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Pupil Premium toolkit


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Top 10 ways to spend the funding and make the most impact

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Pupil Premium toolkit

  1. 1. Pupil Premium toolkit: Top 10 ways to spend the funding and make the most impact Peter Lauener Education Funding Agency 22 January 2014
  2. 2. Areas I plan to cover today 1. The context – The Government’s reform agenda – Why the pupil premium is needed 2. Our policy incentives – Funding – Inspection – Evidence on what works 3. Actions for school leaders and teachers to increase impact
  3. 3. • We fund schools and colleges to educate children and young people in England. To do this we: • fund academies directly and ensure they meet the terms of their funding agreements • fund local authorities to fund maintained schools • fund sixth forms, colleges and training providers to educate 16 to 19-year-olds, and those with learning difficulties or disabilities to age 24 with LDA • provide bursaries to disadvantaged young people • deliver building and maintenance programmes for schools and sixth-form colleges, including project managing new builds for schools in greatest need EFA’s remit - for which our funding is £54bn in 2013-14 We fund schools and colleges to educate children and young people in England. To do this we:
  4. 4. Improving disadvantaged pupils’ life chances is at the heart of the Government’s education reform agenda ‘…no country that wishes to be considered world class can afford to allow children from poorer families to fail as a matter of course.’ Prime Minister and Deputy Prime Minister
  5. 5. Poverty, equity and attainment 5
  6. 6. "Our data shows it doesn't matter if you go to a school in Britain, Finland or Japan, students from a privileged background tend to do well everywhere. What really distinguishes education systems is their capacity to deploy resources where they can make the most difference. Your effect as a teacher is a lot bigger for a student who doesn't have a privileged background than for a student who has lots of educational resources.“ Andreas Schleicher – OECD 6
  7. 7. Pupil premium: the gap • The gap gets wider as pupils get older: • 17.3ppt gap (63.4% achievement by PP pupils, 80.7% non-PP) achieving level 4+ in reading, writing and maths at age 11 (2013) • 27.2ppt gap (38.5% achievement by PP pupils, 65.7% non-PP) achieving 5+ A*-C grades including English and maths GCSEs at age 16 (2012) • Big variations between schools and between LAs • KS2 reading, writing, maths gap (2013): Newham 4ppts, Rutland 35ppts • GCSE 5 A*-C inc. English and maths gap (2012): Kensington and Chelsea 6ppts, Wokingham 41ppts, Southend 41ppts • Between 2008-13 the FSM gap narrowed: • By 5.3ppts in percentage achieving level 4 or above in maths at primary • (2008-12) By 1.6ppts in percentage achieving 5+A*-C grades inc. English and maths GCSEs at secondary • The highest attainment for FSM eligible pupils and smallest gaps on average occur in schools with high rates of FSM. • Gaps can vary widely from year to year in schools
  8. 8. Incentives Funding School Interventions Inspection Pupil Premium reviews Better information Evidence on effectiveness 8 Our policy incentives
  9. 9. Funding 9 Since April 2011, additional and rising targeted school funding for disadvantaged pupils:  £625million in 2011-12 – £488 per pupil  £1.25billion in 2012-13 – £623 per pupil  £1.875bn in 2013-14 – £953 per primary pupil, £900 per secondary pupil  £2.5billion in 2014-15: – £1300 primary-aged pupils – £935 secondary-aged pupils – £1900 for all looked-after children, adopted children and care leavers
  10. 10. School interventions 10 Schools have the freedom to choose the interventions they consider to be most effective and cost-effective, but need to publish online:  the school’s pupil premium allocation for the current academic year  details of how you intend to spend the allocation  details of how you spent the previous academic year’s allocation  how it made a difference to the attainment of disadvantaged pupils Identify pupils with Key to Success tool
  11. 11. Inspection 11 From Sept 2013, sharper “Section 5” inspections, more focussed on attainment of disadvantaged pupils:  schools will now not normally be judged “outstanding” if – among other things – disadvantaged pupils are not making good progress  schools judged “requiring improvement” overall and on leadership where disadvantaged pupils are not making good progress are likely to have a Pupil Premium review recommended Read the new framework document
  12. 12. Pupil premium reviews 12 From Sept 2013, any school can commission a Pupil Premium review. The review:  to identify effective action for raising the attainment of disadvantaged pupils  should be led by a system leader, usually from the National College for Teaching and Leadership (NCTL), with a track record in this area  can be paid for using pupil premium funding  does not require an Ofsted recommendation – any school can commission a review NCTL have a directory of system leaders
  13. 13. Better information 13 From October 2013, better information on the achievement of disadvantaged pupils, with:  attainment data on disadvantaged pupils for schools in RaiseONLINE (Oct 2013, primary, Dec 2013, secondary)  new three-year rolling average measures in performance tables (Dec 2013, primary, Jan 2014, secondary)  enhanced similar schools tool with FSM banding information See RaiseONLINE and performance tables
  14. 14. Evidence of effectiveness 14 Since February 2012, the Education Endowment Foundation (EEF) has awarded £35.9m to 68 projects, including 23 on literacy catch-up.  Most are rigorously evaluated using randomised controlled trials (RCTs)  Knowledge gained will be published on a termly basis from January 2014  EEF teaching and learning toolkit to provide accessible evidence and advice on the effectiveness of a range of approaches.
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  16. 16. EEF Toolkit 16
  17. 17. Feedback Approach Average impact Cost Evidence estimate Summary Feedback 8 months ££ Very high impact for low cost Research suggests that providing effective feedback is challenging. To be effective, it should be: • About challenging tasks or goals rather than easy ones. • Given sparingly so that it is meaningful. • About what is right more often than about what is wrong. • Specific, accurate and clear, e.g. not just “correct” or “incorrect”. • Provide examples of what is correct and not just tell students when they are wrong. • Encouraging and supportive of further effort without threatening a learner’s self-esteem.
  18. 18. What does Ofsted say? Ofsted’s 2013 report on the pupil premium said: “While there are some pockets of very good practice, we find that too many schools are still not spending the Pupil Premium on interventions that are making any meaningful impact.” “Many schools still lack good enough systems for tracking the spending of the additional funding or for evaluating the effectiveness of measures they have put in place in terms of improving outcomes. In short, they struggle to show that the funding is making any real difference.” “The best school leaders know what they want to achieve from each of their interventions and they evaluate progress thoroughly to make sure these are working. They also have well thought-through plans for building on success.”
  19. 19. How are schools doing it successfully? Ofsted’s 2013 report also sets out the characteristics of schools that are using their Pupil Premium successfully to maximise achievement: • use data to analyse progress and the causes of under-achievement; • use research evidence; • allocate their best teachers to intervention groups; • give systematic feedback to pupils; • ensure class and subject teachers knew their Pupil Premium pupils and were responsible for accelerating progress; • monitor and evaluate impact on pupil results; and • involve governors in planning and evaluating.
  20. 20. When should we worry? Independent 2013 evaluation report and Ofsted 2012 report identified less effective practice, including:  where school are not sufficiently clear about who their disadvantaged pupils are  where schools are not prioritising disadvantaged pupils as intended  where the choices about what interventions or training to invest in are not evidence-based 20
  21. 21. Top 10 actions for school leaders and teachers (1) 1. Know where your attainment gaps are 2. Target funding at your disadvantaged pupils - use Key to Success to identify who they are 3. Understand what evidence Ofsted is looking for on use of the pupil premium and the progress and attainment of disadvantaged pupils - read the current Ofsted framework document
  22. 22. Top 10 actions for school leaders and teachers (2) 4. Understand what the 2013 Ofsted pupil premium report says about the characteristics of schools that are using the funding effectively to maximise attainment 5. Involve your board of governors – and parents/carers – in your decisions on how to spend the pupil premium 6. Read relevant sections of your school’s RAISEonline report; identify schools which are similar to yours; get help from school improvement or data provider partners
  23. 23. Top 10 actions for school leaders and teachers (3) 7. Consider commissioning a pupil premium review - you don’t need to be prompted by Ofsted to do this, and you can pay for it using pupil premium funding 8. Engage with the evidence on “what works” in the Teaching and Learning Toolkit – when selecting which interventions to put in place and in planning their delivery 9. Evaluate the impact of your activities and gather evidence for Ofsted 10. Publish your pupil premium statement online
  24. 24. Today’s conference Get buy- in at school Use evidence to decide strategy Training in depth Change practice Make an impact Evaluate effective ness What next?
  25. 25. To end on an optimistic note …
  26. 26. 26 Links, tweets and contacts disadvantaged-children @educationgovuk @johndunford Questions?