1. Alan Dyson Centre for Equity in Education, University of Manchester d.a.dyson@manchester.ac.uk

2.  “Additional funding” for “disadvantaged pupils”  FSM, Ever6, LAC (6+months), service children.  “Aimed at tackling “underlying inequalities between children eligible for free school meals (FSM) and their peers”  “School leaders should decide”  Accountability through:  Performance tables  Ofsted  Reports for parents  £488 per pupil in 2011-12; £623 in 2012-13; £1300 (primary), £935 (secondary) in 2014-15  Coincided with attempts to move to a national funding formula

3. National survey of schools Case studies of 34 schools Analysis of budgets of a sample of schools

4. PP as ‘new money’ Existing provision for disadvantage Definitions of disadvantage Rationales for provision Monitoring systems Schools’ concerns Heads, governors & parents

5.  Who counts as ‘disadvantaged’?  Direct attacks on low attainment – or holistic approaches to ‘barriers to learning’?  Stand-alone, ‘evidence-based’ interventions – or contextualised whole-school approaches  Individual school approaches – or collective approaches?  School-led decisions – or central guidance?

6. Focused: Targeted at categories Focused on attainment Uses ‘proven’ interventions Schools act alone High chance of short-term impact Doubts about longer-term transformation

7. Systemic : Responds to ‘need’ Focused on multiple outcomes Uses context-driven approaches Schools act with partners Lower chance of short-term impact Higher chance of longer-term transformation

8. Systemic approach But including a focus on attainment Indicators of disadvantage as a guide – but not a straitjacket Detailed monitoring of individual pupils – and of the effects of interventions Properly thought-through collaborative efforts to tackle the causes & consequences of poverty

9. http://www.education.manchester.ac.uk/ research/centres/cee/