1. Using the Pupil Premium to narrow the gap 12 th October 2015 Alison Appleyard

2. Introduction Process for schools to adopt/adapt Further thoughts

3. INTRODUCTION

4. John Dunford National Pupil Premium Champion VIP ValuesServing the disadvantaged InnovationBe creative – can do anything with PP money, but you are accountable for the impact PartnershipWork in partnership

5. John Dunford National Pupil Premium Champion The priorities are: ExcellenceRaising achievement and EquityClosing the Gap Excellence and Equity = Raising attainment for all whilst closing the learning gap

6. Which strategies are you currently using that are helping most to raise the attainment of PP-eligible students? e.g. Quality first teaching Forest school National Trust membership National Trust – 50 things to do before you’re 11 Reading Recovery Improving the engagement of parents Sharing data/information/communication between staff and parents Speech and language development Focus on the needs of bright PP children – theatre trips PP pupil experiences NB There is no such thing as a typical PP child.

7. Nationally there are big variations between schools and between LAs. The Gap gets wider as pupils get older. Focus relentlessly on the quality of teaching for learning. Poor teaching in a school results in even poorer learning for PP Pupils, therefore it is legitimate to spend PP on raising the quality of teaching.

8. Pupil Premium and Ofsted Inspection

9. What Inspectors are looking for Before the inspection, RAISE Online is studied for evidence on gaps: How well did FSM pupils attain last year in comparison to other pupils in the school and nationally? How much progress did FSM pupils make last year compared to other pupils in the school and nationally? How well have FSM pupils been performing over time? Is attainment rising? Is the gap narrowing? PP pupil tracking by inspector Discussions with PP pupils, parents, staff and governors Study of effectiveness of PP spending strategies Study of effectiveness of leadership in monitoring and evaluation Governor involvement

10. Factors considered by Inspectors Quality of the school’s analysis of the performance and needs of PP pupils School rationale for spending PP funding Appropriateness and level of challenge of school’s success criteria Robustness of monitoring and evaluation Level of involvement of governors Level of involvement of pupils, parents and carers Impact on narrowing the gap

11. Accountability to parents Obligation to report to parents on PP policies and the impact of them Publish an online account of PP amount and plans to spend it At the end of the year, publish what you spent the PP money on and the impact that it had NB There are lots of school templates on the Internet

12. A PROCESS FOR SCHOOLS TO ADOPT

13. Overcoming the barriers 1.Identify barriers to learning for PP pupils 2.Decide on your desired outcomes 3.Identify success criteria for each outcome 4.Choose your PP strategies 5.Implement strategies with in-depth training 6.Evaluate strategies regularly 7.Tell the story: create an audit trail NB This process and your strategies can benefit other children too – every child matters – but your school is held accountable for the progress of PP children.

14. 1 Identify barriers to learning for PP pupils What are the barriers to learning for your PP pupils? e.g. Low aspirations (staff, parents, pupil) Low expectations Lack of emotional resilience, self-confidence, self-respect Poor attendance Geographical isolation NBBarriers to learning often have more to do with non-school issues than school-based issues

15. Identify barriers to learning for PP pupils Identify the barriers to learning for PP pupils through: Learning walks PP student shadowing PP student voice Achievement and attendance analysis Parent views SLT, staff and governor views NB Listening to disadvantaged pupils is an excellent way of finding out more details about barriers to learning

16. 2 Decide on your desired outcomes Make your own list for your school and therefore define your own agenda. e.g. Desired PP OutcomesSuccess CriteriaAdvice Improving FSM attainment In success criteria put data over the years to show progress with a target Reducing gaps Improving attendance Accelerating progress Don’t put % here as this is about individual pupils. Put, “Every PP child to make GOOD progress.” Reducing exclusions Improving engagement of families What does success look like? Engagement? No PP pupil should become NEET (Sec example) Developing skills and personal qualities

17. 3 Identify success criteria and 4 choose your school strategies What strategies will produce these desired outcomes and help you to achieve your success criteria? Use evidence that works Look at the Education Endowment Foundation (EEF) Toolkit. This sorts into effectiveness a range of interventions, showing impact on the disadvantaged and less able pupils. Use those that score 8+ and are therefore the most effective. Click on an intervention and it tells you how to do it. Choose your strategies.

18. Examples of strategies: Note the top EEF strategies Improve the quality of teaching Data monitoring Drill down into individual pupil data Early interventions Broaden opportunities Individual support eg buying alarm clocks Mark PP books first Purchase washing machine to wash PE kit for those who ‘forget’ their own Pay for talented student to attend a football academy or music school Pay for obese children to attend weight watchers Pay for Scout/Girl Guides uniforms or trips etc Yoga classes Mindfulness classes Breakfast Club University links Lego therapy Parents’ literacy classes Encourage parents into school for mini events eg bake-off competitions Keep some money back for staff to bid for

19. 5 Implement strategies with in-depth training Train staff in depth on chosen strategies Start with a skills audit against required interventions

20. 6 Evaluate strategies regularly Monitor progress of pupils frequently and bring in rapid interventions. This is most important for PP success. Evaluate the impact of strategies. Website to support self-review: http://tscouncil.org.uk/guide-effective-pupil-premium-reviews/ Compare your school’s PP performance with like schools: http://educationendowmentfoundation.org.uk/toolkit/families-of-schools/ Also visit the Successful School Site and “borrow” ideas. (Currently secondary only; primary available late 2015)

21. Choosing your school strategies: getting the balance right Short term Long term Needs of individual pupils Whole-school strategies Teaching and Learning strategies Improving numeracy and literacy Improving test and exam results Raising aspirations Pastoral support strategies Is the balance right for your school? Consider the balance across year groups NB Is the balance the same as your school/non-school Barriers to learning?

22. The Evidence There are three recommended ways of doing this: 1Seek out excellent practice in other schools (Note that schools on this first contact can be telephoned) http://apps.nationalcollege.org.uk/closing_the_gap/index.cfm www.pupilpremiumawards.co.ukhttp://apps.nationalcollege.org.uk/closing_the_gap/index.cfm www.pupilpremiumawards.co.uk 2Using the Education Endowment Foundation toolkit http://educationendowmentfoundation.org.uk/toolkit/ http://educationendowmentfoundation.org.uk/toolkit/ 3Using conclusions from Ofsted surveys http://www.ofsted.gov.uk/resources/pupil-premium-how-schools-are-spending- funding-successfully-maximise-achievement http://www.ofsted.gov.uk/resources/pupil-premium-how-schools-are-spending- funding-successfully-maximise-achievement http://www.ofsted.gov.uk/resources/unseen-children-access-and-achievement- 20-years http://www.ofsted.gov.uk/resources/unseen-children-access-and-achievement- 20-years

23. 7 Creating a Good Audit Trail The Audit Trail: PP funding £? Strategies adopted Implementation Monitoring mechanisms and results Measured impact Evaluating each strategy: “What does this mean?” Improving: “What do we do now?”

24. Audit trail to use on the school website Person ResponsibleCostEvaluationImpact Improve Feedback OWN STRATEGIES state progress compared with what pupils were making before 1:1 Tuition Attendance Officer Peer tutoring Etc INCLUDE CASE STUDIES

25. FURTHER THOUGHTS

26. Schools currently have an opportunity to do what is right for your pupils Don’t wait for politicians to tell you what to do. Schools have to decide on the best way to spend their PP money Look outwards to excellent practice in other schools Encourage staff to build professional networks

27. Using Teaching Assistants effectively How well are your teaching assistants doing? How do you know how effective they are? TAs should be trained Teachers should be trained on using Tas Useful sites: The Deployment and Impact of Support Staff (DISS) project: www.oxfordprimary.co.ukwww.oxfordprimary.co.uk http://fdslive.oup.com/www.oup.com/oxed/primary/literacy/osi_teaching_assistants_re port_web.pdf?region=uk http://fdslive.oup.com/www.oup.com/oxed/primary/literacy/osi_teaching_assistants_re port_web.pdf?region=uk EEF report on Making the Best Use of Teaching Assistants: http://educationendowmentfoundation.org.uk/uploads/pdf/TA_Guidance_Report_Intera ctive.pdf (March 2015) http://educationendowmentfoundation.org.uk/uploads/pdf/TA_Guidance_Report_Intera ctive.pdf

28. Evidence from Ofsted Reports on Pupil Premium September 2012, February 2013, July 2014 give both successful and unsuccessful approaches. Successful approaches found by Ofsted include the following: PP funding ring-fenced to spend on target group Maintained high expectations of target group Thorough analysis of which pupils are underachieving and why Used evidence to allocate funding to big-impact strategies High-quality teaching, not interventions to compensate for poor teaching Used achievement data to check interventions were effective and made adjustments where necessary Highly trained support staff A senior leader has oversight of how PP funding is being spent – a single priority Teachers know which pupils are eligible for PP A school can demonstrate impact Governors are involved

29. Examples of Strategies to close the Learning Gap Whole school strategies....which benefit all pupils Strategies for under- performing pupils...which benefit FSM and other underperforming pupils Targetted strategies for pupils eligible for FSM....which specifically benefit FSM pupils

30. Whole school strategies might include: Quality teaching and learning, consistent across the whole school, supported by a strong CPD culture, observation/moderation and coaching An engaging and relevant curriculum, personalised to pupil needs Pupil level tracking, assessment and monitoring Quality assessment Effective reward, behaviour and attendance policies An inclusive and positive school culture An effective Senior Leadership Team, focused on PP agenda

31. Targeted strategies for under-performing pupils might include: Early intervention and targeted learning interventions One-to-one support and other catch-up provision Rigorous monitoring and evaluation of targeted interventions Extended services and multi-agency support Targeted parental engagements In-school dedicated pastoral and wellbeing support and outreach Developing confidence and self-esteem through pupil voice, empowering student mentors, sport, music or other programmes such as SEAL.

32. Targeted strategies for FSM Pupils might include: Incentives and targeting of extended services and parental support Subsidising school trips and other learning resources Additional residential and summer camps Interventions to manage key transitions between stages/schools Dedicated senior leadership champion

33. Accountability Think of accountability as a tool to deliver what we want to do Set own data sets, set own aims and hold yourself to account – exam results don’t tell the whole story Are your pupils making at least good progress? How many children go on trips? Look at sub groups etc Create a good audit trail and put it on the school website It is statutory to report to parents We are not doing this for Ofsted – but for the children

34. An internal perspective “Today schooling needs to be much more about ways of thinking, involving creativity, critical thinking, problem solving and decision making.” Andreas Schleicher – OECD TES 16 November 2012

35. Using Curriculum Freedoms The school curriculum is much bigger than the national curriculum SCHOOL CURRICULUM NATIONAL CURRICULUM

36. Using Curriculum Freedoms to close the gap What curriculum does a young person need? What curriculum does most for the disadvantaged? Aim to give all young people a ‘whole education’ Develop in them skills and personal qualities which support the gaining of knowledge How can you develop the curriculum to help close the gap in your school? NB “Whole Education” by John Dunford

37. The Moral purpose “Our data shows that it doesn’t matter if you go to a school in Britain, Finland or Japan, students from a privileged background tend to do well everywhere. What really distinguishes education systems is their capacity to deploy resources where they can make the biggest difference. Your effect as a teacher is a lot bigger for a student who doesn’t have a privileged background than for a student who has lots of educational resources.” Andreas Schleicher, TES 2013

38. The System in Practice Get buy-in at school Use evidence to decide strategy Training in depth Change Practice Make an impact Evaluate effectiveness

39. Pupil Premium Awards PP Awards have been made in 2013, 2014 and 2015 to schools making the biggest impact with their PP Funding. In 2015, up to 500 schools won a share of £4m with the top secondary winning £250k and the top primary £11k. For more information see http://www.pupilpremiumawards.co.ukhttp://www.pupilpremiumawards.co.uk NB You can also look at the website to find out more about what previous winners are doing to improve outcomes for disadvantaged pupils.