25 th March 2014
Crewe Alexandra

• 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.

3 Separate Sections :
CPD & Training Events
National Resources
Best Practice documents for
Schools
More to be added as best practice documentation is sourced ...
Alerts in the BULLETIN http://www.cheshireeast.gov.uk/schools/education_partnership.aspx

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 140 th out of 150 LAs for PP learners at KS4
Smallest gaps in schools with high or low FSM

The
Sutton
Trust
2011

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)

Feedback
Peer Tutoring
One to one tuition
EEF Toolkit
Mentoring
Teaching Assistants
Small Group tuition
Parental Involvement
Ability grouping
The
Sutton
Trust
2012
16

EEF Toolkit
Feedback
Meta-cognition & self-regulation
Peer Tutoring
One to one tuition
Collaborative Learning
Mastery Learning
Small Group tuition
Individualised instruction
Learning Styles
Mentoring
Teaching Assistants
Social and emotional learning
Parental Involvement
Reducing class size Ability grouping
The
Sutton
Trust
2012
17

EEF Toolkit
Feedback
Meta-cognition & self-regulation
Peer Tutoring
One to one tuition
Collaborative Learning
Mastery Learning
Small Group tuition
Social and emotional learning
Parental Involvement
Reducing class size
Summer schools
Individualised instruction
Learning Styles
Mentoring
Teaching Assistants
Ability grouping
The
Sutton
Trust
2012
18

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 good
 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
 challenge colleagues to improve classroom teaching and learning
 focus on Pupil Premium in performance management
 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 Officer
 Family Support Worker
 EWO
 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 learning
2. Deployment of staff
3. Re-structuring of staff roles
4. Efficient use of Data
5. School Development Plans
6. Commercial Packages
7. Role of Governors

The Pupil Premium
1. Improving the quality of teaching and learning
Identifying Pupil Premium champions
Drilling down to classroom level
Training middle managers

The Pupil Premium
2. Deployment of staff
Teachers of PP pupils – in-class, small groups
Maths and English
Appointment of ASTs, SLEs
Creating PP posts
Training HLTAs and TAs

The Pupil Premium
3. Re-structuring of staff roles
Separation of pastoral and academic roles
Identification of Pupil Premium Managers
PP targets in Performance Management
Responsibilities linked to Upper Pay Spine
PP Responsibility for small numbers

The Pupil Premium
4. Efficient use of Data
School wide understanding of data
Classroom 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 targets
Costed intervention strategies
Staff responsible
Intended impact
Forecast outcomes

The Pupil Premium
6a. Commercial Packages
Achievement for All: Closing the Gap focus
Literacy: Ruth Miskin, Read-Write-Gold, Super Spell
Numeracy: Toe-by-toe, Power by 2, Number Shop
Assessment packages: PIXL
Study Plus – literacy and numeracy
Early Bird Reading, SRA Reading labs
Lexia literacy/phonics intervention
Blue Hills (linked to SIMS)

The Pupil Premium
6b. Commercial Packages
Tute: teaching packages for targeted groups
Bigfoot Tutors: 1:2:1 tuition
Commando Joes: menotring & problem-solving
Crick: reading & writing software (Clicker)
Explore Learning: maths & English tuition
The Brilliant Club: PhD targeted support
The Letter Box Club: home library (summer hols)
Star reading programme & Access Reading Test

The Pupil Premium
7. Role of Governors
Reporting to governors
Financial accountability
Understanding ROL and other indicators
Approval of PP strategies
Monitoring and evaluating PP outcomes

th
• 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 position in …
Sharing existing practice
 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