1. Exploring Research-Led Approaches to Increasing Pupil Learning Steve Higgins s.e.higgins@durham.ac.uk School of Education, Durham University Addressing the Impact of Disadvantage Making effective use of the Pupil Deprivation Grant 3 rd July 2013 – Parc y Scarlets, Llanelli

2. Sutton Trust/EEF Teaching and Learning Toolkit Why we wrote it Best ‘buys’ on average Key messages for implementing the Pupil Premium http://educationendowmentfoundation.org.uk/toolkit

3. The pupil premium Aims: to close the attainment ‘gap’ between the highest and lowest achieving to increase social mobility to enable more pupils from disadvantaged backgrounds to get to the top Universities to provide additional resource to schools to do this Was £600 in 2012-13 for fsm 1 pupils; increased to £900 in 2013-14 and perhaps £1200 in 2014-15. 1 any child registered for fsm in the last six years and all looked after children

4. Resources and learning Above a minimum threshold – no simple link Conclusion: spending more won’t guarantee improvement - no simple solution More money ≠ more learning

5. The Bananarama Principle It ain’t what you do it’s the way that you do it… So how do you spend £900/child to “get results”? Or, what does the evidence say is a good investment or a poor investment for learning? It ain’t what you spend it’s the way that you spend it…

6. What we tried to do Summarise the evidence from meta-analysis about the impact of different strategies on learning (tested attainment). As found in research studies These are averages Apply quality criteria to evaluations: rigorous designs only Estimate the size of the effect Standardised Mean Difference = ‘Months of gain’ Estimate the costs of adopting Information not always available

7. Toolkit Best ‘buys’... New entry

8. Toolkit Good ‘buys’... New entry

9. Toolkit Low range...

10. Worst ‘buys’... (on average) Toolkit New entry Revised entry

11. Toolkit

12. Homework (Secondary) Overview of value for money Cost per pupil Effect Size (potential months gain) £0 0 1.0 £1000 Meta-cognition Peer tutoring EY intervention 1-1 tutoring Digital technology Parental involvement Summer schools After school Individualised learning Performance pay Teaching assistants Smaller classes Ability grouping Promising Could be worth it Needs careful thought Feedback Phonics

13. Key messages Some things that are popular or widely thought to be effective are hard to make work well for learning Ability grouping (setting); After-school clubs; Deployment of teaching assistants; Performance pay Some things look ‘promising’ Effective feedback; Meta-cognition and self regulation strategies; Early years intervention; Peer tutoring; Small group/intensive tuition; Parental involvement and engagement

14. The challenges : making it work for you This is what has worked (on average) Where is there leverage for improvement in your school? How will it build capacity? For learners? For teachers? For schools? Is it inclusive?

15. For disadvantaged /struggling learners… One ‘intervention’ won’t be enough Identify areas of greatest need Clear focus on improving learning, not (just) behaviour Mid and high attaining learners can be disadvantaged too! Effects will need to be cumulative What will build learning capacity and capability? Need to track and evaluate – our best guesses are not always good enough

16. Evaluate impact EEF’s DIY Evaluation Guide: http://educationendowmentfoundation.org.uk/library/diy-evaluation-guide

17. Establishing a baseline Teacher assessment vs standardised tests? Individual progress vs comparison group? Test score increase or age-standarised progress? Evidence suggests TA tends to over-estimate progress BUT reliance on standardised tests narrows the curriculum and encourages test preparation

18. Feedback Meta-cognition Self regulation Peer tutoring Small group tuition Phonics Parent involvement Early years intervention TA support One-to-one SEAL Behaviour

19. But remember….  “It ain’t what you do, it’s the way that you do it… that’s what gets results” Effective identification High quality intervention/support Evaluate to ensure learning progress

20. Some Links The full report can be found on the EEF’s website: http://educationendowmentfoundation.org.uk/toolkit/ http://educationendowmentfoundation.org.uk/toolkit/ The toolkit is recommended by the Department for Education: http://www.education.gov.uk/schools/pupilsupport/premium/b00200492/ppstrat egies http://www.education.gov.uk/schools/pupilsupport/premium/b00200492/ppstrat egies Official information about the Pupil Premium and LA allocations is available at: http://www.education.gov.uk/schools/adminandfinance/financialmanagement/sc hoolsrevenuefunding/a00200697/pupil-premium-2012-13 http://www.education.gov.uk/schools/adminandfinance/financialmanagement/sc hoolsrevenuefunding/a00200697/pupil-premium-2012-13 Ofsted’s report is available at: http://www.ofsted.gov.uk/resources/pupil-premiumhttp://www.ofsted.gov.uk/resources/pupil-premium Find out how much your school gets: http://educationendowmentfoundation.org.uk/toolkit/pupil-premium-calculator DIY Evaluation Guide: http://educationendowmentfoundation.org.uk/library/diy- evaluation-guide http://educationendowmentfoundation.org.uk/toolkit/pupil-premium-calculatorhttp://educationendowmentfoundation.org.uk/library/diy- evaluation-guide