Upload
others
View
3
Download
0
Embed Size (px)
Citation preview
Primary learning improvement
www.leedsforlearning.co.uk
Diminishing differencesAdvantaging the disadvantaged
Primary learning improvement
www.leedsforlearning.co.uk
Disadvantaged Pupils?
Disadvantaged pupils are defined as:
• those known to be eligible for free school meals (FSM) in the previous six years, as indicated in any termly or annual school census;
• children looked-after by the local authority for one day or more;
• those adopted from care, or all those who left care through other routes.
DFE/Ofsted
Primary learning improvement
www.leedsforlearning.co.uk
Why Free School Meals?
Pupil Premium has been targeted at pupils from low income homes using known eligibility for FSM as a proxy, since all the evidence and facts make it abundantly clear that poverty is the single most important factor in predicting a child’s future life chances.
DFE Oct 2012
Primary learning improvement
www.leedsforlearning.co.uk
Early childhood
The research shows that educational deficits emerge early in children’s lives, even before entry into school, and widen throughout childhood. Even by age 3, there is a considerable gap in cognitive test scores between children in the poorest fifth of the population compared with those from better-off backgrounds.
Primary learning improvement
www.leedsforlearning.co.uk
Foundation Stage
GLD34 points
Key Stage 1 Key Stage 2 Key Stage 4
17 points (Leeds Bottom
20%)
EXS+
WTS
>100SC
90% chance of Basics level
5+ in Eng & Maths
Bs and Cs at A Level
and Higher Ed
< 100SC
35% chance of Basics
level5+ in Eng &
Maths
Unlikely to be accepted
into Sixth Form
Key Stage 3 Key Stage 5
Adapted from: FFT “Type A” Estimates, 2014
Likely outcomes for children based on average and bottom 20% scores at Foundation Stage
Primary learning improvement
www.leedsforlearning.co.uk
Disadvantaged learners in Leeds
• Leeds is in line with national for ‘other’ or ‘advantaged’ learners
• Progress overall is good
• The majority of schools are graded as good
• Yorkshire and the Humber are the lowest performing region for disadvantaged outcomes (Primary)
• Leeds is the lowest performing authority in Yorkshire and the Humber for the disadvantaged (KS2)
Primary learning improvement
www.leedsforlearning.co.uk
Disadvantaged outcomes KS1
Nationaldis(%)
Leeds dis (%) Leeds other (%)
National other (%)
EXS for RWM 49 37 61 68
EXS for R 63 53 74 79
EXS for W 54 41 66 72
EXS for M 62 53 74 79
Primary learning improvement
www.leedsforlearning.co.uk
Disadvantaged outcomes KS1Measure disadvantaged performance against ‘other’ – in-school and nationally
• National gap for reading is 16%
• Leeds gap against national other for reading is 26%
• National gap for writing is 18%
• Leeds gap against national other for writing is 41%
• National gap for maths is 17%
• Leeds gap against national other for maths is 26%
• National gap for RWM is 19%
• Leeds gap against national other for RWM is 31%
Primary learning improvement
www.leedsforlearning.co.uk
Disadvantaged outcomes KS2
Nationaldis(%)
Leeds dis (%) Leeds other (%)
National other (%)
EXS for RWM 47 39 65 66
EXS for R 59 52 75 76
EXS for W 65 56 78 80
EXS for M 63 56 79 79
Data taken from NCER – not yet final
Primary learning improvement
www.leedsforlearning.co.uk
Disadvantaged outcomes KS2Measure disadvantaged performance against ‘other’ – in-school and nationally
• National gap for reading is 17%
• Leeds gap against national other for reading is 24%
• National gap for writing is 15%
• Leeds gap against national other for writing is 24%
• National gap for maths is 16%
• Leeds gap against national other for maths is 23%
• National gap for RWM is 19%
• Leeds gap against national other for RWM is 27%
Primary learning improvement
www.leedsforlearning.co.uk
Sir John Dunford: 7 steps
• Identify the barriers to learning
•Decide on the desired outcomes
•What is the success criteria?
• Identify the strategies
• Implement with training
• Evaluate
• Tell the story
Primary learning improvement
www.leedsforlearning.co.uk
Possible barriers to learning
Barrier Enablers
Primary learning improvement
www.leedsforlearning.co.uk
Less likely to
read at home
More likely to have a
limited vocabulary
May have increased
social support needs
May have increased emotional support needs
More likely to have delayed
language skills
Parental aspirations
likely to be low
Parents may not feel in control /
able to participate in school life
May lack self confidence and
self esteem
More likely to have a poor home learning
environment
Parents may feel unable to provide
support for learning
limited higher order reading
skills (such as skimming,
scanning, synthesis, empathy).
Independence and resilience -
pupils who give up easily, find
it difficult to work
collaboratively, find it difficult
to manage their time.
Aspiration and engagement -
pupils who lack self-belief,
are easily distracted from the
business of learning or have
difficulties in understanding
its relevance.
Primary learning improvement
www.leedsforlearning.co.uk
EducationEndowment FoundationTeaching andLearningToolkit
Primary learning improvement
www.leedsforlearning.co.uk
Education Endowment Foundation Teaching and Learning Toolkit