The presentation contains content on Pupil Premium from The Academies Show Birmingham 2014.

1. The following presentation was delivered at The Academies Show
Birmingham 2014 by Ian Abbot, David Middlewood & Sue Robinson,
The University of Warwick, Centre for Education
For more information on similar content please visit our website at:
http://www.academiesshow.london/agenda/

2. Pupil Premium Research Report
University of Warwick
Ian Abbott, David Middlewood & Sue Robinson

3. Purpose of the Research
To ascertain what factors could be identified in the effective
use of Pupil Premium in outstanding schools in a large urban
LA.
To share knowledge and understanding of effective practice
from outstanding settings.
Key aims:
• Establish how the Pupil Premium was utilised in the school
• Identify the specific strategies used to bring about positive
benefits for pupils and the range of initiatives
• Evaluate the effectiveness and impact of the Pupil Premium
• Make recommendations for the future development of the
utilisation of the Pupil Premium

4. Methodology
• Semi-structured interviews with local stakeholders
who had been concerned with the operation of the
Pupil Premium and/or had an interest in its
development
• Interviews with heads/SLT in 6 primary and 5
secondary schools which:
– had a significant number - more than 40% - of
pupils receiving Pupil Premium
– had been designated as ‘outstanding’ at their
most recent inspection

5. Findings
1. High importance to all of aims and values:
• That the values embodied in the school’s ‘normal’ culture
should underpin the implementation of all initiatives such as
Pupil Premium
• That there should be a focus on the highest possible
achievement for every single child
• That achievement is valuable in itself not just for being ‘good
at schoolwork’
• That aspirations should be raised for the individuals, the
school and the community

6. 2. Identifying individual needs for targeted
interventions – ‘A relentless focus on pupil data’ and
‘those in danger of not making age related
expectations’
Examples included:
• Targeted teaching
• Additional resources as an intervention strategy
• Reading Recovery Programme
• Small group intervention
• Increasing staffing levels in classes for targeted support

7. 3. Monitoring
• Persistent monitoring was essential so that changing needs
were identified and actions and plans modified and updated
• It also offered evidence of impact of curriculum enrichment
• Ensured good value for money
4. Huge emphasis on basic literacy and numeracy skills at all
levels
• All schools reported strategies to improve literacy and
numeracy levels and all were confident that these strategies
were yielding positive results
• Importance of EYFS
• Early intervention was key

8. 5. Mentoring and tutoring
• All schools placed an emphasis on mentoring and tutoring in various
forms -cross-age and peer mentoring
• Stress on pupils receiving accurate and helpful feedback on their work
6. Targeted interventions
• Gifted and talented group
• Children with behavioural issues
• Children without access to computers at home
• School resource support for children in exceptional circumstances
• Community support for pupils and families who find it difficult to
access school provision
• Dual registration with special school to meet psychological needs

9. 7. Curriculum enrichment
Ensuring a curriculum which met the needs of the pupils
and was enriched through:
• Focus weeks- Extended curriculum weeks, diversity days
• Artists and experts coming in to school-Writers for World
Book Day/Actors for Theatre in Education
• Writing workshops/Maths challenge/Visits to local places of
interest- Art galleries for specific
displays/Museums/Houses/Local arts and sports
venues/Residential visits
• Lunchtime activities/Play leaders including training some
pupils to lead play/Sports coaches.

10. 8. High quality targeted staff training
This was essential and examples found included
mentoring of various kinds, giving effective feedback,
targeted teaching, support for autistic children and
literacy
9. Willingness to learn and adapt
Most schools explained how they had adjusted or
changed particular actions when they perceived they
were not working

11. Recommendations
• Use of funding should build on the key aims or mission of the school - should not
be viewed as a separate activity
• Funding should be used to support ALL disadvantaged pupils
• Gifted and Talented pupils eligible for the Pupil Premium should receive similar
levels of support
• Effective communication with parents about the strategies that are being
developed
• There has to be clear identification of the specific needs of the school, their pupils
and their community context
• School leaders have to accept when initiatives are not working and be prepared to
implement the need for modification, whilst maintaining core values of the school

12. Reference
Abbott, I; Middlewood, D, Robinson, S (2013)
Pupil Premium Report, Centre for Education
Studies, University of Warwick

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