1. Pupil premium pupils – what are the issues in my school and how successful are we being?

2. Is it working? Interventions Classrooms Pupils Pupils – no excuses Who are the “disadvantaged”/pupil premium pupils? What are they like? What is preventing them from achieving as well as their peers? (including attendance and exclusion) What support do they need? What are we doing about it? Is it working?

3. Interventions Classrooms Pupils Pupils – no excuses Who are the “disadvantaged”/pupil premium pupils? What are they like? What is preventing them from achieving as well as their peers? (including attendance and exclusion) What support do they need? What are we doing about it? Is it working? Classrooms – everyone’s responsibility What is happening consistently across the school in every classroom in relation to PP pupils? Is it working?

4. Interventions Classrooms Pupils Pupils – no excuses Who are the “disadvantaged”/pupil premium pupils? What are they like? What is preventing them from achieving as well as their peers? (including attendance and exclusion) What support do they need? What are we doing about it? Is it working? Classrooms – everyone’s responsibility What is happening consistently across the school in every classroom in relation to PP pupils? Is it working? Interventions – effective and value for money Early e.g. catch up in Y7, reading recovery Focus on the whole pupil – significant adult Proven effectiveness and VfM e.g. EEF list Responsive and time-limited May need to STOP doing some things Keeping brief records that enable analysis of whether it is working?

5. Is it working? Interventions Classrooms Pupils Is it working? Big 3 are: 1.External datasets – ROL & Inspection Dashboard 2.Statements on school website for PP and Y7 catch up 3.Ofsted framework If phew on these….. then more importantly are: 4.Internal data sets including attendance and exclusions, data for every year group 5.Checking in classrooms 6.Checking interventions incl very specific data from each programme / event What else would you want to include here?

6. 1. External datasets 4 main national data sets plus one up and coming RAISEonline (ROL) – not public domain but available to inspectors before an inspection, main reference point for S5 Inspections (normal 2 day inspections generally RI and category schools). At least 1 or 2 governors should have a log-on and know how to find the PDF as a minimum. https://www.raiseonline.org/login.aspx?ReturnUrl=%2f Ofsted Inspection Dashboard - not public domain but available to inspectors before an inspection, main reference point for new style ‘short’ inspections for good and better schools. Log-on is same is for ROL, Dashboard is a separate tab, only in PDF format. DfE Compare school and college performance, so called ‘League tables’ – public domain, no login needed. New BETA site launched March 2016 – old site is now switched off. https://www.compare-school-performance.service.gov.uk/ Education Endowment Fund EEF Families of schools database – public domain, no login needed https://educationendowmentfoundation.org.uk/attainment- gap/families-of-schools-database/ FFT (Fischer Family Trust) Aspire – not public domain, an education charity. https://fftaspire.org/Account/Login?ReturnUrl=%2f https://fftaspire.org/Account/Login?ReturnUrl=%2f At least 1 or 2 governors should have a log-on and know how to find the ‘Governors Dashboard’ PDF as a minimum. Ofsted do not see the data unless the school shares it. Subscription site through LA or Academy chain. Uses the national pupil database and national dataset for results but uses its own statistical models linked to research, separate dedicated research site ‘Education datalab’. http://www.educationdatalab.org.uk/

7. Know what the headline external data is telling the outside world about PP pupils RAISEonline (ROL) 3 main reports for disadvantaged Transition matrices Coloured 3-year gaps (VA, APS, L4+, L5+) Ofsted Inspection Dashboard 3 main reports for disadvantaged Coloured blobs Value added (VA) – confidence intervals Attainment gaps L4+, L5+, APS DfE Compare school and college performance has nothing very detailed on disadvantaged pupils – just the overall gap in progress NOT from every starting point Education Endowment Fund EEF Families of schools database – previously only included secondary schools, now starting to include primaries, very focused on PP pupils and impact FFT (Fischer Family Trust) Aspire new PP reports coming out June/July but until then you have to filter and only compared PP to PP nationally NOT others

8. What is there for PP now? RAISEonline (ROL) 3 main reports for disadvantaged Transition matrices Coloured 3-year gaps (VA, APS, L4+, L5+) Ofsted Inspection Dashboard 3 main reports for disadvantaged Coloured blobs Value added (VA) – confidence intervals Attainment gaps L4+, L5+, APS DfE Compare school and college performance has nothing very detailed on disadvantaged pupils – just the overall gap in progress NOT from every starting point FFT (Fischer Family Trust) Aspire new PP reports coming out June/July but until then you have to filter and only compared PP to PP nationally NOT others But 2016 data will look very different for both primary & secondary schools…..

9. …..so my best guess is……secondary Something value added VA or P8 for disadvantaged/PP vs ‘other’ Something attainment A8 or an APS or ‘meeting national’ or ‘above national’/high for disadvantaged/PP vs ‘other’ Be aware than whenever disadvantage figures are shown the pink national is the same for BOTH charts and is the one for ‘other’ as also shown by the pink bars

10. ….best guess for primary is… Something Value Added VA – possibly also VA for ‘low’, ‘middle’ and ‘high’ Reading Writing Mathematics Something attainment ‘Meeting national’, ‘Above national’ and APS With pink gap to national ‘other’

11. 2. Statements on school website for PP and Y7 catch up funding LA maintained schools must publish a list of things, for academies it is in their funding agreement what they must publish https://www.gov.uk/guidance/what- maintained-schools-must-publish-online this first came in in 2006 and was updated in 2012, 2014 and 2015 – there are no excuses for this not being fully in place now. The bits that related to PP are:https://www.gov.uk/guidance/what- maintained-schools-must-publish-online How much Pupil Premium the school receives, and how it will be spent this current year and in previous years, as well as the impact of the spending. If a school is in receipt of the year 7 literacy and numeracy catch-up premium grant, details of how it will be spent and how the previous academic year’s allocation was spent. Including details on the educational attainment of the pupils for who the grant was intended for. In primary schools, the amount of PE and sports premium they have received, what it was spent on, and the impact it has made.

12. 3. Ofsted Inspection Handbook Extracts relating to PP: disadvantaged pupils* 62. Inspectors will evaluate evidence relating to the achievement of specific groups of pupils and individuals, including disadvantaged pupils*, the most able pupils, disabled pupils and those with special educational needs. They will give specific attention to the quality of learning within mainstream lessons and on-site separate provision and evidence of learning in off-site alternative provision. *Disadvantaged pupils *Disadvantaged pupils refers to those pupils for whom the pupil premium provides support; www.gov.uk/pupil-premium-information-for-schools-and- alternative-provision-settings.www.gov.uk/pupil-premium-information-for-schools-and- alternative-provision-settings Use of the pupil premium pupil premium 149. Inspectors will gather evidence about the use of the pupil premium in relation to the following key issues: pupil premium the level of pupil premium funding received by the school in the current academic year and levels of funding received in previous academic years pupil premium how leaders and governors have spent the pupil premium, their rationale for this spending and its intended impact any differences made to the learning and progress of disadvantaged pupils as shown by outcomes data and inspection evidence. 150. Inspectors will recommend an external review of the school’s use of the pupil premium if they identify specific issues regarding the provision and outcomes for disadvantaged pupils. The form of words to be used in the inspection report is: ‘An external review of the school’s use of the pupil premium should be undertaken in order to assess how this aspect of leadership and management may be improved.’ 151. This means that the school should seek support from an independent external system leader with a track record of accelerating disadvantaged pupils’ achievement. Full details of what might be the form and nature of such reviews can be found at: www.gov.uk/pupil-premium-reviews. Inspectors will follow up on the review during any subsequent inspections.www.gov.uk/pupil-premium-reviews Disadvantaged pupils progress made by disadvantaged pupils nationally by other pupils with similar starting points gaps in this progress, and consequently in attainment, are closing progress and attainment of disadvantaged pupils non-disadvantaged pupils in-school gaps 178. Inspectors will take particular account of the progress made by disadvantaged pupils by the end of the key stage compared with that made nationally by other pupils with similar starting points and the extent to which any gaps in this progress, and consequently in attainment, are closing. Inspectors will first consider the progress and attainment of disadvantaged pupils compared with the national figures for non-disadvantaged pupils and how much any gaps are closing. They will then also consider any in-school gaps between disadvantaged pupils’ progress and attainment and the progress and attainment of the other pupils in the school and how much these gaps are closing. progress and attainment of disadvantaged pupils are rising disadvantaged pupils attain more highly than other pupils do nationally 179. Inspectors will consider the impact of what a school is doing to narrow any gaps in progress and attainment between disadvantaged and non- disadvantaged pupils. Where in-school gaps are narrowing, inspectors will check that this is because the progress and attainment of disadvantaged pupils are rising and not because the progress or attainment of non-disadvantaged pupils is falling. Where an in-school attainment gap exists or widens, inspectors should consider whether this is because disadvantaged pupils attain more highly than other pupils do nationally, but non-disadvantaged pupils in the school attain even more highly. These circumstances would not reflect negatively on a school.

13. So what does the data tell me? You need to know what it is you are looking for RAISEonline 3 main reports for disadvantaged/pupil premium Transition matrices Coloured 3 year gaps (APS)

14. 3 year trend APS Gap to national (so PP in school vs other national) gap is -3.3, -1.9, -2.7 So there are 6 points to each level or grade so this is about half a level below, then a thirds of a level then back to half a level – so has it narrowed over 3 years? So gap is about half a level or 3 terms or 1 year, so PP pupils in the school are about 1 year behind other pupils nationally in mathematics. Has the APS for PP in the school risen over the 3 years? 26.2, 27.9, 27.1

15. 3 year trend APS Within school gap (so PP in school vs other in school), -0.6, -2.2, -0.1 So PP pupils and their peers in the school do about the same.

16. Transition matrices from every starting point

17. Transition matrices > > > > > > > > >

18. > > > > > > > > > 100 ÷ 4 = 25 so each PP pupil starting from L3 is worth 25% So can I squeeze one more in? no and yes yes no

19. Transition matrices So 1 more pupil > > > > > > > > > 100 ÷ 22 = 4.54….so each PP pupil starting from L1 is worth 4.5% So can I squeeze one more in? yes, 1 but not 2 +1 <1 +1 So in mathematics, 1 more PP pupil needed to move from L1 to L4 and 1 more PP pupil needed to move from L3 to L6

20. Transition matrices > > > > > > > > > “close” “well below” So from L1 and L3 the % of disadvantaged pupils in the school making more than expected progress in mathematics is “well below” other pupils nationally

21. …shows the same thing but L2 is not split Red colouring shows the same thing but the numbers are % differences here So from L1 and L3 the % of disadvantaged pupils in the school making more than expected progress in mathematics is “well below” other pupils nationally

22. same again “well below” from L1 and L3 for more than expected progress in maths

23. So we now know what someone external might think before they come to the school In Autumn, we will we know how well the most recent Y6 or Y11 cohort will have performed in 2016 depending on exactly which measures and which gaps are used. At present the headline measure is progress of PP pupils from each starting point and the gap is the gap to ‘other’ pupils nationally & consequently any gaps in attainment and only then the gap to ‘other’ pupils in the school But what else might we want to track about PP pupils in our school?

24. What else do we want to find out? Clearly this year there will be no trends for the 2016 results, so all the gaps will have to be within the 2016 data itself. Whether PP pupils in the school are above, in line or below other pupils nationally in 2016 and other pupils in the school in 2016 for different measures? These measures might include: attendance, persistent absence, any exclusions, progress measures VA or P8, attainment measures ‘meeting national standard’ or A8, attainment and progress measures in key subjects. We want to know something about the features of the PP cohort that completed Y6 or Y11 in 2016 and for each year group for current pupils in the school. e.g. PP numbers in total, number B/G, SEN or not, EAL, when entered the school, whether currently FSM now, when entered the school, number of school moves……. Clearly in ‘life without levels’ schools will be tracking measures in line with their assessment policy – its more up to you as a school what you do, but no one will do it for you! So decide what you are going to track, track it, check and check again it is accurate (GIGO!) Talk to pupils, look at their work, look at their assessments, see how well they are doing in lessons What is it that the PP pupils typically can’t do that their peers can? …..and What are we doing about it?.....and Is it making a difference in the classroom, in the data for the current pupils in the school?

25. Is it working? Interventions Classrooms Pupils Pupils – no excuses Who are the “disadvantaged”/pupil premium pupils? What are they like? What is preventing them from achieving as well as their peers? (including attendance and exclusion) What support do they need? What are we doing about it? Is it working? Classrooms – everyone’s responsibility What is happening consistently across the school in every classroom in relation to PP pupils? Is it working? Interventions – effective and value for money Early e.g. catch up in Y7, reading recovery Focus on the whole pupil – significant adult Proven effectiveness and VfM e.g. EEF list Responsive and time-limited May need to STOP doing some things Keeping brief records that enable analysis of whether it is working? Is it working? Big 3 are: 1.External datasets – ROL & Inspection Dashboard 2.Statements on school website for PP and Y7 catch up 3.Ofsted framework If phew on these….. then more importantly are: 4.Internal data sets including attendance and exclusions, data for every year group 5.Checking in classrooms 6.Checking interventions incl very specific data from each programme / event What else would you want to include here?