The ambition "Our data shows 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. 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 – OECD
Attainment PP pupils Other pupils Time
Attainment and Progress Officer • Bespoke intervention packages • Focus on aspirations, motivation, brokering support and ensuring attendance at booster sessions • Parental engagement – Cost £22 500 • Impact – Basics gap closed by 6%, Progress 8 gap closed by 0.07 and Attainment 8 gap by 0.43 Ebacc gap increased by 5%
Specialist Teaching Assistants in En, Ma and Sc • Deployed by Head of Faculty within the subject area • Assess PP students to identify specific needs • Plan/deliver additional small group sessions with PP students – Cost £43000 • Impact – Maths the average grade gap has decreased by a third of a grade and the expected progress gap by 15% – In English the average grade gap has decreased by a third of a grade and expected progress gap by 16% – In Science the average grade gap has closed by 0.7 points, and the making expected progress gap by 8.7%
Sound Training for Reading • Intensive phonics programme • Four teachers trained to deliver the programme – Cost £11600 • Impact – Pupil Premium students made an average improvement in their Reading Age of 17 months and 62% made an improvement of a year or more.
Therapeutic Youth Worker • Pastoral leaders make referrals on behalf of students for support with emotional health and wellbeing. – Cost £5000 • Impact – An extensive report consisting of numerous case studies has been completed. This demonstrates the positive impact that this work has had on students.
Pupil Premium Reviews – the story so far What is a PP review? Who conducts them? Why should my school undertake a PP review? How are they arranged? How much do they cost? What’s the detail of what actually happens in a review? What kind of recommendations might the reviewer make? What happens after the PP review is completed?
“Schools should consider how a review best fits with their ongoing cycle of improvement to identify when they would most benefit from the fresh perspective of an experienced system leader”. The purpose of a pupil premium review is to use an evidence- based approach to assess how much impact a school is making when spending its pupil premium, and how it might increase its effectiveness.
Finding a PP reviewer
How are PP reviews arranged?
How much do PP reviews cost? 2 days work 0.5 day preparation 1 day school visit 0.5 day report writing £1000 + expenses
What happens in a PP review? – The preparation Phone conversation with HT HT/SL prepares and sends documentation: • Latest ROL • In year data • SDP • PP self evaluation PP reviewer sends proposed meetings/activity requirements HT confirms day and joining instructions
What happens in a PP review? – The school visit • Headteacher • Heads of En, Ma, Sc • Leader i/c teaching • NQTs or RATs if possible • Senior Leader Data • SENCO • Pastoral lead • 6-8 PP students with books • Governors • Observations/LWs • Summary Meeting with HT
Examples of recommendations • Pupil Premium statement on the school website • Address the issues in the leadership of science a • marking and feedback Student voice • Interaction of students with HT • SDP and impact. • Governance • HPA students • Curriculum • Assessment and tracking • Appraisal • Attendance officer • Support officer for PP • Extra-curricular activities • Tracking of FSM uptake
7 Recommendations 7.1 Training should be made available to all governors to support their knowledge and understanding of aspects of dashboards that relate to PP and how in year data is reported through the MIS. 7.2 Governors should scrutinise data pertaining to PP students at every opportunity. This data should be made available in advance of the meeting allowing Governors to form views and questions prior to the meetings. 7.4 Heads of English and Maths, under the guidance of a senior leader, should pool information about students’ performance in examinations years, and particularly with regard to PP students, those who are underperforming to ensure the school benefits from matched data in KPIs.
7.10 The school would benefit from a support staff post, with an appropriate job description, that is clearly identified as an intervention coordinator for PP students in KS4. This post holder would be charged with collecting/holding/organising all the hard and soft information available for PP students, will be the primary liaison with PP students and will be line managed by the senior leader with responsibility for PP. 7.11 An adjustment to the school meeting structure should be considered allowing subject leaders to meet more frequently and share good practice and the SLTPP to meet with Heads of En, Ma and Sc at least one a half term. 7.12 Marking policy should be clear to all teachers and students and monitored by subject leaders and SLT to ensure that it is really having an impact on student progress. Feedback in the books/assessments for PP students should be particularly carefully monitored. 7.14 PP students should receive dedicated Careers Education, Information and Guidance so that steps towards achieving their destinations are identified and prioritised and integrated within the intervention framework.
Unintended consequences Empowerment of middle/senior leaders/governors Changing the way data is monitored and used A wider angle lens on outcomes A fresh focus on progress, especially in maths and English More partnership and collaboration Sharper focus on evaluation rather than description
Average Attitude to Others Disadvantaged Learning score Year 9 2.53 2.38 Year 10 2.47 2.27 Year 11 2.48 2.31
We should measure what we value rather than valuing what we can measure. John MacBeath
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