25th March 2014

Crewe Alexandra

Pupil PremiumReview Conference

Programme for Today

• Unfortunately Tony Crane, Director of CS is unable to join us today.

• Real sense of momentum to address the achievement gap for Disadvantaged Learners – today is an important event to :

a. share best practice, b. Feedback on strategies being adopted across our schools,c. Outline a range of next steps for schools to consider,d. Plan future PP events and strategies WITH YOU.Therefore, your contributions to today’s event are essential.• WARNING ..... There is too much information for one meeting.• RESOURCES .... Pack on tables including recording framework.

Additional resources ....

http://www.cheshireeast.gov.uk/schools/education_partnership.aspx

3 Separate Sections : CPD & Training EventsNational ResourcesBest Practice documents for Schools

3 Separate Sections : CPD & Training EventsNational ResourcesBest Practice documents for Schools

More to be added as best practice documentation is sourced ...

Alerts in the BULLETIN

More to be added as best practice documentation is sourced ...

Alerts in the BULLETIN

Pupil premium: the gap in 2013

The gap gets wider as pupils get older: • 19% gap (60%: 79%) in level 4 at 11 • 27% gap (38%: 65%) in 5A-CsEM at 16 Big variations between schools and between LAs• Level 4 gap: Newham 4%; Warrington 14%; Cheshire East 19%; Cheshire West 24%• GCSE gap: London < 20%; Warrington 30%; Cheshire West 33%; Cheshire East 38%Attainment of PP pupils–Level 4: Camden 79%; Warrington 69%; Cheshire East 64%; Cheshire West 59%–GCSE: Tower Hamlets 63%; Warrington 41%; Cheshire West 37%; Cheshire East 31%

Cheshire East is 140th out of 150 LAs for PP learners at KS4

Smallest gaps in schools with high or low FSM

The SuttonTrust2011

The Pupil Premium report

Where Pupil Premium had little impact schools …

Where pupil premium had little impact schools…

had a lack of clarity about the intended impact of the spending spent the funding indiscriminately on teaching assistants, with little impact did not monitor the quality and impact of interventions well enough, even where other monitoring was effective did not have a good performance management system for teaching assistants and other support staff did not have a clear audit trail for where the funding had been spent

Where pupil premium had little impact schools…

focused on pupils attaining the nationally expected level at the end of the key stage (Level 4, five A* to C grades at GCSE) but did not to go beyond these expectations, so some more able eligible pupils underachieved planned their Pupil Premium spending in isolation to their other planning, for example, it was not part of the school development plan compared their performance to local rather than national data, which suppressed expectations if they were in a low-performing local authority

Where pupil premium had little impact schools…

compared the performance of their pupils who were eligible for free school meals with other eligible pupils nationally, rather than all pupils, again lowering expectations did not focus their pastoral work on the desired outcomes for pupils and did not have any evidence to show themselves whether the work had or had not been effective did not have governors involved in making decisions about the Pupil Premium, or challenging the way in which it was allocated.

The Pupil Premium report made by …

Where it went well schools …

Where it went well schools…

carefully ring-fenced the funding so that they always spent it on the target group of pupils (F)

thoroughly involved governors in the decision making and evaluation process (FG)

had a clear policy on spending the Pupil Premium, agreed by governors and publicised on the school website (FG)

drew on research evidence and evidence from their own and others’ experience to allocate the funding to the activities that were most likely to have an impact on improving achievement (FS)

Where it went well schools…

ensured that a designated senior leader had a clear overview of how the funding was being allocated and the difference it was making to the outcomes for pupils (St)

ensured that class and subject teachers knew which pupils were eligible for the Pupil Premium so that they could take responsibility for accelerating their progress (St)

had a clear and robust performance management system for all staff, and included discussions about pupils eligible for the Pupil Premium in performance management meetings (St)

Where it went well schools… never confused eligibility for the Pupil Premium with low ability, and focused on supporting their disadvantaged pupils to achieve the highest levels (ID)

thoroughly analysed which pupils were underachieving, particularly in English and mathematics, and why (ID)

used achievement data frequently to check whether interventions or techniques were working and made adjustments accordingly, rather than just using the data retrospectively to see if something had worked (D)

were able, through careful monitoring and evaluation, to demonstrate the impact of each aspect of their spending on the outcomes for pupils (D)

Where it went well schools…

understood the importance of ensuring that all day-to-day teaching meets the needs of each learner, rather than relying on interventions to compensate for teaching that is less than good (T) allocated their best teachers to teach intervention groups to improve mathematics and English, or employed new teachers who had a good track record in raising attainment in those subjects (T)

made sure that support staff, particularly teaching assistants, were highly trained and understood their role in helping pupils to achieve (T)

Where it went well schools…

provided well-targeted support to improve attendance, behaviour or links with families where these were barriers to a pupil’s learning (S)

systematically focused on giving pupils clear, useful feedback about their work, and ways that they could improve it (S)

EEF Toolkit

16

Feedback

Peer Tutoring

Parental Involvement

Small Group tuition

One to one tuition

Teaching Assistants

Mentoring

Ability grouping

The SuttonTrust2012

EEF Toolkit

17

Feedback

Peer Tutoring

Parental Involvement

Small Group tuition

One to one tuition

Teaching Assistants

Mentoring

Ability grouping

Meta-cognition & self-regulation

Social and emotional learning

Mastery Learning

Collaborative Learning

Reducing class size

Individualised instruction

Learning Styles

The SuttonTrust2012

EEF Toolkit

18

Feedback

Peer Tutoring

Parental Involvement

Small Group tuition

One to one tuition

Teaching Assistants

Mentoring

Ability grouping

Meta-cognition & self-regulation

Social and emotional learning

Mastery Learning

Collaborative Learning

Reducing class size

Individualised instruction

Summer schools

Learning Styles

The SuttonTrust2012

The Pupil Premium position in …

Where it is going well schools …

Where it is going well schools… carefully ring-fenced the funding so that they always spent it on the target group of pupils ensured that a designated senior leader had a clear overview of how the funding was being allocated and the difference it was making to the outcomes for pupils had a clear policy on spending the Pupil Premium, agreed by governors and publicised on the school website

thoroughly involved governors in the decision making and evaluation process

were able, through careful monitoring and evaluation, to demonstrate the impact of each aspect of their spending on the outcomes for pupils

Where it is going well schools… were able to demonstrate the impact of each aspect of their spending on the outcomes for pupils

have identified specific budget for pupil premium pupils

have created costed action plan for intervention

have shared costed action plan with governors

have closely monitored and evaluated cost effectiveness

have carefully documented audit trail and Pupil Premium case studies detailing impact

Where it is going well schools… never confused eligibility for the Pupil Premium with low ability, and focused on supporting their disadvantaged pupils to achieve the highest levels thoroughly analysed which pupils were underachieving, particularly in English and mathematics, and why used achievement data frequently to check whether interventions or techniques were working and made adjustments accordingly, rather than just using the data retrospectively to see if something had worked have a sound grasp of data

apply data effectively at all levels analyse data as part of rigorous monitoring of progress use data to challenge pupils and colleagues use data to demonstrate impact

Where it is going well schools… drew on research evidence and evidence from their own and others’ experience to allocate the funding to the activities that were most likely to have an impact on improving achievement understood the importance of ensuring that all day-to-day teaching meets the needs of each learner, rather than relying on interventions to compensate for teaching that is less than good

apply a range of successful interventions

have already raised attainment and progress

challenge colleagues to improve classroom teaching and learning

measure the impact of interventions

Where it is going well schools… understood the importance of ensuring that all day-to-day teaching meets the needs of each learner, rather than relying on interventions to compensate for teaching that is less than goodhad a clear and robust performance management system for all staff, and included discussions about pupils eligible for the Pupil Premium in performance management meetings

focus on Pupil Premium in performance management

challenge colleagues to improve classroom teaching and learning

establish effective performance management for support staff

Where it is going well schools…

allocated their best teachers to teach intervention groups to improve mathematics and English, or employed new teachers who had a good track record in raising attainment in those subjects made sure that support staff, particularly teaching assistants, were highly trained and understood their role in helping pupils to achieve

have placed good teachers on the C/D borderline

have changed the role of Teaching Assistants

have focussed INSET on intervention strategies

Where it is going well schools… systematically focused on giving pupils clear, useful feedback about their work, and ways that they could improve it ensured that class and subject teachers knew which pupils were eligible for the Pupil Premium so that they could take responsibility for accelerating their progress

established whole school marking systems that focus on effective feedback

drilled down the use of data and intervention strategies to include all colleagues

implemented rigorous monitoring of intervention at all levels

Where it is going well schools… provided well-targeted support to improve attendance, behaviour or links with families where these were barriers to a pupil’s learning

Key staff target Pupil Premium children:Attendance OfficerFamily Support WorkerEWO

Separated Pastoral and Academic Achievement roles

Established links with hard-to-reach families

Used rewards to motivate disaffected pupils

The Pupil Premium position in …

Existing Good Practice …

1. Improving the quality of teaching and learning2. Deployment of staff3. Re-structuring of staff roles4. Efficient use of Data5. School Development Plans6. Commercial Packages7. Role of Governors

The Pupil Premium

1. Improving the quality of teaching and learning

Identifying Pupil Premium championsDrilling down to classroom levelTraining middle managers

The Pupil Premium

2. Deployment of staff

Teachers of PP pupils – in-class, small groupsMaths and EnglishAppointment of ASTs, SLEsCreating PP postsTraining HLTAs and TAs

The Pupil Premium

3. Re-structuring of staff roles

Separation of pastoral and academic rolesIdentification of Pupil Premium ManagersPP targets in Performance ManagementResponsibilities linked to Upper Pay SpinePP Responsibility for small numbers

The Pupil Premium

4. Efficient use of Data

School wide understanding of dataClassroom use of data

Creating practical ways to measure progress

Demonstrating the impact of PP spending

The Pupil Premium

5. School Development Plans

Specific Pupil Premium targetsCosted intervention strategiesStaff responsibleIntended impactForecast outcomes

The Pupil Premium

6a. Commercial Packages

Achievement for All: Closing the Gap focusLiteracy: Ruth Miskin, Read-Write-Gold, Super SpellNumeracy: Toe-by-toe, Power by 2, Number ShopAssessment packages: PIXLStudy Plus – literacy and numeracyEarly Bird Reading, SRA Reading labsLexia literacy/phonics interventionBlue Hills (linked to SIMS)

The Pupil Premium

6b. Commercial Packages

Tute: teaching packages for targeted groupsBigfoot Tutors: 1:2:1 tuitionCommando Joes: menotring & problem-solvingCrick: reading & writing software (Clicker)Explore Learning: maths & English tuitionThe Brilliant Club: PhD targeted supportThe Letter Box Club: home library (summer hols)Star reading programme & Access Reading Test

The Pupil Premium

7. Role of Governors

Reporting to governorsFinancial accountabilityUnderstanding ROL and other indicatorsApproval of PP strategiesMonitoring and evaluating PP outcomes

What’s happened since 6th Feb Conference ?• Letter to David Laws following PP Letter to schools.• Sharing our strategic interventions with Ofsted – risk of LA

Inspection. • Establishing this PP Champions Network was a priority.• Appointing a PP Champion for Primary Sector.• Considering external PP review options – AfA.• Vulnerable Grps : Commissioned support for EAL – SC College.• Firming up a dedicated budget for PP activities.• Considering a range of networks in Core subjects.• Evidencing potential PP programmes for schools to commit to.• Raising /Explaining the Disadvantaged gap with Elected

Members.• Working closely with Teaching Schools – integrated working

The Pupil Premium

Coffee Break

After Coffee …

Sharing existing practice

Pupil Premium

Pupil Premium

Pupil Premium

The Pupil Premium

Pupil premium hot tubs

Pupil prem tubs

Pupil premium hot tubs

emium hot tubs

Pupil prem tubs

The Pupil Premium position in …

Achievement for All – Martin James - Eaton Bank Experiencing Ofsted – Paul Reed – Macclesfield Intervention Strategies – Charlotte Casewell – Sir William Stanier Governors – Janine Edwards – Malbank Mentoring – Heidi Thurland – Alsager Utilising Data – Damian Haigh – Wilmslow

Sharing existing practice