© Crown copyright 201000421-2010PPT-EN-03 Narrowing the gaps: what schools do to overcome disadvantage A CPD Workshop

© Crown copyright 201000421-2010PPT-EN-03

Narrowing the gaps: what schools do to overcome disadvantage

A CPD Workshop


Objectives

To share national perspectives on the FSM challenge

To explore case studies of schools where gaps are narrow and disadvantaged white British pupils eligible for FSM buck the trend

To use these to develop policy and practice in our school

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ADDREFNUMBER - © Crown copyright 2010

Web Resources

What works for disadvantaged white British boys Case studies of what effective schools have

done in four key areas– Teaching and learning– Curriculum– Leadership and management– Partnership and community


FSM and disadvantage: key challenges

Looked After Children Gypsy Roma Traveller pupils Disadvantaged/FSM White British pupils (particularly boys) Disadvantaged/FSM Black Caribbean pupils (particularly boys) SEND


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FSM and disadvantage: how are we doing? About half (48%) of pupils entitled to FSM are to be found in the

third of schools with greatest concentration of disadvantage, and the other half are spread across the other two thirds of schools.

Attainment gaps are widest in schools with few pupils entitled to FSM

The gap opens in the Early Years and widens as pupils go though the key stages. By 16, the gap is very wide and has hardly changed over recent years. Very few pupils entitled to FSM reach top grades at A-level.

Of the roughly ten per cent of pupils identified by schools as gifted and talented, there is a significant under-representation of those from disadvantaged backgrounds … great potential is currently going unrecognised, and perhaps undeveloped.


The difference we can make Across Europe, the largest source of variation in student learning

relates to differences in what students bring with them to school – their abilities, attitudes, family and community

Yet in the most effective schools, teaching can and does narrow gaps and enables disadvantaged pupils to overcome barriers to learning.

Much will be familiar and confirm practice. Although the case studies focus on white British boys, most of the practice described here has the potential to make a difference for any underperforming disadvantaged group.

Much will benefit every pupil. Some will bring challenge to do things in new and better ways

Strategies for Successfor schools, settings and LAs

Know the Gaps• Identify gaps (FSM, G&T, SEN, BME, Gender)• Understand the gaps• Make gaps visible • Promote use of data• Build data confidence

Celebrate Success• Celebrate/promote faster progress and

attainment of targeted pupils• Capture and share what works well• Achieve successful Ofsted

Narrow the Gaps• Explicitly develop a culture of success• Ensure Quality First teaching• Plan for progression• Identify/use specific pedagogies• Provide effective intervention• Work with parents and families• Use wider partnerships for support

Mind the Gaps• Focus relentlessly on narrowing gaps• Assess pupils’ progress • Use regular tracking to review progress • Provide personal challenge and support for

learning through tutoring and mentoring• Seek and act on external challenge • Plan for accelerated progress


Exploring a case study

In pairs/triads• What is most striking about the case study?• Which aspects are we doing well? Are there

any ideas here we can use to build on this strength?

• Which aspect of our practice is least developed?

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Interrogating the case studies

In groups, share your reflections on the case studies you have explored. Agree

• What made most difference?• What are the areas where we need to develop

our practice? How will we take this forward?


Developing our practice

• Do we know where the good practice in working with disadvantaged pupils is found in our school? Are we doing enough to draw on and share this?

• Are there any areas where we need to draw on good practice in other schools? How will we approach this to ensure it is shared widely?

• Is there potential to develop an enquiry group to take responsibility for reviewing and developing a key aspect of work with FSM pupils?

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Documents

© Crown copyright 201000421-2010PPT-EN-03 Narrowing the gaps: what schools do to overcome disadvantage A CPD Workshop