What are the principles and conditions needed for effective use of - PowerPoint PPT Presentation

What are the principles and conditions needed for effective use of the Pupil Premium?

Why Pupil Premium?

Programme Overview Implementation Guide and Plan Principles of Effective PP DAY 2: DAY 3: DAY 1: Evidence: Evaluation PP Audit ● CPD ● T& L Reviews Assessment LOGIC Delivering the Evidence model plan & feedback

Twilight ● What are the principles and conditions needed for effective use of the Pupil Premium? Key to have Headteacher present at introductory Twilight

Covered in the twilight: ● Programme overview ● Principles of effective Use of the Pupil Premium with references to exemplar Case Studies ● Introduction to an audit tool GAP task.

What are the greatest barriers to effective use of Pupil Premium : funding in your context?

Effective Pupil Premium 1. Individually write at 4 least 5 ideas in your own section. 1. Discuss 1 3 1. Reach consensus on the 5 that should 2 go in the middle

Case Studies

Programme overview: Day 1 ● Understand the school improvement cycle and implementation framework. ● Explore how to using data to define tightly focussed improvement priorities and address the root causes of underachievement ● Understand how to identify and apply appropriate, evidence- informed programs that address improvement priorities/ defined challenges.

5 minute discussion 1. What is your mandate to make changes to Pupil Premium spending in your school? 1. Where do you look for help, advice or information on improving your teaching practice? 1. What approaches, initiatives, or interventions do you invest in? 1. How effective are they? How do you know? @EducEndowFoundn

The principles of good assessment and data use @EducEndowFoundn

Support teachers to use high-quality evidence and data Teaching and Learning Toolkit EEF-Sutton Trust @EducEndowFoundn

Support teachers to use high-quality evidence and data This image cannot currently be displayed. @EducEndowFoundn

Associations between foods and cancer

Support teachers to use high-quality evidence and data Using the Toolkit (or any other source of evidence) Understand your CONTEXT: - What are our priorities for better learning? - Where should we focus our efforts? - What change do we want to make? Seek independent, high-quality INFORMATION: - Who tells us what to do? - Where do get our ideas from? - Who do we trust? Promote professional CONVERSATIONS: - How will it work in practice? - Can we deliver this in our setting? - Should we stop doing that? @EducEndowFoundn

Support teachers to use high-quality evidence and data @EducEndowFoundn

Support teachers to use high-quality evidence and data Credit: Jeff Danziger BEWARE! The Flaw of Averages… a statistician drowns while crossing a river that is 3 feet deep, on average. @EducEndowFoundn

Support teachers to use high-quality evidence and data -ve +ve * When TAs substitute rather * When TAs are trained to deliver than supplement teaching from a clearly specified approach; teachers; * When teachers / TAs plan work * When adequate training / together (eg, by making time for support for TAs not provided. discussion before and after lessons). @EducEndowFoundn

Clear and actionable guidance for teachers Teaching Assistants: most promising results Project Summary Age Toolkit areas Months’ Evidence progress security Catch Up Literacy One-to-one tailored TA support on Y3-6 One-to-one tuition; +2 months phonics and comprehension. Phonics; Reading comprehension Effectiveness Catch Up One-to-one TA numeracy Y2-6 One-to-one tuition +3 months Numeracy instruction for struggling learners Effectiveness Nuffield Early Oral language intervention for EYFS Communication and +4 months nursery and reception pupils, Language language approaches Intervention delivered by TAs (Early Years toolkit) Efficacy Online Reading A 20-week online literacy Y1 Reading +3 months (offline) Support programme, ABRA, delivered by comprehension; Digital +2 months (online) TAs. technology Efficacy REACH Language and comprehension Y7 Reading +6 months intervention for struggling readers, comprehension; Oral delivered by TAs language Efficacy 10-week TA intervention drawing Y7 Switch-on Reading +3 months Reading on Reading Recovery comprehension Efficacy Talk for Literacy Speaking and listening Y7 Oral language +3 months interventions delivered by TAs. Efficacy @EducEndowFoundn

Making Best-Use of Teaching Assistants: Clear and actionable guidance for teachers Published guidance – issued to every school • Clear, actionable guidance on practical school issues. • Helps schools understand how to apply the evidence in the school context. • Provides a foundation for action. @EducEndowFoundn

Making Best-Use of Teaching Assistants: Clear and actionable guidance for teachers The 7 key recommendations @EducEndowFoundn

educationendowmentfoundation.org.uk/resources

Scaling up evidence-based programmes More TAs than ~350,000 Trebled teachers since Teaching in Assistants in primary 2000 English schools c.£5bn Opportunity to to employ achieve real Largest system More than Pupil we spend improvement Premium on roads, for £modest investment housing! @EducEndowFoundn

A primary school has allowed its pupils to wear slippers in class after research suggested it helps them get better grades. Findern Primary School in Derbyshire has been trialling the idea there are benefits to children's learning when in a "shoeless" environment. Head teacher Emma Tichener said the pupils have been "more relaxed and calmer than usual." Professor Stephen Heppell from Bournemouth University said he found children behaved better without shoes. Prof Heppell researched the topic for more than 10 years in 25 countries. Shoeless learning has been carried out in schools in Scandinavia and New Zealand and learning centres in other countries. Mrs Tichener said: "We hope that in time we can measure their progress and see if it has made a difference in their achievements. We are looking for different ideas to improve the experience for our students so if this works then it might become a more permanent." How might the language used here persuade a school to take the research at face value? What questions would you want to ask about this research? How would you field a question about this from a prospective school wanting to implement it? @EducEndowFoundn

Publishing independent, rigorous evaluations Correlation does NOT imply causation! @EducEndowFoundn

Publishing independent, rigorous evaluations Chatterbooks Accelerated Reader • An extracurricular reading initiative that • A whole-group programme that aims to aimed to increase a child’s motivation foster the habit of independent to read. reading. • Weekly 1-hour sessions where pupils • Online system screens pupils read and discussed an age-appropriate according to their reading levels, and book. suggests books that match their • Delivered by trained graduates to reading age and interests. pupils who had not achieved expected • Pupils take computerised quizzes on level at the end of primary school. the books they have read and earn ‘points’ related to difficulty. Group Months’ progress Group Months’ progress All pupils +3 months All pupils -2 months FSM-eligible +5 months FSM-eligible -4 months @EducEndowFoundn

28 Promising projects • Based on the EEF’s trials of 140+ projects, the programmes we believe have promise and to which we have made further grants. • NB Limited to those programmes the EEF has directly tested, but a good starting point. • What evidence does the programme you choose have behind it? @EducEndowFoundn

29 Types of evidence This image cannot currently be displayed. EEF evidence There’s evidence and research to justify almost every decision … DfE Evidence Framework (from SSIF application But is it good evidence? pack) How specific is the evidence to what you want to achieve? @EducEndowFoundn

Guidance Reports – Evidence-based recommendations @EducEndowFoundn

31 The DfE Standards sets out a number of Other resources expectations about professional development. https://www.gov.uk/government/publicatio ns/standard-for-teachers-professional- development The Sutton Trust’s report The Teacher Development Trust’s review summarises into What makes great what constitutes effective professional development for teaching: teachers. http://tdtrust.org/about/dgt https://www.suttontrust.com /wp- content/uploads/2014/10/W hat-Makes-Great-Teaching- REPORT.pdf The Principles of Instruction: Deans for Impact Original document: http://www.ibe.unesco.o https://deansforimpact. rg/fileadmin/user_uploa org/resources/the- d/Publications/Educatio science-of-learning/ nal_Practices/EdPractic es_21.pdf Graphical document: https://teachinghow2s.c om/docs/HOW2_Poster _Principles_of_Instructi on.pdf @EducEndowFoundn

Programme overview: Day 2 ● Set clear outcomes for the impact of Pupil Premium provision based on identification of student need. ● Understand the evidence around ‘what makes great learning’. ● Create an implementation plan