London Borough of Bexley Bexley’s Eradicating the Gaps

Conference Wednesday 14 October 2015

Intervention, monitoring and reporting using new technologies at KS3&4

Paul Kershaw, Director of LearningSt. Catherine’s Catholic School, Bexleyheath

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Intervention, monitoring and reporting

using new technologies at KS3&4• Equity not Equality• Role of the Teacher & Strong Subject Area

Teams• Teaching assistants• Check your data lists• GB – who is supporting?• Cloud based support software

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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, Times Educational Supplement, 2013

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The Pupil Premium and Subject AreasTeachers have a key role in raising attainment and

closing the gap. Indeed, most teachers came into the profession because they wanted to improve the life chances of young people.

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 most difference.

The effect of good, considered teaching by 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.”

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Keep the focus relentlessly on the quality of teaching and learning in

Subject AreasHighly effective teaching disproportionately

benefits disadvantaged children. So, if you teach well and they learn well, the gap should narrow.

Conversely, poor teaching also disproportionately affects the disadvantaged, who generally don’t receive the help at home that more fortunate children have to make up what they lose by not getting good quality teaching.

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PP Students

• Each class teacher & TA must know the pupils – not just who they are, but whether they are low; middle or high ability

• ‘Moral Purpose’ leading to some non-negotiables, e.g. Mark your PP students work first, make sure you have engaged with them

Absolute performance....• Concentrate on the level of attainment of pupil

premium-eligible students rather than the size of the gap.

• If you can raise their attainment, the gap will look after itself.

• As teachers, there is much you can do to help to raise attainment of disadvantaged students, using evidence of what has been proved to work elsewhere.

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Area Gap

English 1.9

Maths 13.4

Art + 18.9 (!!!!!!!) 9 PP students

5 x A* - C 21.3

Tracking!

Take a look at excellent practice in other schools.

• The National College for Teaching and Leadership has a list of schools that are successful in closing the gap.

• Pick up the phone and ask if you can visit them and talk to your counterpart.

• Use alliance meetings. Make sure PP initiatives and evaluation are ALWAYS on the agenda.

Use the EEF/Sutton Trust Toolkit http://educationendowmentfoundation.org.uk/to

olkit/toolkit-a-z/

This lists 33 potential strategies for raising the attainment of disadvantaged pupils, drawing on evidence from over 5,000 research studies and giving each strategy a rating in terms of effectiveness and cost. You can click on each strategy and find further details. But remember – the estimates of the effectiveness of each strategy are averages – in many cases well deployed Teaching Assistants do make a difference !

Monitoring the interventions made for the disadvantaged pupils

Are they making faster progress than other pupils? If not, are your strategies not working? Should you be going back to the evidence to see if

something else would work better? To make your strategy successful and to contribute to

the school’s aims with pupil premium funding, you need to ensure that all the staff for whose work you are responsible know who are the pupil premium-eligible learners and use that information professionally to encourage their rapid progress, e.g. CLASS CHARTS, SIMS, SISRA

Additional practical things to do now.....

Appoint a PP teacher champion to lead and monitor PP resource/T&L effectiveness in your SA

Make sure PP is a regular feature of meeting agendasUse Learning Walks to focus on PP studentsDiscuss your PP T&L/resource plans in your Subject Area

Self-evaluation documentEncourage your teachers to mark PP students’ work first.Encourage them to actively make a point of engaging

more with each PP student each lesson.Encourage them to think about how they are going to

involve their PP students in their lessonsThink about specific resources you might need.....from

the basic to imaginative.

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EEF Research

• http://educationendowmentfoundation.org.uk/toolkit/toolkit-a-z/

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