The Pupil Deprivation Grant
Dr Brett Pugh, Director of the School Standards and Workforce Group,
Welsh Government
Child Poverty - An Improving picture?
• Last year there were 300,000 fewer children in
poverty than the year before
BUT
• There are 2.3 million children living in poverty in
the UK
• The fall in numbers is due at least in part to a fall
in family income
• The Institute of Fiscal Studies forecasts a rise of
400,000 children living in poverty.
Tackling Poverty Action Plan
“Education has a fundamental role in
helping to lift people out of poverty and in
protecting those at risk of poverty and
disadvantage. There is a strong link
between poor educational attainment, low
skills and poor health and wellbeing.”
Tackling Poverty Action Plan
Tackling Poverty Action Plan Objectives
• Preventing Poverty
• Helping People out of Poverty
• Action to Mitigate the Impact of Poverty
Impact of Deprivation
Learners from disadvantaged backgrounds:
• tend to have poor attendance records;
• have parents who are less likely to be involved
in their children’s education;
• are less healthy;
• are more likely to be NEET; and
• are more likely to have a child in their teenage
years.
Effective practice in tackling poverty and disadvantage in schools Estyn, November 2012
Where we are now: primary and secondary school
performance in Wales since 2007
100
90
% pupils attaining
80
70
60
50
40
30
20
10
0
2007
Primary FSM
2008
Primary Non FSM
2009
Primary All Pupils
2010
Secondary FSM
2011
Secondary Non FSM
2012
Secondary All Pupils
6
Average rank of test scores at 22, 42, 60 & 120
months by SES of parents and early rank position
100
90
Average position in distribution
80
70
60
50
40
30
20
10
0
22
26
30
34
38
42
46
50
54
58
62
66
70
74
78
82
86
90
months
Source: Feinstein, L., (2003) “Inequality in the Early Cognitive Development of
British Children in the 1970 Cohort”. Economica, 70, 277, pp73-98
94
98
102 106 110 114 118
Educational attainment matters long term…
1993
2010
Median hourly
pay (£)
Pay gap to
GCSE
Median hourly
pay (£)
Pay gap to
GCSE
Degree
10.29
95%
16.10
85%
Higher education
8.13
54%
12.60
45%
A Levels
6.25
18%
10.00
15%
GCSE grades A*-C
5.29
0%
8.68
0%
Other qualifications
4.74
-10%
8.07
-7%
No qualification
4.18
-21%
6.93
-20%
8
The wider policy picture
• Literacy and Numeracy – Framework,
reading and numeracy tests;
• National Support Programme;
• System Leaders training;
• Professional Learning Communities;
• developing policy and practice in relation to
meeting additional learning needs; and
• aligning policy on reducing the impact of
deprivation on attainment with family and
community engagement.
Pupil Deprivation Grant
£36.8 million Pupil Deprivation Grant (PDG)
will be made available in 2013-14.
The Pupil Deprivation Grant is an important
opportunity for schools to secure direct
funding for key initiatives to address the prime
issues of socio-economic disadvantage.
Pupil Deprivation Grant – Guidance
The recently produced PDG guidance
document is aimed at education consortia,
local authorities and primary, secondary and
special schools in Wales.
PDG - Outputs and Outcomes
For 2013-14, we require all consortia to provide evidence that
they have delivered against their projected outputs - those
that are also able to evidence achievement against outcomes
should do so.
By 2014-15, we expect consortia to be clearly utilising
assessment data to target inputs to activity and to be able
to track resulting outputs against outcomes.
All consortia will be required to measure impact against
outcomes in their reports for the 2014-15 year of SEG and
PDG funding.
PDG – Online publication
Schools are required to publish online their PDG
allocation
and...
details of how they have used the grant, the grant
spend and report on its impact.
PDG - Expected Improvements
Schools will be able to demonstrate improvement in
attainment of e-FSM pupils over the 3 year period.
Schools will be able to demonstrate improvement in
attainment of LAC over the 3 year period.
Attendance levels for e-FSM learners supported by
the grant will improve.
Attendance levels for LAC learners supported by the
grant will improve.
PDG – Partnership working
PDG funded initiatives will include parental
and community engagement and partnership
working.
PDG - Evidence
The primary source of evidence will be in PDG spending plans
and reports on the use of the PDG. Evidence will also be
provided by:
• teacher assessments;
• reading and numeracy test data;
• annual performance data for achievement of Level 2
Threshold including English / Welsh and Mathematics (L2
inclusive) at the end of key stage 4;
• attendance and exclusions data; and
• Estyn inspections.
PDG and Communities First
Communities First Pupil Deprivation
Grant match fund:
• improving community engagement in
schools
• supporting children to do well at school
• school transitions
• improving family engagement.
PDG Outputs and Outcomes
25 applications have been received for a total of £2 million fund
over the next two years.
Successful proposals were from CF Clusters working with two or
more schools in their area.
CF funding was applied for via the approved Lead Delivery Body
for the relevant CF Cluster.
Awards from this funding were 50/50 matched with PDG.
Awards are between £10,000 - £75,000 max.
Schools in receipt of C F Matched Funding will be required to
meet CF Performance Measures.
Welsh Government will be looking for
examples of good practice to disseminate as
case studies in the future
WHOLE SCHOOL
STRATEGIES ...which benefit
all pupils
STRATEGIES FOR UNDERPERFORMING PUPILS
…which benefit FSM and
other under-achieving pupils
TARGETED STRATEGIES
FOR PUPILS ELIGIBLE FOR
FSM
…which specifically benefit
FSM pupils
PDG - Evaluation
• Ipsos Mori commissioned to undertake an in-depth
evaluation of the effectiveness of the Pupil
Deprivation Grant.
• Evaluation will focus on how the PDG is being
interpreted and implemented in practice and what
impact it is having on pupils’ performance and on
practice within schools.
• Evaluation is already underway and will report in two
phases - the first in April 2014 and the second, a year
after in April 2015.
What else?
• A key feature in the Improving Schools
Plan
• Inputting into the Early Years and Care
Project
• Liaising with other key policies, for
example Families First
What does work?
Sutton Trust Toolkit
High Impact / Low Cost, eg:
•feedback on performance against learning
goals
•Learning to learn (metacognition)
•Peer tutoring
Low Impact / High Cost, eg:
• After school programmes
•Teaching Assistants
What Do Effective Schools Do?
Estyn found that effective schools:
•
•
•
•
•
•
adopt whole school strategies
use data intelligently
take a holistic approach to skills development
give pupils a reason to want to turn up, be
punctual and behave
engage parents and carers
develop staff
What about Consortia?
“I believe that the fragmentation of education
following local government reform was
damaging to our education system. The
capacity simply wasn’t there.”
Leighton Andrews:
‘Teaching Makes a Difference, One Year On’
Consortia and Local Authorities
• Consortia have a role in bringing about improvement
through their action plans to support schools in
Bands 4 and 5
• They will be expected to facilitate best practice in
schools
• Consortia and Local Authorities must make sure
they know how well their schools are performing
• They must invest in skills and provide other support
to schools to enable them to improve where
necessary
• Use their powers to intervene where schools are not
performing adequately
Thank You
Dr Brett Pugh, Director of the School Standards and Workforce Group,
Welsh Government