The Pupil Premium
Strategies to Improve Achievement that Work?
Lee Elliot Major and Robbie Coleman
8th July 2013
lee.ellio...
Two charities, one aim
• The Sutton Trust was founded in 1997 by Sir Peter
Lampl. It is dedicated to improving social mobi...
Complementary approaches
EEF Sutton Trust
Pupils eligible for free school meals Low and middle income students
5-16 year o...
Supporting schools to close the
gap in three ways
• Ensuring that schools have access to high-
quality, independent eviden...
1. Teaching and Learning Toolkit
• The Toolkit is an accessible, independent summary of
educational research.
• Practice f...
Toolkit overview:
A starting point for decision making
Example: Approach summary
References
Scenario: Spending the Pupil
Premium
• A large secondary school receives £250,000 from the
Pupil Premium in 2012-13.
• How...
Caution!
Myth 1: Research
provides a simple list of
dos and don’ts.
Reducing
Class Size
Average cost-effectiveness
High
Impact
Teaching
AssistantsLow
Impact
Low
cost
High
cost
Peer tutoring
...
2. Supporting “DIY evaluation”
• Evaluating the
impact of the
decisions you make
is very important.
We’ve published a
DIY ...
Applying evidence in practice
External evidence summarised in the Toolkit
can be used to inform choices.
Step 2: Identifyi...
Caution!
Myth 2: There are proven
methods which work every
time, in every context.
3. Funding rigorous evaluations
• So far, the EEF
has funded 56
projects working
with 1,800
schools and
300,000 pupils,
bu...
Caution!
Myth 3: We already
know enough about what
works, we just have to go
and do it.
Reflections
• Evidence can help you capturing the benefits of
current and new spending.
• But, there are no off the shelf ...
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The Pupil Premium: Strategies to Improve Achievement that Work? - Lee Elliot Major and Robbie Coleman

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Drawing on evidence from the 'Sutton Trust-EEF Teaching and Learning Toolkit' this presentation will look at maximising the impact of school spending, with a particular focus on the pupil premium.

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The Pupil Premium: Strategies to Improve Achievement that Work? - Lee Elliot Major and Robbie Coleman

  1. 1. The Pupil Premium Strategies to Improve Achievement that Work? Lee Elliot Major and Robbie Coleman 8th July 2013 lee.elliotmajor@suttontrust.com robbie.coleman@eefoundation.org.uk
  2. 2. Two charities, one aim • The Sutton Trust was founded in 1997 by Sir Peter Lampl. It is dedicated to improving social mobility through education. • In 2011 the Sutton Trust as lead charity in partnership with Impetus launched the Education Endowment Foundation, funded by a Department for Education grant of £125m. The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.
  3. 3. Complementary approaches EEF Sutton Trust Pupils eligible for free school meals Low and middle income students 5-16 year olds 0-18 year olds Funds and evaluates programmes and approaches Runs own programmes and conducts research and policy work Attainment-focused Aspirations and progression Core attainment at 11 and 16 Stretching able students; mobility at the top end Linking research and practice – Sutton-EEF Teaching and Learning Toolkit
  4. 4. Supporting schools to close the gap in three ways • Ensuring that schools have access to high- quality, independent evidence, as a starting point for decision-making and innovation. • Helping schools evaluate the impact of strategies to close the gap with guidance, advice and case studies. • Building the evidence of what works to raise the attainment of disadvantaged pupils in schools through rigorously evaluated large scale projects.
  5. 5. 1. Teaching and Learning Toolkit • The Toolkit is an accessible, independent summary of educational research. • Practice focused: aims to help schools make informed decisions and narrow the gap. • Based on meta- analyses conducted by Durham University.
  6. 6. Toolkit overview: A starting point for decision making
  7. 7. Example: Approach summary
  8. 8. References
  9. 9. Scenario: Spending the Pupil Premium • A large secondary school receives £250,000 from the Pupil Premium in 2012-13. • How should the school decide to use this money? • Should the school spend the money on professional development to improve the quality of feedback pupils receive, or small group tuition, or class size reduction? The Toolkit doesn’t tell you what to do, but we hope that it will help teachers and schools make more informed decisions.
  10. 10. Caution! Myth 1: Research provides a simple list of dos and don’ts.
  11. 11. Reducing Class Size Average cost-effectiveness High Impact Teaching AssistantsLow Impact Low cost High cost Peer tutoring One to one Small group tuition Feedback Aspiration interventions Parental involvement Block scheduling
  12. 12. 2. Supporting “DIY evaluation” • Evaluating the impact of the decisions you make is very important. We’ve published a DIY Evaluation Guide with Durham University, which could help.
  13. 13. Applying evidence in practice External evidence summarised in the Toolkit can be used to inform choices. Step 2: Identifying possible solutions Evaluate the impact of your decisions and identify potential improvements for the future. Step 4: Did it work? Mobilise the knowledge and use the findings to inform the work of the school to grow or stop the intervention. Step 5: Securing and spreading change Applying the ingredients of effective implementation. Step 3: Giving the idea the best chance of success Identify school priorities using internal data and professional judgement. Step 1: What do you want to achieve?
  14. 14. Caution! Myth 2: There are proven methods which work every time, in every context.
  15. 15. 3. Funding rigorous evaluations • So far, the EEF has funded 56 projects working with 1,800 schools and 300,000 pupils, building on the 5,500 studies in the Toolkit. Synthesise existing evidence Make grants Evaluate projects
  16. 16. Caution! Myth 3: We already know enough about what works, we just have to go and do it.
  17. 17. Reflections • Evidence can help you capturing the benefits of current and new spending. • But, there are no off the shelf solutions; context, implementation and evaluation matters. • Research can support teachers to make better decisions, but only in tandem with professional judgment and consideration.

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