PROGRAMME
What Works?
Developing evidence-based approaches
to the Pupil Premium
FREE ONE-DAY EVENT
Hosted by the Centre for Teaching and Learning Research
Monday 14th July, 2014
Four workshops plus
Keynote Speakers:
- Professor Alan Dyson, Centre for Equity in
Education, University of Manchester
- Professor Judy Sebba, Rees Centre for Research
in Fostering and Education, University of Oxford
ALL WELCOME
PROGRAMME
08:50 Registration and refreshments
09:10 Welcome from Professor Colleen McLaughlin, Head of
Department of Education, University of Sussex
09:15 Keynote address by Professor Alan Dyson,
University of Manchester
10:00 First workshop session
10:45 Refreshment break
KEYNOTE SPEAKERS
Keynote 1: Professor Alan Dyson
Alan was part of a team undertaking the first evaluation of the
Pupil Premium for the DfE. The evaluation found a great deal of
promising practice in schools, but considerable uncertainty about
the target groups and outcomes for the Premium, and about
whether 'good practice' is best defined by schools' knowledge of
their own pupils or by external research evidence. This
presentation will unpack these issues, suggest how schools can
best develop their practices, and how national policy can best
support the work of schools
11:00 Second workshop session
11:45 Third workshop session
12:30 LUNCH
13:30 Presentation by Professor Judy Sebba,
University of Oxford
14:15 Fourth workshop session
15:00 Refreshment break
15:15 Ways forward: Collaboration & Development, facilitated
by Louise Gazeley
15.45 End
Keynote 2: Professor Judy Sebba
The Rees Centre for research into fostering and education at the
University of Oxford is committed to undertaking reviews of
existing research on fostering and making the findings readily
available to teachers, foster carers, young people in care and
service providers. Judy’s address will provide an overview of
emerging findings from ongoing reviews and studies on what
strategies and interventions used by schools seem to support
better educational outcomes for looked after children, thereby
indicating how the Pupil Premium Plus might be most effectively
used.
WORKSHOPS
Workshop 1 - Dr Louise Gazeley and
Dr Tish Marrable: Reducing Exclusions
Louise and Tish undertook a research study on good
practice in reducing inequalities in rates of exclusion for
school for the Office of the Children Commissioner for
England. The research highlighted the importance of an
inclusive school ethos and the benefits of collaboration
at local level as well as the need for positive, wholeschool approaches to behaviour management. All of
these were seen to feed into improved outcomes for
young people in receipt of Free School Meals.
Workshop 2 - Dr Julia Sutherland and
Mark Warner, Assistant Head, Patcham
School: Promoting Literacy
Julia and Mark will present an evaluation of two linked
longitudinal projects that focused on developing oral
communication (‘Speak Out!’ funded by Paul Hamlyn)
and a culture of independent reading across a whole
school. These studies identified the value of creative,
embedded, whole-school approaches to literacy particularly in relation to the needs of students in receipt
of the Pupil Premium but also for weaker readers and
those with additional educational needs.
Workshop 3 - Dr Ally Daubney and
Katy Wood, Ratton School: Promoting
Engagement and Resilience
This workshop session will share the results of a research
study conducted by Ally which identified looked after
children's barriers to engagement in an educational
programme. Katy will all discuss the findings of her
recent research which seeks to build resilience amongst
secondary school pupils in a mainstream school who are
in receipt of the Pupil Premium.
Workshop 4 - Eddie Slater:
Maximising Support for Learning
Whether investment in Teaching Assistants (TAs)
represents a sound approach to the use of Pupil
Premium Funding has been debated. Eddie will outline
some of the models of TA deployment identified during
the course of her research. TAs, Eddie suggests, can do
more to advance learning when they are deployed by
schools and teachers in ways that are informed by socialconstructivist understandings of teaching and learning.