012 schools have to publish online information about how you used Pupil Premium and the impact. 4

5 “… for me, the Pupil Premium remains the most important lever we have - and it’s in your hands… So money, freedom, rewards. Take it; use it as you see fit. But know that you will be held accountable for what you achieve. Schools cannot just absorb this money and spend it on other things…..but schools need to know that, in assessing their performance OFSTED will be looking forensically at how well their Pupil Premium pupils do. “ Nick Clegg, May 2012

What did the schools spend the money on? 6

7 "The Pupil Premium - How schools are spending the funding successfully to maximise achievement" REF: January 2013

8 " Following my criticism of schools last year, it is clear more schools are now taking their responsibilities seriously when it comes to using the Pupil Premium money and our inspectors have found some very good practice in their recent visits" Sir Michael Wilshaw 11th February 2013

Overview –less successful schools o Lack of clarity about intended impact o Indiscriminately spending on TAs o Not monitoring quality and impact of interventions well enough o Governors not involved in decision making or challenging allocation o Lack of focus and evidence of impact of pastoral work 9 o Ineffective performance management for support staff o No clear audit trail o Low expectations o Funding not part of school development plan o Not comparing performance to national data o Not comparing performance against all pupils

10 Good Practice identified

o Funding ring fenced o Not confusing eligibility with low ability o Thorough analysis of underachievement o Research evidence o Good quality teaching, not just relying on interventions o Allocating best teachers to teach intervention groups o Regular use of data throughout o Use of feedback o Designated senior leader o Accountability of class/subject teachers o Clear policy o Targeted support to improve attendance, behaviour or links with family. o Use of Performance Management o Involvement of governors o Demonstrating impact. o Highly trained support staff 11

Primary School Case Study o Analytical approach to improving achievement o Individual and small group tuition o Extended day –breakfast club o Laptops o Attendance work o Music tuition o Named governor o Full GB involvement in decision making o Policy o Close involvement of finance manager o Extending approaches SLT knew worked well o Experienced teacher for interventions o Clear and challenging success criteria o Toolkit o CPD re feedback o Practical work with families o Use of data o Clear aims for intervention 12

Secondary School Case Study Gap Busters –identifying the levers for school improvement Pupil Premium School Improvement Project AHT led this Analysed national research and local knowledge 1.Data tracking to analyse gaps 2.High profile of pupils eligible for FSM 3.Vertical tutoring/learning conversations 4.Effective teaching and learning 5.Strong careers advice and guidance 6.Literacy support 7.Targeted support 8.Full range of educational experiences 9.Good attendance 10.Good facilities for supported self study 13

Meeting individuals’ particular needs o Used broad knowledge of pupils and families to identify potential barriers o Realised where pupils may not fulfil potential because of a lack of opportunities outside school o Recognised where pupils were at risk of underachieving because of particular circumstances o Identified gaps in experiences and possible impact o Considered how funding could be used to extend pupils’ experiences and skills beyond academic gains 14

“Inspectors should focus on the effectiveness of leadership and management at all levels in promoting improvements within the context of school. They evaluate the extent to which the school enables all pupils to overcome specific barriers to learning” School Inspection Handbook, Jan 2013 –para122 15

the level of pupil premium funding received by the school in the current academic year and levels of funding received in previous academic years how the school has spent the pupil premium and why it has decided to spend it in the way it has any differences made to the learning and progress of pupils eligible for the pupil premium as shown by performance data and inspection evidence.” “Subsidiary Guidance January 2013 para “When evaluating the effectiveness of leaders, managers and governors, inspectors should gather evidence about the use of the Pupil Premium in relation to the following key issues:-

Grade Descriptors –Achievement of pupils at the school 17 Outstanding (1) The learning, quality of work and progress of groups of pupils, particularly those who are disabled, those who have special educational needs and those for whom the pupil premium provides support, show that they achieve exceptionally well. Good (2) The learning and progress of groups of pupils, particularly those who are disabled, those who have special educational needs, and those for whom the pupil premium provides support, are good. Inadequate (4) Disabled pupils and/or those who have special educational needs and/or those for whom the pupil premium provides support, are underachieving.

Grade Descriptors – Quality of Teaching 18 Outstanding (1) Much of the teaching in all key stages and most subjects and never less than consistently good. As a result, almost all pupils currently on roll in the school, including disabled pupils, those who have special educational needs and those for whom the pupil premium provides support, are making rapid and sustained progress. Good (2) Teaching in most subjects, including English and Mathematics, is usually good, with examples of some outstanding teaching. As a result, most pupils and groups of pupils currently on roll in the school, including disabled pupils, those who have special educational needs and those for whom the pupil premium provides support, make good progress and achieve well over time. Inadequate (4) As a result of weak teaching over time, pupils or particular groups of pupils including disabled pupils, those who have special educational needs, and those for whom the pupil premium provides support, are making inadequate progress.

Grade Descriptors – Leadership and Management 19 Outstanding (1) Through highly effective, rigorous planning and controls, governors ensure financial stability, including the effective and efficient management of financial resources such as the pupil premium funding. This leads to the excellent deployment of staff and resources to the benefit of all groups of pupils.

Ofsted guidance/publications The Pupil Premium: how schools are spending the funding successfully to maximise achievement. (130016),Ofsted,2013, The Pupil Premium: Analysis and Challenge tools for Schools,(130045), Ofsted, 2013, – The Pupil Premium, (120197),Ofsted 2012, – School inspection handbook (120101),Ofsted, 2013; The framework for school inspection (120100), Ofsted, 2013; Other resources: has lots of information and FAQs re Pupil Premium The Pupil Premium: Making it work in your school, OUP, The Teaching and Learning Toolkit, Sutton Trust –EEF, Pupil Premium Awards – 20