27 June 2014
11-19 Heads and Principles Meeting
Nigel Jewell
2013 to 2014 5ACEM 2014 5ACEM
School
predicted trend
predicted gap
A
B
C
D
E
F
G
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
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-17%
-18%
-21%
-11%
-16%
-26%
+18%
Gap trend
2%
5%
10%
29%
30%
44%
53%
Contrasting contexts
but
Common purpose
A wealth of
transferable practice
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PP funding ring-fenced to spend on target group
Maintained high expectations of target group
Thoroughly analysed which pupils were underachieving and why
Used evidence to allocate funding to big-impact strategies
High quality teaching, not just interventions to compensate for
poor teaching
Used achievement data to check interventions effective and made
adjustments where necessary
Highly trained support staff
Senior leader with oversight of how PP funding is being spent
Teachers know which pupils eligible for PP
Able to demonstrate impact
Involve governors
Strategy
Intervention coordinators
Stretch activities for
more able
Pupil Premium Blog
Description
Extra staff to track progress; manage interventions; measure impact
etc
Summer school, a philosophy course and a critical thinking course for
the more able Pupil Premium Pupils
Online information sharing and debate for Pupil Premium Pupils and
Parents
Intervention Tutoring Extra tutor groups constructed to provide intensive withdrawal
support from senior staff for the most needy Pupil Premium Pupils
Passport to Success
Employability skills defined with local companies and written into
(an ‘all pupils’
the rewards system
strategy)
Teachers as TAs
All spare timetable capacity is used to strategically deploy teachers
as TAs with Pupil Premium Pupils.
On the same model, the surplus capacity is used to staff 1-2-1
intervention
Parent Briefing
To increase engagement and support for learning, promoted via
personalised invites and chasing texts
Eggtooth
An inspiring experiential programme for middle ability, quieter pupils
who may go un-noticed
Strategy
Description
Feedback response
an ‘all pupils’ strategy)
Personalised
Intervention
Pupil Premium
Identification
When pupils need to respond to feedback, it is defined as a
‘mission’; ‘mission accomplished’ when completed and approved
Tracking data is used to identify those Pupil Premium Pupils most
at risk: interventions may be defined within IEPs
A class folder (seating plans identified vulnerabilities, pupil photos,
progress data etc) is available in every room to ensure continuity of
support from cover and supply teachers
Every staff member completes an action research project as part of
their PM. Many staff are finding out what works with their Pupil
Premium Pupils and will share these with other staff in due course
A support member of staff for vulnerable and disadvantaged pupils
Staff research projects
Home School liaison
officer
School Counsellor
Pupil Premium Risk
Assessment
A trained counsellor to assist with attendance and integration
issues for vulnerable Pupil Premium Pupils; referrals via Home
School Liaison Officer
A Risk Assessment Rating for each Pupil Premium Pupil to inform
the level of intervention required, and to research what works well
for the zero-risk-rated pupils.
What are your concerns?
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Staff  PP lead  SLT 
Governor communication?
Measuring impact?
What to include in your
statement?
Engaging staff?
Engaging parents?
Inspection?
Anything else that might
make you feel worse?
What support’s needed?
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In school?
Between schools?
Resources?
Training for PP Leads?
Training for staff?
Seeing best practice?
How to evaluate?
Next year’s strategy?
Critical friend?
Preparation for…?
Anything else that might
make you feel better?
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Develop the Pupil Premium Leads network &
meet again? (This network was recently
established and involved over half of the
Secondary Schools & Academies in ESCC)
Consultancy support (from NJ &/or SLES)?
Peer support?
Other services?
Extend support beyond the ‘project’ schools?
Extend support cross-phase?