Reducing the effect of deprivation and
poverty on learners attainment
A Directory of Strategies and Resources
An introduction
According to ESTYN, studies on child poverty tell us that:
 The gap between children from richer and poorer backgrounds widens especially quickly during primary school. Disadvantaged
children in primary schools are more likely to lack ambition and self-esteem, and to have behavioural problems and difficulty
relating to their peers
 Boys as young as nine in disadvantaged schools become disenchanted with school and start to disengage
 Children in disadvantaged schools have limited access to music, art and out-of-school activities that children in advantaged schools
generally take for granted
Furthermore the Child Action on Poverty states that:
 Children from poorer backgrounds lag at all stages of education.
 By the age of three, poorer children are estimated to be, on average, nine months behind children from more wealthy backgrounds.
 According to Department for Education statistics, by the end of primary school, pupils receiving free school meals are estimated to be
almost three terms behind their more affluent peers.
 By 14, this gap grows to over five terms.
 By 16, children receiving free school meals achieve 1.7 grades lower at GCSE.
What is the Pupil Deprivation Grant (PDG)?
The PDG is extra funding from the Welsh Government to overcome the additional barriers poorer pupils’ face that prevent them from
achieving their full potential. This may include exceptionally able pupils who, because of their family background are not achieving their full
personal potential, even though they appear to be holding their own in comparison with their peers.
The Pupil Deprivation Grant and Early Years Pupil Deprivation Grant were introduced in order to reduce the impact of poverty on education. A
Welsh Government report, published in 2012 stated that the grant funding should support schools raising standards across the whole school
and narrowing the attainment. The following strategies were noted:
a) A focus on curriculum content in particular literacy and numeracy
b) Effective learner tracking systems for attainment and wellbeing
c) Professional Learning Communities which include professionals from other statutory and voluntary agencies
d) A focus on family engagement and parents’ capacity to support their child’s learning
e) Effective use of community resources such as Communities First Programme
f) Strengthening the engagement with parents and carers.
Aim
The aim of this directory is to give educationalists ideas and strategies taken from a variety of institutions and organizations on the
recommendations above, including case studies outlining the impact of strategies on reducing the impact of poverty and deprivation on
learners’ attainment
Relevance: Class Teacher
Strategy
Abstract
For further information
Professor John Hattie is a researcher in education. His research interests include performance
indicators, models of measurement and evaluation of teaching and learning. Visible Learning is a
synthesis of more than 800 meta-studies covering more than 80 million students. According to
John Hattie Visible Learning is the result of 15 years of research about what works best for
learning in schools. TES once called him “possibly the world’s most influential education
academic”.
http://visible-learning.org/johnhattie/
http://www.teacherstoolbox.co.uk/T_
effect_sizes.html
Digital technology
John Hattie’s strategies, such as teacher feedback, Student's prior cognitive ability, Instructional
quality, Direct instruction, Acceleration, Remediation/feedback, Student's disposition to learn,
Class environment, Challenge of Goals, Homework are evidence based. Their effectiveness can
provide strategies for class teachers to focus on reducing the effect of poverty on attainment.
The Sutton Trust-EEF Teaching and Learning Toolkit is an accessible summary of educational
research which provides guidance for teachers and schools on how to use their resources to
improve the attainment of disadvantaged pupils.
The Toolkit currently covers over 30 topics, each summarised in terms of their average impact on
attainment, the strength of the evidence supporting them and their cost. It has been
recommended by the Department for Education, Ofsted and the head teachers’ associations as a
valuable resource in prioritising pupil premium spending. More than half of secondary school
leaders now say they use the Toolkit.
+ 4 Months Moderate impact for high cost, based on extensive evidence
Feedback
+ 8 Months Very high impact for low cost, based on moderate evidence.
Learning styles
+ 2 Months Low impact for very low cost, based on moderate evidence.
Individualised instruction
+ 2 Months Low impact for low cost, based on moderate evidence
Homework (Secondary)
+ 5 Months Moderate impact for very low or no cost, based on moderate evidence
John Hattie Visible Learning
The Sutton Trust-EEF Teaching
and Learning Toolkit
http://www.literacytrust.org.uk/asset
s/0002/6752/EEF_Toolkit_pdf_version
.pdf
http://www.literacytrust.org.uk/asset
s/0002/6752/EEF_Toolkit_pdf_version
.pdf
http://www.literacytrust.org.uk/asset
s/0002/6752/EEF_Toolkit_pdf_version
.pdf
http://www.literacytrust.org.uk/asset
s/0002/6752/EEF_Toolkit_pdf_version
.pdf
http://www.literacytrust.org.uk/asset
s/0002/6752/EEF_Toolkit_pdf_version
.pdf
http://www.literacytrust.org.uk/asset
s/0002/6752/EEF_Toolkit_pdf_version
Homework (Primary)
+ 1 Month Low impact for very low or no cost, based on moderate evidence
Peer tutoring
+ 6 Months High impact for low cost, based on extensive evidence.
Phonics
+ 4 Months Moderate impact for very low cost, based on extensive evidence.
Peer tutoring, meta-cognitive
training
A study by the Joseph Rowntree Foundation into closing the attainment gap in Scottish
education found that helping children understand and improve their own learning and one-toone tutoring using qualified teachers, trained adults or trained peer tutors have improved
literacy and numeracy in Scotland.
Children working together in
A study by the Joseph Rowntree Foundation into closing the attainment gap in Scottish
small groups
education found co-operative learning can work if thoroughly taught across the school and
facilitated by teachers. Teachers benefit from coaching in group-work methods
Effective classroom strategies
This report by the Centre for Excellence and Outcomes in Children and Young People’s Services is
for closing the gap in
based on a qualitative review of observational and correlational research conducted in the UK,
educational achievement for
supported by a quantitative review of trials of classroom interventions, drawn from international
children and young people living studies. The key findings are that the following are effective strategies:
in poverty
 Classroom interventions that close attainment gaps for children living in poverty adopt
proven classroom management strategies (e.g. rapid pace of instruction, using all-pupil
responses, developing a common language around discipline).
 Traditional use of ICT (e.g. individualised, self-instructional programmes) has minimal
impact on attainment. Whole-class approaches, such as the use of interactive
whiteboards and embedded multimedia, show greater promise.
 One-to-one structured phonics tutoring by qualified teachers is very effective for
improving literacy outcomes, however it is generally expensive. Tutoring by teaching
assistants and volunteers can produce positive outcomes if they are well trained, well
supported and use structured phonics materials.
Making effective use of the pupil This report by the Wales Centre for Equity in Education is a resource for educational leaders and
deprivation grant
practitioners. Following much research a concise synthesis of the evidence would suggest that
schools should concentrate their interventions on the following three areas:
1.Whole school approaches that focus on:
• Leadership
• Effective learning and teaching
.pdf
http://www.literacytrust.org.uk/asset
s/0002/6752/EEF_Toolkit_pdf_version
.pdf
http://www.literacytrust.org.uk/asset
s/0002/6752/EEF_Toolkit_pdf_version
.pdf
http://www.literacytrust.org.uk/asset
s/0002/6752/EEF_Toolkit_pdf_version
.pdf
http://www.jrf.org.uk/sites/files/jrf/e
ducation-attainment-scotland-full.pdf
http://www.jrf.org.uk/sites/files/jrf/e
ducation-attainment-scotland-full.pdf
http://archive.c4eo.org.uk/pdfs/3/Sch
ools%20and%20Communities%20RR%
20P4.pdf
http://www.uwtsd.ac.uk/media/uwts
d-website/contentassets/documents/equity-ineducation/making_effective_use_of_P
DG.pdf
PP16-19 for specific classroom
Strategies for Teaching and
Learning:
Multi-sensory teaching
strategies; Catch-up
programmes; Tailored
curriculum building on learners’
interests and capabilities,
including extracurricular
activities; Wellbeing and
behaviour for learning
programmes including a focus
on attendance, listening to
learners and building selfesteem; Effective feedback and
assessment; Metacognitive
strategies
• Pupil wellbeing
2. Engaging parents and families.
3. Strengthening links with their communities, particularly through out-of-hours learning and
mentoring interventions as a way of supporting aspirations.
The report also includes relevant and useful case studies
REDUCING THE IMPACT OF POVERTY ON EDUCATIONAL ACHIEVEMENT POLICY OBSERVATORY
PROJECT REPORT
This research has been designed to identify, on the basis of rigorous evidence criteria, effective
practice currently taking place in Wales. It includes case studies of effective practice where the
impact of poverty on educational achievement in school, family and community contexts has
been reduced. The main case study themes were:
 Leadership
 Parental Engagement
 Teaching and Learning
strategies.
http://www.uwtsd.ac.uk/media/uwts
d-website/contentassets/documents/equity-ineducation/Policy-Observatory-ProjectReport.pdf
Synopsis of main findings from Case
Studies pp13-16
Relevance: Department / Faculty
Strategy
Abstract
For further information
http://www.literacytrust.org.uk/asset
s/0002/6752/EEF_Toolkit_pdf_version
.pdf
Behaviour interventions
The Sutton Trust-EEF Teaching and Learning Toolkit is an accessible summary of educational
research which provides guidance for teachers and schools on how to use their resources to
improve the attainment of disadvantaged pupils.
The Toolkit currently covers over 30 topics, each summarised in terms of their average impact on
attainment, the strength of the evidence supporting them and their cost. It has been
recommended by the Department for Education, Ofsted and the head teachers’ associations as a
valuable resource in prioritising pupil premium spending. More than half of secondary school
leaders now say they use the Toolkit.
+ 4 Months. Moderate impact for very high cost, based on extensive evidence
Collaborative learning
+ 5 Months Moderate impact for very low cost, based on extensive evidence.
One to one tuition
+ 5 Months Moderate impact for high cost, based on extensive evidence
Small group tuition
+ 4 Months Moderate impact for moderate cost, based on limited evidence
Effective classroom strategies
for closing the gap in
educational achievement for
children and young people living
in poverty, including white
working-class boys
This report by the Centre for Excellence and Outcomes in Children and Young People’s Services
Is based on a qualitative review of observational and correlational research conducted in the UK,
supported by a quantitative review of trials of classroom interventions, drawn from international
studies. The key findings are that the following are effective strategies:
 Structured phonics-based approaches, in general, work better than non-phonics
approaches.
 Programmes with explicit literacy instruction and clear teaching objectives improve
young children’s school readiness when they are implemented in a developmentally
appropriate way.
Departments should ensure that class and subject teachers know which pupils are eligible for the
pupil premium so that they can take responsibility for accelerating their progress. Strategies
include: highlighted information on registers or lesson plans, extra tracking systems for these
pupils, sharing good practice through observations or discussion.
The Sutton Trust-EEF Teaching
and Learning Toolkit
Ensuring staff awareness of the
identity of pupils receiving PDG
http://www.literacytrust.org.uk/asset
s/0002/6752/EEF_Toolkit_pdf_version
.pdf
http://www.literacytrust.org.uk/asset
s/0002/6752/EEF_Toolkit_pdf_version
.pdf
http://www.literacytrust.org.uk/asset
s/0002/6752/EEF_Toolkit_pdf_version
.pdf
http://www.literacytrust.org.uk/asset
s/0002/6752/EEF_Toolkit_pdf_version
.pdf
http://archive.c4eo.org.uk/pdfs/3/Sch
ools%20and%20Communities%20RR%
20P4.pdf
https://www.gov.uk/government/uplo
ads/system/uploads/attachment_data
/file/379205/The_20pupil_20premium
_20-_20an_20update.pdf
Relevance: Senior Leadership Team / Whole School
Strategy
A whole school approach and a
high priority
Strong leadership
Professional Development
Effective deployment of staff
Targeted funding
Ring-fencing of funding
Evidence-based, whole-school
reforms
Abstract
For further information
Schools should have an explicit plan with measureable objectives and detailed operational
proposals
Specific INSET on reducing the impact of poverty on educational achievement. All staff should be
aware of strategies adopted by the school / cluster on how to raise the achievement of
disadvantaged learners.
An Ofsted report outlining effective strategies
Clear vision and high expectations which is effectively communicated throughout the school thus
creating a very strong commitment, shared by staff and governors to doing everything possible
to remove any barriers that might hinder a pupil’s development
The report also includes relevant and useful case studies
A study by the Joseph Rowntree Foundation into closing the attainment gap in Scottish education
found that professional development can boost attainment but needs to be evidence-based,
intensive, long-term, contextualised, and incorporate systematic monitoring of impact and
continued support for teachers.
An Ofsted report outlining effective strategies
Effective schools allocate the best teachers to teach intervention groups to improve mathematics
and English, or re-deploy support teachers who have a good track record in raising attainment in
those subjects.
The report also includes relevant and useful case studies
A study by the Joseph Rowntree Foundation into closing the attainment gap in Scottish education
found that targeted funding works in the context of collaboration between schools, better school
leadership, strong school-level data, and systematic evaluation to monitor impact. Targeted
funding can also raise awareness of the attainment gap.
An Ofsted report outlining effective strategies
Effective schools carefully ring-fences the funding at the beginning of the academic year so that it
is spent on a targeted group of students. Also discussed is the importance of not confusing
eligibility for the pupil premium with low ability, and a focus on supporting disadvantaged pupils
to achieve the highest levels.
The report also includes relevant and useful case studies
A study by the Joseph Rowntree Foundation into closing the attainment gap in Scottish education
found that whole-school reforms make a difference when they incorporate a focus on improving
attainment, a shared strategic plan for academic, social and emotional learning, significant staff
Working_together_to_tackle_the_imp
act_of_poverty_on_educational_achie
vement_-_December_2013.pdf
https://www.gov.uk/government/uplo
ads/system/uploads/attachment_data
/file/379205/The_20pupil_20premium
_20-_20an_20update.pdf
http://www.jrf.org.uk/sites/files/jrf/e
ducation-attainment-scotland-full.pdf
https://www.gov.uk/government/uplo
ads/system/uploads/attachment_data
/file/379205/The_20pupil_20premium
_20-_20an_20update.pdf
http://www.jrf.org.uk/sites/files/jrf/e
ducation-attainment-scotland-full.pdf
https://www.gov.uk/government/uplo
ads/system/uploads/attachment_data
/file/379205/The_20pupil_20premium
_20-_20an_20update.pdf
http://www.jrf.org.uk/sites/files/jrf/e
ducation-attainment-scotland-full.pdf
The use of data
Effective use of data;
The use of PASS
Develop the social and
emotional skills of
disadvantages learners
Improving attendance and
punctuality
Tailoring the curriculum to the
needs of disadvantaged pupils
development, and consistent monitoring of impact. Curriculum for Excellence has the potential
to provide a framework to achieve this.
Gathering data from a range of sources to track the development of learners, analyse and
evaluate it against measurable objectives. This would refine current initiatives and develop
further programmes and educational. This should include specific focus on literacy and
numeracy.
An Ofsted report outlining effective strategies whereby it is recommended that school uses
achievement data frequently to check whether interventions or techniques are working and
make adjustments accordingly, rather than just using the data retrospectively to see if something
had worked.
The report also includes relevant and useful case studies
This is Pupil Attitude to Self and School to measure the wellbeing of pupils. It can be used
effectively to ascertain pupils’ wellbeing following a traumatic experience or a period of general
anxiety as well as a general measure of wellbeing.
Being able to restructure the pastoral care system to deal with specific needs of disadvantaged
learners
A meaningful reward system which promotes attendance and punctuality. Examples could be
• Early lunch pass
• Use of computer room / suite
• Trips / visits
• Stickers
• Certificates
• Credit point which lead to a reduction in price of an expensive item such as a tablet/ I
pad
• Musical lessons or other extra-curricular activities which disadvantaged pupils tend not
to partake in
Introducing a mentoring system whereby suitable mentors guide learners through programmes
of study and help them plan their own learning pathways. The mentors should be able to build
Working_together_to_tackle_the_imp
act_of_poverty_on_educational_achie
vement_-_December_2013.pdf
https://www.gov.uk/government/uplo
ads/system/uploads/attachment_data
/file/379205/The_20pupil_20premium
_20-_20an_20update.pdf
http://www.testingforschools.com/hel
p/PASS_Admin_Instructions.pdf
http://www.teachingtimes.com/articl
es/attitudinal-surveying-boostattainment.htm
http://www.gleducation.com/internationalproducts/pupil-attitudes-self-andschool
Working_together_to_tackle_the_imp
act_of_poverty_on_educational_achie
vement_-_December_2013.pdf
Working_together_to_tackle_the_imp
act_of_poverty_on_educational_achie
vement_-_December_2013.pdf
Working_together_to_tackle_the_imp
act_of_poverty_on_educational_achie
and introducing an effective
mentoring system
up an effective, positive and productive relationship which will a measureable impact on
attainment.
vement_-_December_2013.pdf
Mentoring
A study by the Joseph Rowntree Foundation into closing the attainment gap in Scottish education
found that matching a volunteer mentor with a disadvantaged student can have a significant
impact.
An Ofsted report outlining effective strategies
These mentors should have specific roles in supporting pupils’ academic and personal
development.
http://www.jrf.org.uk/sites/files/jrf/e
ducation-attainment-scotland-full.pdf
Learning mentors
Literacy Teaching
Focus on Literacy and numeracy
Early Intervention
Academically focused, afterschool activities
Listening to the disadvantaged
pupil voice
Develop staff expertise
The report also includes relevant and useful case studies
A study by the Joseph Rowntree Foundation into closing the attainment gap in Scottish education
looks at the effectiveness of literacy teaching. PISA surveys show that increasing reading
engagement could mitigate 30 per cent of the attainment gap. Reading also has long-term effects
on vocabulary and achievement in other curricular areas.
An Ofsted report outlining effective strategies whereby successful schools ensure that pupils
catch up with the basics of literacy and numeracy and offer support, where necessary through
effective intervention and booster classes. In the primary schools sampled, there was a very
strong focus on improving reading. In the secondary schools, support for English and
mathematics catch-up was often targeted at Year 7, but also continued across Key Stages 3 and
4.
The report also includes relevant and useful case studies
An Ofsted report outlining effective strategies whereby the most effective leaders identify their
pupils’ specific needs accurately and promptly so that low attainment can be tackled at the very
earliest stage. They then track the progress of pupils who are eligible for the pupil premium
funding meticulously and make sensible amendments to the support they provide as a result of
their monitoring and evaluation.
The report also includes relevant and useful case studies
A study by the Joseph Rowntree Foundation into closing the attainment gap in Scottish education
looks at many projects which run extracurricular activities for children from low-income
households (e.g. sports, music, dance, ICT and study skills). However, integrated academically
focused activities, such as study support, have a significant impact on attainment
Gather disadvantaged learners’ views to ascertain their experience of school life and giving them
a voice in school development and raising of standards. This can be done through pupil
interviews, questionnaires, creation of focus groups of different groups of learners
Use INSET to share good practice. Teachers to observe each other. Have a performance
management target related to raising achievement of disadvantaged learners.
https://www.gov.uk/government/uplo
ads/system/uploads/attachment_data
/file/379205/The_20pupil_20premium
_20-_20an_20update.pdf
http://www.jrf.org.uk/sites/files/jrf/e
ducation-attainment-scotland-full.pdf
https://www.gov.uk/government/uplo
ads/system/uploads/attachment_data
/file/379205/The_20pupil_20premium
_20-_20an_20update.pdf
https://www.gov.uk/government/uplo
ads/system/uploads/attachment_data
/file/379205/The_20pupil_20premium
_20-_20an_20update.pdf
http://www.jrf.org.uk/sites/files/jrf/e
ducation-attainment-scotland-full.pdf
Working_together_to_tackle_the_imp
act_of_poverty_on_educational_achie
vement_-_December_2013.pdf
Working_together_to_tackle_the_imp
act_of_poverty_on_educational_achie
Engaging parents and carers and
co-ordinate work with outside
agencies and families
Parental Involvement
Programmes
Nurture Groups
Team around the Family
Identify a member of SLT to adopt clear systems and co-ordinate work with outside agencies and
families of disadvantaged learners.
Communicating with the parents and carers on an equal footing in a non-threatening
environment –not an office setting within the school thus making the school a less intimidating
environment.
Parents to be invited into school to see positive aspect of their child’s work for example
informally, at the school gate
Hosting ‘clinics’ or drop in centres to deal with health, counselling and well-being within the
school or even at a centre in the local town in a less formal, friendlier atmosphere.
A study by the Joseph Rowntree Foundation into closing the attainment gap in Scottish education
looks at how helping parents support their children’s learning at home, appear promising.
A study by the Joseph Rowntree Foundation into closing the attainment gap in Scottish education
looks at how Nurture groups and programmes to increase social, emotional and behavioural
competencies show promise. However, the impact on attainment needs robust evaluation.
Ensure that the school plays it’s full role in this initiative and ensuring that all agencies are
represented at the meetings
Creation of Professional
Learning Community within a
cluster of schools
Schools pool their resources in joint strategies and training specifically to address the issue of
poverty thus ensuring a common approach. This would help transition from primary to secondary
school, as well as helping schools understand each other’s issues and ensure continuity in the
support the learner receives
The Role of Governors
Improve the menu of extracurricular activities
An Ofsted report outlining effective strategies suggests that a strong governing body which is
very actively involved in holding leaders to account for the achievement of pupils eligible for the
pupil premium leads to good practice. Furthermore, weak leadership and governance is an
obstacle in too many schools
The report also includes relevant and useful case studies
Provide activities that more advantaged learners take for granted such as educational visits. This
can be in conjunction with the rewards system for attendance and punctuality
After-school clubs and activities
An Ofsted report outlining effective strategies. The funding is also commonly used to enable
vement_-_December_2013.pdf
Working_together_to_tackle_the_imp
act_of_poverty_on_educational_achie
vement_-_December_2013.pdf
Duffryn High School pp15
Alexandra Primary School pp16-17
Treorchy Primary School’s ‘Family
Room’ pp9
Pillgwenlly Primary School’s ‘ Family
Nurture Room pp9-11
http://www.jrf.org.uk/sites/files/jrf/e
ducation-attainment-scotland-full.pdf
http://www.jrf.org.uk/sites/files/jrf/e
ducation-attainment-scotland-full.pdf
Working_together_to_tackle_the_imp
act_of_poverty_on_educational_achie
vement_-_December_2013.pdf
pp 11-12
Coedcae Comprehensive school pp12
Treorchy Primary School pp12-14
Working_together_to_tackle_the_imp
act_of_poverty_on_educational_achie
vement_-_December_2013.pdf
pp18
https://www.gov.uk/government/uplo
ads/system/uploads/attachment_data
/file/379205/The_20pupil_20premium
_20-_20an_20update.pdf
Working_together_to_tackle_the_imp
act_of_poverty_on_educational_achie
vement_-_December_2013.pdf
https://www.gov.uk/government/uplo
Early years intervention
eligible pupils to participate fully in after-school clubs and activities and to provide financial
support for educational visits. In secondary schools, the funding is often used to provide afterschool, weekend and holiday sessions.
The report also includes relevant and useful case studies
The Sutton Trust-EEF Teaching and Learning Toolkit is an accessible summary of educational
research which provides guidance for teachers and schools on how to use their resources to
improve the attainment of disadvantaged pupils.
The Toolkit currently covers over 30 topics, each summarised in terms of their average impact on
attainment, the strength of the evidence supporting them and their cost. It has been
recommended by the Department for Education, Ofsted and the head teachers’ associations as a
valuable resource in prioritising pupil premium spending. More than half of secondary school
leaders now say they use the Toolkit.
+ 6 Months Very high impact for very high costs, based on extensive evidence
Mentoring
+ 1 Month Low impact for moderate cost, based on moderate evidence.
Meta-cognition and selfregulation
+ 8 Months High impact for low cost, based on extensive evidence
Social and emotional aspects of
learning
+ 4 Months Moderate impact for very low cost, based on extensive evidence.
Sports participation
+ 2 Months Moderate impact for moderate cost based on moderate evidence.
Parental involvement
+ 3 Months Moderate impact for moderate cost, based on moderate evidence.
Effective classroom strategies
for closing the gap in
educational achievement
This report by the Centre for Excellence and Outcomes in Children and Young People’s Services
Is based on a qualitative review of observational and correlational research conducted in the UK,
supported by a quantitative review of trials of classroom interventions, drawn from international
studies. The key findings are that the following are effective strategies:
 rigorous monitoring and use of data
 raising pupil aspirations using engagement/aspiration programmes
 engaging parents (particularly hard-to-reach parents) and raising parental aspirations
 developing social and emotional competencies
The Sutton Trust-EEF Teaching
and Learning Toolkit
ads/system/uploads/attachment_data
/file/379205/The_20pupil_20premium
_20-_20an_20update.pdf
http://www.literacytrust.org.uk/asset
s/0002/6752/EEF_Toolkit_pdf_version
.pdf
http://www.literacytrust.org.uk/asset
s/0002/6752/EEF_Toolkit_pdf_version
.pdf
http://www.literacytrust.org.uk/asset
s/0002/6752/EEF_Toolkit_pdf_version
.pdf
http://www.literacytrust.org.uk/asset
s/0002/6752/EEF_Toolkit_pdf_version
.pdf
http://www.literacytrust.org.uk/asset
s/0002/6752/EEF_Toolkit_pdf_version
.pdf
http://www.literacytrust.org.uk/asset
s/0002/6752/EEF_Toolkit_pdf_version
.pdf
http://www.literacytrust.org.uk/asset
s/0002/6752/EEF_Toolkit_pdf_version
.pdf
http://archive.c4eo.org.uk/pdfs/3/Sch
ools%20and%20Communities%20RR%
20P4.pdf



The Pupil Deprivation Grant
•
supporting school transitions
providing strong and visionary leadership
Coaching teachers in new teaching strategies significantly raises outcomes for children
living in poverty. Research-proven approaches include cooperative learning (structured
group work), frequent assessment and meta-cognitive (‘learning to learn’) strategies.
 Adopting new curricula does not, in general, produce significant learning outcomes.
 Comprehensive reform models, which address multiple elements of school provision, can
produce substantial improvements in academic outcomes.
 The most powerful improvements in achievement are produced through the use of wellspecified, well-supported and well-implemented programmes, incorporating extensive
professional development. The review identifies specific evidence-based programmes
that UK schools can adopt.
 Early intervention is most effective, where preventative whole-class strategies are
adopted first, followed by tutoring for the small number of pupils who still need it.
Guidance on how the grant should be used effectively and outlining ineffective use of the grant
which should be avoided. Proposals include:
 Staff mentors to engage with learners and their families
 A sophisticated electronic tracking system
 Targeting all disadvantaged learners to reach their potential ,even if they are
achieving reasonably well
 Specific knowledge of strategies
Guidance and Frequently asked questions answered by ERW
A summary of activities and strategies which the PDG is eligible to fund. It is set out in a way
which could fit in with schools’ develop plans
Assessment and
Learning
• Quality feedback
• Peer Tutoring
• Metacognition
Making effective use of the pupil This report by the Wales Centre for Equity in Education is a resource for educational leaders and
deprivation grant
practitioners. Following much research a concise synthesis of the evidence would suggest that
schools should concentrate their interventions on the following three areas:
1.Whole school approaches that focus on:
• Leadership
• Effective learning and teaching
• Pupil wellbeing
2. Engaging parents and families.
Working_together_to_tackle_the_imp
act_of_poverty_on_educational_achie
vement_-_December_2013.pdf
pp20-21
http://www.erw.wales/schoolleadership/education-improvementgrant/
Evidence-based ideas for the effective
use of the Pupil Deprivation Grant that
can be incorporated into School
Development Plans : 2015-17
http://www.uwtsd.ac.uk/media/uwts
d-website/contentassets/documents/equity-ineducation/making_effective_use_of_P
DG.pdf
3. Strengthening links with their communities, particularly through out-of-hours learning and
mentoring interventions as a way of supporting aspirations.
Guidance for using the Pupil
Deprivation Grant What really
works?
Leadership strategies:
Designated senior leader;
Rigorous use of data and selfevaluation; Strategic plan which
focuses clearly on the
achievement of pupils receiving
FSM; Training and deployment
of staff including specialists;
Strong link with governors
Parental engagement
strategies:
Strong dialogue with parents;
Adult learning; Establishing and
sustaining strategic partnerships
The report also includes relevant and useful case studies
This guide by Llywodraeth Cymru / Welsh Government is intended to give schools practical
advice on how to use their Pupil Deprivation Grant to best effect. It supplements the guidance
for practitioners that was published in December 2013 on the Pupil Deprivation Grant 2013–
2015.
It provides information on effective strategies as well as strategies to be avoided based on the
Sutton Trust Toolkit
(http://www.literacytrust.org.uk/assets/0002/6752/EEF_Toolkit_pdf_version.pdf)
The guide includes relevant and useful case studies such as a pupil named ‘Cai’ and Mount Stuart
Primary School in Cardiff.
Also included are 17 action points known as ‘Steps to Success’ which are specific questions and
strategies which have been proved to reduce the effect of poverty on attainment
REDUCING THE IMPACT OF POVERTY ON EDUCATIONAL ACHIEVEMENT POLICY OBSERVATORY
PROJECT REPORT
This research has been designed to identify, on the basis of rigorous evidence criteria, effective
practice currently taking place in Wales. It includes case studies of effective practice where the
impact of poverty on educational achievement in school, family and community contexts has
been reduced. The main case study themes were:
 Leadership
 Parental Engagement
 Teaching and Learning
Schools included in the study were:
- Ysgol Glan Gele - Strategic Planning, leadership and engagement
- Ysgol y Dderi - Using data to plan interventions
- Pencoed Comprehensive School - Data tracking to help pupils achieve their potential
- Ysgol Hen Felin - Workforce development through staff training, self-evaluation, and
distributed leadership
- Ysgol Uwchradd Tywyn - Strategies to improve performance in low achieving pupils
- Oakdale Comprehensive School – Building positive relationships between staff and
pupils
- Bishop Gore Secondary School - Innovative learning and teaching to support low
achieving pupils to attain global grades
http://learning.gov.wales/docs/learni
ngwales/publications/140512-whatreally-works-en.pdf
http://www.uwtsd.ac.uk/media/uwts
d-website/contentassets/documents/equity-ineducation/Policy-Observatory-ProjectReport.pdf
Synopsis of main findings from Case
Studies pp13-16
Individual schools’ case studies in full
available from:
http://learning.gov.wales/resources/b
rowse-all/reducing-the-impact-ofpoverty-on-educationalachievement/?lang=en
-
A toolkit for school leaders and
Governors to analyse where the
greatest needs lie within their
school in relation to pupils
affected by poverty.
Taking a whole-school, strategic
approach to tackling
disadvantage
Ysgol Bassaleg Secondary School - Developing effective teaching approaches by using in
house toolkits and support systems
Mount Stuart Primary School - Overcoming cultural barriers and the challenges of being
a learner with English as a second language
St Mark’s Church Primary School - Supporting the well-being of vulnerable children
Ely Caerau Federation Schools Community Partnership – Creating local partnerships to
improve engagement
Flintshire Parenting Strategy and Delivery Plan- Strengthening links with communities,
family and parental engagement
The report also proposes a model for the future trialling of promising interventions that could
lead to a robust evidence base being developed and used by schools, Regional Education
Consortia and the Welsh Government.
The Pupil Premium -Analysis and challenge tools for schools
This booklet accompanies Ofsted’s Pupil Premium report (January 2013). It contains a series of
tools that schools can use to help them to analyse where there are gaps in achievement between
pupils who are eligible for the Pupil Premium and those who are not, and to plan the action they
need to take.
This toolkit can be used for effective planning and to strengthen Self Evaluation Report
‘Effective practice in tackling poverty and disadvantage in schools’ - A Report by Estyn
This report looks at case studies of successful schools.
Using data to track the progress
of disadvantaged learners
‘Effective practice in tackling poverty and disadvantage in schools’ - A Report by Estyn
This report looks at case studies of successful schools – Cwrt Sart Community Comprehensive
school and Llwynypia Primary School
Focusing on the development of
disadvantaged learners’ literacy
and learning skills
‘Effective practice in tackling poverty and disadvantage in schools’ - A Report by Estyn
This report looks at case studies of successful schools- Ysgol Melyd, Sandfields Comprehensive
school
https://www.gov.uk/government/uplo
ads/system/uploads/attachment_data
/file/413824/The_Pupil_Premium__Analysis_and_challenge_tools_for_sc
hools.doc
http://www.estyn.gov.uk/english/doc
Viewer/259977.9/effective-practicein-tackling-poverty-and-disadvantagein-schools-november2012/?navmap=30,163,
pp3
http://www.estyn.gov.uk/english/doc
Viewer/259977.9/effective-practicein-tackling-poverty-and-disadvantagein-schools-november2012/?navmap=30,163,
pp4-8
http://www.estyn.gov.uk/english/doc
Viewer/259977.9/effective-practicein-tackling-poverty-and-disadvantagein-schools-november2012/?navmap=30,163,
pp9-13
Developing the social and
emotional skills of
disadvantaged learners
‘Effective practice in tackling poverty and disadvantage in schools’ - A Report by Estyn
This report looks at case studies of successful schools- Ysgol Bryn Elian
Improving the attendance,
punctuality and behaviour of
disadvantaged learners
‘Effective practice in tackling poverty and disadvantage in schools’ - A Report by Estyn
This report looks at case studies of successful schools- Cefn Hengoed Community School, Cwrt
Sart Community Comprehensive
Tailoring the curriculum to the
needs of disadvantaged learners
‘Effective practice in tackling poverty and disadvantage in schools’ - A Report by Estyn
This report looks at case studies of successful schools.
Providing enriching and extracurricular experiences
‘Effective practice in tackling poverty and disadvantage in schools’ - A Report by Estyn
This report looks at case studies of successful schools- Ysgol Y Castell Primary School, St. Woolos
Primary School
Listening to disadvantaged
learners and provide
opportunities for them to play a
full part in the school’s life
‘Effective practice in tackling poverty and disadvantage in schools’ - A Report by Estyn
This report looks at case studies of successful schools- Cwrt Sart Community Comprehensive,
Cefn Hengoed Community School
Engaging parents and carers of
disadvantaged learners – they
communicate and work face-toface to help them and their
children to overcome barriers to
learning
Developing the expertise of staff
to meet the needs of
disadvantaged learners
‘Effective practice in tackling poverty and disadvantage in schools’ - A Report by Estyn
This report looks at case studies of successful schools- Cathays High School, Mount Stuart School
‘Effective practice in tackling poverty and disadvantage in schools’ - A Report by Estyn
This report looks at case studies of successful schools.
http://www.estyn.gov.uk/english/doc
Viewer/259977.9/effective-practicein-tackling-poverty-and-disadvantagein-schools-november2012/?navmap=30,163,
pp14-16
http://www.estyn.gov.uk/english/doc
Viewer/259977.9/effective-practicein-tackling-poverty-and-disadvantagein-schools-november2012/?navmap=30,163,
pp17-21
http://www.estyn.gov.uk/english/doc
Viewer/259977.9/effective-practicein-tackling-poverty-and-disadvantagein-schools-november2012/?navmap=30,163,
pp22
http://www.estyn.gov.uk/english/doc
Viewer/259977.9/effective-practicein-tackling-poverty-and-disadvantagein-schools-november2012/?navmap=30,163,
pp23-28
http://www.estyn.gov.uk/english/doc
Viewer/259977.9/effective-practicein-tackling-poverty-and-disadvantagein-schools-november2012/?navmap=30,163,
pp29-33
http://www.estyn.gov.uk/english/doc
Viewer/259977.9/effective-practicein-tackling-poverty-and-disadvantagein-schools-november2012/?navmap=30,163,
pp34-39
http://www.estyn.gov.uk/english/doc
Viewer/259977.9/effective-practicein-tackling-poverty-and-disadvantage-
Ten multi-agency strategies:
THE ROLE OF ASPIRATIONS,
ATTITUDES AND BEHAVIOUR
Parental Involvement







Learning experiences
Raising aspirations
Out-of-school-hours
learning
Developing a
community focus
Working with the local
community
Working with parents
Working with other
Pupil Deprivation (May 2014)- Estyn
This document summarises the main messages from previous Estyn reports on tackling poverty
and disadvantage in schools.
It looks at which areas need to improve and the strategies used by effective schools in reducing
the effect of poverty and also highlights the most common and enduring weaknesses of schools
and local authorities in improving the achievement of disadvantaged learners.
This Joseph Rowntree Foundation publication by Charlotte Carter-Wall and Grahame Whitfield
examines what role Aspirations, Attitudes and Behaviour (AAB) have on closing the gap on
educational attainment. It’s findings suggest that while it was not possible to establish a clear
causal relationship between AABs and children's educational outcomes, particularly due to the
quality of evidence, there is evidence that supports interventions focused on parental
involvement in children's education to improve outcomes. Furthermore, there is mixed evidence
on the impact of interventions focused on extra-curricular activities, mentoring, children's selfbelief and motivation therefore further development of such interventions should be trialled
alongside evaluations of effectiveness. Finally there is little evidence of impact for interventions
focused on things like addressing children's general attitudes to education or the amount of paid
work children do during term time.
This Viewpoint published by The Joseph Rowntree Foundation suggests that parental
involvement is key to Welsh education policy. Schools should emphasise parental involvement,
extra-curricular activities and mentoring.
This Viewpoint suggests that the Welsh education system should combine both learning- and
teaching focused interventions and student, family and community-focused interventions.
Tackling poverty and disadvantage in schools: working with the community and other services
(July 2011)
This report by Estyn suggests that schools need to get better at identifying and supporting
learners from disadvantaged backgrounds by targeting support at disadvantaged learners more
specifically, not just low performing learners, including those pupils who achieve average or
above average standards.
It highlights the strategies used by the few schools that have raised the achievement of their
disadvantaged learners such as effective skills-based teaching and activities that targeted support
for individual learners, such as mentoring or help with basic skills.
The report contains outlines if case studies.
in-schools-november2012/?navmap=30,163,
pp 40-41
http://www.estyn.gov.uk/english/doc
Viewer/309390.9/pupil-deprivationmay-2014/?navmap=30,163,
http://www.jrf.org.uk/publications/as
pirations-attitudes-educationalattainment-roundup
http://www.jrf.org.uk/sites/files/jrf/w
ales-education-poverty-summary.pdf
http://www.estyn.gov.uk/english/doc
Viewer/205405.2/tackling-povertyand-disadvantage-in-schools-workingwith-the-community-and-otherservices-july-2011/?navmap=30,163,
Pp 11-24
agencies
Sharing best practice
with other schools
 Transition from primary
to secondary schools
Specific strategies for school
leaders:
 Clear strategic direction
 Leadership roles and
responsibilities
 Evaluation of impact on
standards and wellbeing

Tackling poverty and disadvantage in schools: working with the community and other services
(July 2011) - Estyn
This report suggests that schools need to get better at identifying and supporting learners from
disadvantaged backgrounds by targeting support at disadvantaged learners more specifically, not
just low performing learners, including those pupils who achieve average or above average
standards.
It highlights the strategies used by the few schools that have raised the achievement of their
disadvantaged learners such as effective skills-based teaching and activities that targeted support
for individual learners, such as mentoring or help with basic skills.
http://www.estyn.gov.uk/english/doc
Viewer/205405.2/tackling-povertyand-disadvantage-in-schools-workingwith-the-community-and-otherservices-july-2011/?navmap=30,163,
Pp 25-27
The report contains case studies
within the report and in Appendix 2.
Relevance: Local Authority
Strategy
Effective use of Pupil
Deprivation Grant
Abstract
To give schools specific advice regarding the use of the grant in order to guide schools
To identify clearly how action plans will impact on outcomes for learners
To work towards integrated planning with all relevant agencies
For further information
Working_together_to_tackle_the_imp
act_of_poverty_on_educational_achie
vement_-_December_2013.pdf
‘One Swansea’ a single integrated plan
pp22-23
Restructuring in Carmarthenshire
pp23
Vulnerable Mapping Tool
Vulnerability Assessment Profile
(VAP)
Used in Neath Port Talbot, this LA identifies the most vulnerable learners by working with schools
to track progress of disadvantaged learners along with using information from partner
organisations. This ‘mapping’ allows the sharing of intelligence and tailoring of support for the
learners and their families
Used by Swansea LA, VAP’s collects a range of data about individual learners which is then used
by other agencies to identify specific needs and to match those needs to available services. It is a
tailored and intensive service which meets different levels of need.
Working_together_to_tackle_the_imp
act_of_poverty_on_educational_achie
vement_-_December_2013.pdf
Case Study: Neath Port Talbot pp 2426
Working_together_to_tackle_the_imp
act_of_poverty_on_educational_achie
vement_-_December_2013.pdf
pp 27
Co-ordinating initiatives
between school and support
services
A programme whereby parent support advisors were deployed to support partnership work with
parents of deprived learners in 3 primary schools
Cau’r Bwlch / Closing the Gap
An initiative by Gwynedd LA which provides subject specific training on strategies for teachers
Joint Performance Management
Framework
A redesigning of procedures for the performance management of officers whereby impact of
provision on individual learners, groups of learners and communities are now included.
Working_together_to_tackle_the_imp
act_of_poverty_on_educational_achie
vement_-_December_2013.pdf
Wrexham pp28
Working_together_to_tackle_the_imp
act_of_poverty_on_educational_achie
vement_-_December_2013.pdf
Gwynedd pp27
Working_together_to_tackle_the_imp
act_of_poverty_on_educational_achie
vement_-_December_2013.pdf
Denbighshire pp27
High-quality, full-day preschool
education.
Use of evidence to generate
policy
Five local authority strategies
Parental Involvement
Specific strategies for school
leaders:
 The role of the local
authority in supporting
schools to tackle
disadvantage and
develop communityfocused schooling
 How local authorities
support leadership
development for
tackling poverty and
disadvantage
Numerous studies show that early provision of this kind is effective. Full-day preschool produces
significantly higher literacy and numeracy for children from low-income families. However,
quality of provision matters more for disadvantaged children.
The effect of full-day attendance may not last if quality is low.
The importance of consistently good quality reliable data and evidence in order to generate
effective policy
http://www.jrf.org.uk/sites/files/jrf/e
ducation-attainment-scotland-full.pdf
Pupil Deprivation (May 2014)- Estyn
This document summarises the main messages from previous Estyn reports on tackling poverty
and disadvantage in schools.
It looks at which areas need to improve and the strategies used by effective Local Authorities in
reducing the effect of poverty. In addition, the report identifies common weaknesses in the work
of local authorities
Parental involvement is key to Welsh education policy. Future Welsh education policy should
emphasise parental involvement, extra-curricular activities and mentoring.
http://www.estyn.gov.uk/english/doc
Viewer/309390.9/pupil-deprivationmay-2014/?navmap=30,163,
This Viewpoint suggests that the Welsh education system should combine both learning- and
teaching focused interventions and student, family and community-focused interventions.
Tackling poverty and disadvantage in schools: working with the community and other services
(July 2011)- Estyn
This report suggests that schools need to get better at identifying and supporting learners from
disadvantaged backgrounds by targeting support at disadvantaged learners more specifically, not
just low performing learners, including those pupils who achieve average or above average
standards.
It highlights the strategies used by the few schools that have raised the achievement of their
disadvantaged learners such as effective skills-based teaching and activities that targeted support
for individual learners, such as mentoring or help with basic skills.
http://www.jrf.org.uk/sites/files/jrf/e
ducation-attainment-scotland-full.pdf
http://www.jrf.org.uk/sites/files/jrf/w
ales-education-poverty-summary.pdf
http://www.estyn.gov.uk/english/doc
Viewer/205405.2/tackling-povertyand-disadvantage-in-schools-workingwith-the-community-and-otherservices-july-2011/?navmap=30,163,
Pp 27- 29
The report contains case studies
within the report and in Appendix 2.