1. Ceri Nursaw www.nursawassociates.com
What did we learn?
Ceri Nursaw

2. Are they all the same? Large proportion of social housing
White working class
Access to employment
Low participation in higher education

3. How different places can be …
Qualification level
School type and quality
Pupil premium gaps
Rural, urban, wealthy and poor
Community

4. Paulsgrove and Coxford
University cities
Urban communities
Similar gap in participation
Good economic activity rates
Level 1 and 2 qualifications

5. Paulsgrove and Coxford
Drop off during post-16 study
School requires improving
Closing the pupil premium gap
Majority of LSOAs with less than 30% HE
Coxford
Good schools
Large pupil premium gaps
Boys significant underachievement
One area less than 4% attend HE

6. What was I able to see?
Families and their circumstances within communities
Educational context
Economic context
Identify areas of work

7. Areas of work Families Few graduate parents
Low proportion of parents with Level 4 or above
Significant numbers with no qualifications
Social housing comprises a third

8. Areas of work Boys Boys are not performing well at secondary school
Boys perform significantly worse than girls at GCSE following comparable Key Stage 2 results

9. Areas of work Transition and pathways
A significant proportion of students move into post-16 study, but this drops significantly at Year 13
Only 58% of students progress onto further education.

10. Areas of work Pupil premium gaps
The schools are good.
There are significant performance gaps between those who do and do not receive pupil premium.

11. Using research to inform
Pupil premium students do best when they are a large or small proportion (Ofsted, 2013)
Poor white men underachieve (HEPI, 2016)
Boys spend 1 hr a week less on homework (OECD 2015)
Parental involvement in school and their aspirations is the most important factor in low educational achievement (Goodman and Gregg, 2010)
Belief is that leaving school at 16 does not limit career opportunities (Bowes et al, 2015).

12. Using research for practice
Parental engagement with school
Individualised approaches
Targeted and sustained interventions
Pupil premium funding targeted directly at the pupil
Male role models

13. Benefits to practitioners
Builds on solid foundations
Know the baseline
Target resources and activity
Know the scale of the challenge
What interventions are needed

14. Is a change required? Closer to communities
Making families an integral part
Financial support considered in a different way
Informed practice