Next Steps
CE Partnership Options to take forward
Spending the Pupil Premium
Latest developments and reports from Ofsted
The recent DfE perspective
Questions for school leaders, teachers and governors
Provision Mapping
Accounting to parents and governors
Making powerful statements of impact
Cheshire East Actions ......
• Summary document within your Pack.
• Range of Networks & events initially in Core
Subjects / Priority areas.
• Ability to submit bids for school based projects.
• Some specific Authority funded initiatives :
a. Numercy/Literacy Catch Up
b. PIXL
c. Further CPD events
d. What programmes would really work for the benefit of
all ?
Spending of Pupil Premium
Staffing
204
1:1 tuition
100
Subsidising Trips
84
Additional curriculum
83
Small group tuition
81
Non-academic intervention
56
Out of school hours care
44
Uniform and equipment
40
Support for specific groups
32
Staff CPD
12
School Assessment & tracking
10
Buildings
10
Motivational
Exam entries
8
2
Typical Spending of Pupil Premium
Use of Funding
Cost
Additional Staff (En & Ma)
£31,000
Additional inclusion support assistant
£17,000
Home school link worker
£12,000
Easter exam revision programme
£7,000
Visualisers
£6,500
iPads for inclusion groups
£10,000
Equipment (basics for target pupils)
£1,000
Total Expenditure
£84,500
Next Steps
Latest Reports
 ‘The Pupil Premium’ (September 2012)
‘How schools are spending the funding successfully to maximise
achievement’. (February 2013)
‘The Pupil Premium: Analysis and challenge tools for schools’
contains a series of tools to help analyse where there are gaps in
achievement and to plan action needed.
Ofsted looks for ...

Impact
Ofsted looks for ...
 A coherent strategy from the outset
Identifying the levers for improvement
Involving staff and parents in making decisions
A well trained workforce
Helping more able pupils to reach their potential
Focusing on attendance
Promoting high standards through directed support
A fully involved governing body
Extensive monitoring and evaluation
DfE latest...
From October 2013, better information on the achievement of
disadvantaged pupils:
Attainment data on disadvantaged pupils for schools in
RaiseONLINE (Dec 2013)
New three year rolling average measures in performance tables
(Jan 2014)
Enhanced similar schools tool with FSM banding information
DfE latest...
EEF teaching and learning toolkit updated February 2014
Addition of new topic: Oral language interventions
Findings from EEF projects in five strands: Feedback, One to one
tuition, Small Group Tuition, Summer Schools & Teaching Assistants
Updated entries for Reducing Class Size and Teaching Assistants
DfE latest...
Additional funding
Summer schools
Nurture groups for below Level 4 pupils in Year 7
Pupil Premium Awards – up to £10,000 for schools doing the
most to boost the achievement of disadvantaged pupils
(launched 28 February)
EEF funding of £28.7 m to 56 projects inc. 23 on literacy catch-up
Key priorities
Pitfalls to avoid:
Not being sufficiently clear about who our disadvantaged pupils
are
Not prioritising disadvantaged pupils as intended
Not ensuring that choices about what interventions or training
to invest in are evidence based
Questions for school leaders,
teachers, governors to ask
Do we know where the attainment gaps are in our school?
Do we ALL know who our Pupil Premium pupils are?
How are we planning our activities and targeting them at Pupil
Premium Pupils?
Have we accessed the Key to Success download?
https://www.keytosuccess.education.gov.uk/schools/
Questions for school leaders,
teachers, governors to ask
Have we accessed the evidence of what works to accelerate
disadvantaged pupil progress?
How do we know our activities are having impact? What
evidence are we gathering to share with Ofsted?
How are we involving parents and carers? Do we have our Pupil
Premium statement online?
Have we accessed the Key to Success download?
https://www.keytosuccess.education.gov.uk/schools/
Provision Mapping
Pupils discussed at half-termly progress meetings
If not on track, pinpoint specific areas of difficulty and identify
barriers to learning
Pull together information from across the year group, along with
focus on vulnerable groups
Consider staffing most suited to identified needs and whether
one to one interventions are required
Construct a year group by year group provision map of additional
interventions to accelerate language, literacy, maths and social and
emotional development
Provision Mapping
PROVISION
Literacy Intervention Programme
Maths Intervention Programme
1 – 1 mentoring for aspiration/engagement
Gifted and talented (HAP) provision
Attendance and extra-curricular provision
Small group work
In-class support for individuals
TA training for specific intervention
EAL provision
Y7
Y8
Y9
Y10
Y11
Planning effective provision
Step 1:
Audit projected
need using
must/should/could
chart
Step 7:
Establish systems
for evaluating
effectiveness of
provision
Step 2:
Compare projected
year group needs
with current
provision and
identify changes
and staff
development issues
Step 6:
Identify criteria and
processes for
tracking children’s
progress and
monitoring impact
Step 3:
Identify available
school budget
Step 4:
Consider the
evidence on what
works
Step 5:
Plan provision map
and staff
development
Planning effective provision
Step 1:
Audit projected
need using
must/should/could
chart
Step 2:
Compare projected
year group needs
with current
provision and
identify changes
and staff
development issues
Step 3:
Identify available
funding
Step 7:
Evaluate
effectiveness of
provision
Step 6:
Track children’s
progress and
monitor impact
Step 4:
Consider the
evidence on what
works
Step 5:
Plan provision map
for the next year
Accounting for spend
Develop a provision map for additional support for all vulnerable
pupils
Publish this provision map and add for each intervention the
numbers of children eligible for the Premium who took part, and
the cost in staffing and resources
Describe any other expenditure that links to your pupil profiling –
CPD costs. Financial support for trips, etc.,
Publish an online an account of how much you receive and how
you plan to use it, then at the end of the year an account of what
you spent it on, and what the impact has been on pupil progress
Accounting for impact
Expected Impact
Nurture group provision in
Year 7
At least 75% of pupils involved
avoid FTE during Year 7.
At least 30% of pupils return
to normal range on strengths
and difficulties.
End of Year 7 90% achieve
nationally expected levels of
progress in En and Ma
Catch Up Literacy/ReadWrite
inc Fresh Start/Rapid Plus/Toe
by Toe etc .. In Y7-9
Average reading age gain of at
least 12 months after three
months
Accounting for impact
Actual Impact column added at end of year
Expected Impact
Actual Impact
Nurture group provision in At least 75% of pupils
Year 7
involved avoid FTE during
Year 7.
At least 30% of pupils
return to normal range on
strengths and difficulties.
End of Year 7 90% achieve
nationally expected levels
of progress in En and Ma
√
Catch Up
Average reading age gain
Literacy/ReadWrite inc
of at least 12 months after
Fresh Start/Rapid Plus/Toe three months
by Toe etc .. In Y7-9
80% gained 12 months
20% gained 15+ months by
year end
80% avoided FTE
40% returned to no
problem range on SDQ.
92% achieved nationally
expected levels of
progress in En and Ma
Differentiate Outcomes
What is the difference between outputs and impact?
Interim outputs are non-measureable in terms of pupil progress
and attainment. (Things that happen)
Final impact is measureable in terms of pupil progress and
attainment.
Avoid describing what has been done , what has been completed
rather than what the measureable impact has been.
Improved Attendance?
From 92.3% to 94.6%?
Examples for guidance
See examples in your packs:
Secondary provision mapping from Jean Gross Beating Bureaucracy in Special Educational Needs
Closing the Gap action research for The Heath School
Bilton School - Pupil Premium Grant Expenditure
Rossington School – Pupil Premium Report for Governors
(All are subject to Crown Copyright)
Pupil
Premium
Pupil
Premium
Pupil
Premium
The Pupil Premium position in …
Sharing existing practice
 Achievement for All – Martin James - Eaton Bank
 Alternative Provision – Dan Conley - Wilmslow
 Experiencing Ofsted – Paul Reed – Macclesfield
 Intervention Strategies – Charlotte Casewell – Sir William Stanier
 Governors – Janine Edwards – Malbank
 Mentoring – Heidi Thurland – Alsager