The document provides 8 ideas for how schools can make the most of their pupil premium funding with less resources. It suggests that schools 1) focus their pupil premium spending directly on disadvantaged students, 2) collaborate creatively with other schools to address staffing challenges, and 3) use evidence from organizations like the Education Endowment Foundation to inform decisions on pupil premium spending. The other ideas include demonstrating value for money in spending, getting an external review, ensuring school websites have required pupil premium information, leveraging Ofsted inspections, and applying for pupil premium awards. The document argues the government needs to do more to support schools in addressing issues like inadequate funding formulas and teacher shortages.
Presentation for the Graduate School of Development Policy & Practice at Erinvale Hotel & Spa, Somerset, Cape Town, South Africa. Presented at the 2016 D-G's Conference in the wake of students agitations in South Africa tertiary institutions that fees must fall.
Presentation for the Graduate School of Development Policy & Practice at Erinvale Hotel & Spa, Somerset, Cape Town, South Africa. Presented at the 2016 D-G's Conference in the wake of students agitations in South Africa tertiary institutions that fees must fall.
Breaking Down “Back to the Staffing Surge”EdChoice
Our latest report—“Back to the Staffing Surge”—measures US public school employment growth versus student growth as well as teacher salary fluctuations and student outcomes over the past 65 years using publicly available data that state departments of education annually report to the U.S. Department of Education. The results were shocking.
What did the numbers say exactly? And what could our system have done to better serve public school teachers and students? Flip through this slide show to learn more!
To access the full Back to the Staffing Surge report and more resources, including a podcast video with author Dr. Ben Scafidi, visit www.edchoice.org/StaffingSurge.
Infographic: Awareness of OER and OEP in HE institutions ScotlandOEPScotland
The Open Educational Practices in Scotland (OEPS) Project conducted a survey to find out about the level of awareness of open educational resources (OER) and open educational practices (OEP) among HE institutions in Scotland. In total 235 valid responses were collected in a five-week period from 19th October 2015 to 23rd November 2015. This infographic highlights some of the findings. If you are interested in reading the full interim report, please visit http://www.slideshare.net/OEPScotland/awareness-of-oer-and-oep-in-scottish-higher-education-institutions-survey-results
Implementing education responses to coronavirus (COVID-19)EduSkills OECD
The coronavirus crisis has seen education systems around the world having to quickly react to the unprecedented situation. We present a toolkit to help countries continue in their efforts to design and implement education system responses during COVID-19. The toolkit can be used by individual policy makers or teams at the local, regional or national level to shape the implementation of their education response strategies.
Coronavirus Impact Assessment And Mitigation Strategies For Educational Indus...SlideTeam
Assessing the impact of COVID 19 over various industries is a very crucial process as it carefully analyzes the risk and mitigation strategy. The following initially studies the overview of the entire education industry amid the coronavirus pandemic outbreak. In the following key points such as trends in education sector due to COVID and key challenges are studies. After understanding the overview the different types of risk are identified, these risks can be disruption due to social distancing, stresses supply chain, Plummeting employee productivity, recession unemployment and risk of online learning. Once the risks are identified multiple key mitigation strategy are devised, these can be analyzing business impact, risk readiness assessment and multiple mitigation plan. These mitigation plans can be social distancing in education system, video conferencing platforms and matrix for risk assessment. The provided also highlights the business contingency plan for schools, online classes a platform for E-learning and contingency plan for re-opening economic activity. In the end multiple work policies for reducing the risk of COVID are identified. After that various policies for managing multiple incidents in the organization are developed and Risk maturity model questionnaire survey is performed. The survey contains questions regarding impact of COVID on industries and effect of same on student and teachers mobility. https://bit.ly/3byXqgk
Promoting the opportunities available to young people with mathematic qualifications
Ensuring young people are equipped with the maths skills needed to succeed in a competitive global economy
Developing links and collaboration between employers, educators, professional associations and civil society
Presentation from Pauline Musset, author of "Improving work-based learning in schools", OECD Social, Employment and Migration Working Papers, No. 233, OECD Publishing, Paris, https://doi.org/10.1787/918caba5-en.
2017 April Article on Education Developments in Australia Updated March 2022....TonyMitchener1
This paper first appeared in a 2017 edition of Education Investor, a UK based magazine focussing on opportunities for business investments in education. Sectors considered for investment included schools, vocational education and training colleges, corporate training colleges, English language colleges and higher education institutions
The paper provides an overview of public and private sector education and training in Australia, as well as access to Australian Government and state and territory government funding. Opportunities for investing in Australian education assets are also highlighted.
Despite the passage of time over the past 5 years since the article was written very little has changed to alter the key investment opportunities.
The Paradigm Shift in the Indian Education System during COVID19: Impact, Opp...Dr. Amarjeet Singh
The COVID-19 pandemic is a huge challenge to education systems. Education is the main priority direction and main development indicator in all civilized countries of the world. The COVID-19 global pandemic has upended all the education system across the world. In this time of crisis, a well-rounded and effective educational practice is what is needed for the capacity-building of young minds. It will develop skills that will drive their employability, productivity, health, and well-being in the decades to come, and ensure the overall progress of India. This research paper tries to investigate on the various impact of Covid-19 in education system especially on rural India. We also try to throw light on the different existing and new initiatives by government during the pandemic. The novel coronavirus has transformed the centuries-old, chalk–talk teaching model to one driven by technology. The last 50 years have seen huge growth worldwide in the provision of education at all levels. COVID-19 is the greatest challenge that these expanded national education systems have ever faced. Many governments have ordered institutions to cease face-to-face instruction for most of their students, requiring them to switch, almost overnight, to online teaching and virtual education. We see a drastic rise in the use of various teaching and conferencing technologies which has been explained in this paper, also various advantages and disadvantages to the students in the use of these technologies have been covered in this research paper by identifying opportunities and trends. Finally research has been concluded by providing avenues to future research and a meaningful conclusion.
Breaking Down “Back to the Staffing Surge”EdChoice
Our latest report—“Back to the Staffing Surge”—measures US public school employment growth versus student growth as well as teacher salary fluctuations and student outcomes over the past 65 years using publicly available data that state departments of education annually report to the U.S. Department of Education. The results were shocking.
What did the numbers say exactly? And what could our system have done to better serve public school teachers and students? Flip through this slide show to learn more!
To access the full Back to the Staffing Surge report and more resources, including a podcast video with author Dr. Ben Scafidi, visit www.edchoice.org/StaffingSurge.
Infographic: Awareness of OER and OEP in HE institutions ScotlandOEPScotland
The Open Educational Practices in Scotland (OEPS) Project conducted a survey to find out about the level of awareness of open educational resources (OER) and open educational practices (OEP) among HE institutions in Scotland. In total 235 valid responses were collected in a five-week period from 19th October 2015 to 23rd November 2015. This infographic highlights some of the findings. If you are interested in reading the full interim report, please visit http://www.slideshare.net/OEPScotland/awareness-of-oer-and-oep-in-scottish-higher-education-institutions-survey-results
Implementing education responses to coronavirus (COVID-19)EduSkills OECD
The coronavirus crisis has seen education systems around the world having to quickly react to the unprecedented situation. We present a toolkit to help countries continue in their efforts to design and implement education system responses during COVID-19. The toolkit can be used by individual policy makers or teams at the local, regional or national level to shape the implementation of their education response strategies.
Coronavirus Impact Assessment And Mitigation Strategies For Educational Indus...SlideTeam
Assessing the impact of COVID 19 over various industries is a very crucial process as it carefully analyzes the risk and mitigation strategy. The following initially studies the overview of the entire education industry amid the coronavirus pandemic outbreak. In the following key points such as trends in education sector due to COVID and key challenges are studies. After understanding the overview the different types of risk are identified, these risks can be disruption due to social distancing, stresses supply chain, Plummeting employee productivity, recession unemployment and risk of online learning. Once the risks are identified multiple key mitigation strategy are devised, these can be analyzing business impact, risk readiness assessment and multiple mitigation plan. These mitigation plans can be social distancing in education system, video conferencing platforms and matrix for risk assessment. The provided also highlights the business contingency plan for schools, online classes a platform for E-learning and contingency plan for re-opening economic activity. In the end multiple work policies for reducing the risk of COVID are identified. After that various policies for managing multiple incidents in the organization are developed and Risk maturity model questionnaire survey is performed. The survey contains questions regarding impact of COVID on industries and effect of same on student and teachers mobility. https://bit.ly/3byXqgk
Promoting the opportunities available to young people with mathematic qualifications
Ensuring young people are equipped with the maths skills needed to succeed in a competitive global economy
Developing links and collaboration between employers, educators, professional associations and civil society
Presentation from Pauline Musset, author of "Improving work-based learning in schools", OECD Social, Employment and Migration Working Papers, No. 233, OECD Publishing, Paris, https://doi.org/10.1787/918caba5-en.
2017 April Article on Education Developments in Australia Updated March 2022....TonyMitchener1
This paper first appeared in a 2017 edition of Education Investor, a UK based magazine focussing on opportunities for business investments in education. Sectors considered for investment included schools, vocational education and training colleges, corporate training colleges, English language colleges and higher education institutions
The paper provides an overview of public and private sector education and training in Australia, as well as access to Australian Government and state and territory government funding. Opportunities for investing in Australian education assets are also highlighted.
Despite the passage of time over the past 5 years since the article was written very little has changed to alter the key investment opportunities.
The Paradigm Shift in the Indian Education System during COVID19: Impact, Opp...Dr. Amarjeet Singh
The COVID-19 pandemic is a huge challenge to education systems. Education is the main priority direction and main development indicator in all civilized countries of the world. The COVID-19 global pandemic has upended all the education system across the world. In this time of crisis, a well-rounded and effective educational practice is what is needed for the capacity-building of young minds. It will develop skills that will drive their employability, productivity, health, and well-being in the decades to come, and ensure the overall progress of India. This research paper tries to investigate on the various impact of Covid-19 in education system especially on rural India. We also try to throw light on the different existing and new initiatives by government during the pandemic. The novel coronavirus has transformed the centuries-old, chalk–talk teaching model to one driven by technology. The last 50 years have seen huge growth worldwide in the provision of education at all levels. COVID-19 is the greatest challenge that these expanded national education systems have ever faced. Many governments have ordered institutions to cease face-to-face instruction for most of their students, requiring them to switch, almost overnight, to online teaching and virtual education. We see a drastic rise in the use of various teaching and conferencing technologies which has been explained in this paper, also various advantages and disadvantages to the students in the use of these technologies have been covered in this research paper by identifying opportunities and trends. Finally research has been concluded by providing avenues to future research and a meaningful conclusion.
Lecture by Prof Dorothy Bishop, 1st Feb 2017, University of Southampton:
What’s wrong with our Universities, and will the Teaching Excellence Framework put it right?
Putting aside the detail of the findings for one moment, one of the very interesting aspects of this year’s survey is that, unlike in previous years, there is far less divergence of opinions between academy and maintained school respondents. This perhaps reflects the fact that we are now entering into the sixth year of the expanded academies programme and all schools are feeling the continued effects of the changing accountability measures, frailties of the examination system as well as financial restraint in the public sector.
Two clear themes struck me when looking at the survey findings. The Government’s education programme heavily relies on school leaders and it is clear more needs to be done to support current leaders as well as identifying and developing the leaders of the future.With continuation of the academy programme at pace and the emergence of more local school groups this will be a critical part of succession planning at both a local and national level.
This Government also needs to follow through on its manifesto commitments on schools funding. The Conservative manifesto made a commitment to provide‘proper funding’ to every school and to ‘make schools funding fairer’. However, Nicky Morgan has said the new funding formula will not be ready until September 2017 at the very earliest. Many will remember the last Education Secretary of State started consultation on fair funding in 2012 but progress soon stalled.
Whilst 2017 will feel too late for many, it is important to ensure that this time real progress will be delivered for our worst funded schools and their pupils. The Prime Minister’s announcement in July this year that the additional £390m previously confirmed for 2015-16 would be base-lined in budgets for future years was a welcome start. Any additional measures the Chancellor can facilitate in the comprehensive spending review to help narrow the gap pending the full implementation of fair funding will be very welcome.
https://www.brownejacobson.com/education/training-and-resources/guides/2015/11/school-leaders-survey-2015
Unseen children: under the spotlight - Ofsted South East leadership conferenc...Ofsted
Slides from the Ofsted South East leadership conference held on 7 March 2014. The speakers were:
• Sir Michael Wilshaw, Her Majesty’s Chief Inspector Ofsted
• Matthew Coffey, Regional Director, South East Ofsted
• Dr John Dunford OBE, National pupil premium champion
• Dr Kevan Collins, Chief Executive, Education Endowment Foundation.
Careers 2020 aims to scope out how young people can best be supported to plan for, and progress into, their futures.
The First Phase of the project, conducted with iCeGs, features an evidence-based review of careers work covering recent history, the current situation, a menu of possible options for schools, and recommendations for how careers work can be strategically integrated across everything schools do, including the curriculum.
The Second Phase surveyed a nationally representative sample of people involved in school-based careers work to explore which careers activities recently took place in schools and which they are planning to deliver in the future.
Please use the #Careers2020 hashtag on Twitter to follow the project.
Deloitte UK Restructuring Sector Outlook 2016 - Education Industry in Unchart...Thorsten Lederer 托尔斯滕
Uncertainty on funding and government policy implications is further exacerbated by reducing student numbers which together are putting both fnancial and operational pressure on institutions. At best, these changes will require a shift in management skills and adjustment in operations but could result in some institutions being no longer viable. Excellent read.
Presentation to the Further Education Alliance on 27th Sep. 2017, summarising university access research, full report here http://www.reform.uk/publication/joining-the-elite-how-top-universities-can-enhance-social-mobility/
Presentation of emerging findings to Neon summer symposium 8th June 2017.
Final report http://www.reform.uk/publication/joining-the-elite-how-top-universities-can-enhance-social-mobility/
Presentation to Education Coordinator (EC) Training with 60 ECs from across the country. Focus on careers and enterprise activities, as well as employer engagement with education.
Based on the McKinsey school system improvement framework, this document attempts to share the experiences of Hackney school governors, with a development journey specifically for governors. It is a generic framework to encourage self-reflection, and will only be effective to the extent that governors tailor it to their particular circumstances https://goo.gl/YKaV4n.
Current narratives in HE are moving beyond a narrow focus on securing employment for students to include them developing a wider and more holistic set of 'attributes'. This brief presentation summarises this trend and explore some of the challenges and future trends that may result.
I recently had the pleasure of presenting at a Pearson conference on e-books about the opportunities and challenges this emergent technology represents.
This presentation covers seven key areas.
1. A little context
2. Caution - emergent technology
3. What are e-books anyway?
4. pro’s & con’s (according to the evidence)
5. e-book features
6. Teaching and learning (new pedagogies)
7. What can you do?
8. What does the future hold for e-books?
Please share your views using the comments function or by getting in touch.
I just had the opportunity of presenting at the inaugural 'World Congress on Access to Post-Secondary Education' in Montreal. It was my first attempt at a synthesis of four projects that the Pearson Think Tank is involved in; on rising tuition fees, school-based careers guidance, university admissions and open education data. In different ways all of these projects explore the 'wicked problem' (complex, evolving and interdependent) of fair access to higher education.
The work highlights three of the common barriers that restrict fair access to higher education;
1) Information asymmetry
2) Unequal distribution of resources
3) Variable and sometimes unequal access
As well as three potential solutions that have been developed over the course of the projects:
1) Deliver truly personalised information and support
2) Develop sustainable local learning ecosystems
3) Make appropriate use of open data
This is an emerging strand of thinking so please do share your feedback.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
3. @LouisMMCoiffait 3
Quick context
Attempt to summarise EEF/Sutton
Trust and NAO reports in last
24hrs, then read the runes…
Growing commitment to narrow the
attainment gap, 94% of schools now
target support for disadvantaged
students, compared to 57% before it
was introduced
4. @LouisMMCoiffait 4
Quick context
The Pupil Premium (PP) is having an
effect, as 2011-14 data shows;
• 4.7 per cent overall reduction in
attainment gap between
disadvantaged students and their
peers in primary
• 1.6 per cent reduction in
secondary
5. @LouisMMCoiffait 5
Quick context
But “no clear trends” according to
the NAO, it’s still early days to
judge the Pupil Premium
And the gap is still wide e.g. 27.4
per cent in 2014 for English and
Maths A*-C GCSE
7. @LouisMMCoiffait 7
Quick context
Challenges identifying all
disadvantaged students eligible for
PP support (issues: FSM definition,
PP formula, UFSM, Universal Credit)
75% of school leaders report low-
income working families ineligible
A new ‘data sharing system’ called
for by EEF/Sutton Trust
9. @LouisMMCoiffait 9
Quick context
Value for money will be scrutinised more,
£2.5bn spent on 2m PP students this year
Schools should make the most of the freedoms
and support they have
But also share challenges they face e.g.
recruitment and funding – the government does
respond to pressure
Here are eight ideas for what schools can do
(and how the government can help them)
10. 1
•Prove PP spending is focused on disadvantaged students
2
•Collaborate creatively to get the staff needed
3
•Make use of evidence to inform decisions
4
•Demonstrate value for money
5
•Get an external review
6
•Check websites contain all the right information
7
•Turn to… Ofsted
8
•Apply for a Pupil Premium award
@LouisMMCoiffait 10
8 ideas for schools
11. @LouisMMCoiffait 11
1: Focus £ on PP students
NAO found 77 per cent of PP
funding being ‘diluted’ by
being spent on all students
Schools need to show
evidence of ‘prioritised
spending’
12. @LouisMMCoiffait 12
1: Focus £ on PP students
Tough to prioritise funding this way in
austere climate of cuts…
EEF/Sutton Trust found 50% of primary and 44%
of secondary teachers said their schools fund
activities that would otherwise have been cut
due to budget pressures
The NAO found 45% of schools faced real-terms
cuts e.g. 5 per cent real terms cuts to 16
per cent of the most disadvantaged secondary
schools, even with extra PP funding
The Institute for Fiscal Studies found 12%
real terms budget cuts are coming
16. @LouisMMCoiffait 16
1: Focus £ on PP students
Current funding system is unfair, we
badly need a national funding formula
from the government
Government’s role is to ensure schools
have the resources they need
17. @LouisMMCoiffait 17
2: Collaborate on staffing
Schools can work collaboratively and
creatively to get the staff they need
You know that the single best way to help
disadvantaged students is through great
teachers who can deliver high quality lessons
But where will they come from? Especially in
MFL, physics and maths
Where will the next generation of middle and
senior leader come from?
We face a dip in the number of graduates at
the same time as a surge in student numbers,
as well as an improving economy offering
alternative, better paid-careers
19. @LouisMMCoiffait 19
2: Collaborate on staffing
Schools can work together through
secondments, CPD, mentoring, shadowing,
shared roles and projects
Government urgently needs to do more to
make teaching an attractive, rewarding
career for life
20. @LouisMMCoiffait 20
3: Be informed by evidence
NAO found many schools using ineffective
approaches without challenge for years
(so expect more accountability soon)
Still early days for teaching to become a
truly ‘evidence-informed profession’
Although it’s up from 52% in 2012, still
only 64% of school leaders are using the
EEF toolkit to inform their PP spending
The College of Teaching is in its infancy
21. @LouisMMCoiffait 21
3: Be informed by evidence
Yes every school/class/student is
different
But high performing schools focus on
variation between classes and
systematically test what works for each
of their students
They use evidence to inform both practice
and management decisions
Cycle: Hypothesis – Experiment – Evaluate
24. @LouisMMCoiffait 24
3: Be informed by evidence
Good schools also embed innovation and
change into their teaching and learning,
as well as their management practices
They have a clear idea of what the
evidence says and what they’re currently
testing in their school
Government, Ofsted and others should
trust them more and give them time
25. @LouisMMCoiffait 25
4: Show value for money
The NAO found an over-reliance on ‘high-
cost’ approaches
Consider cost and impact in the Education
Endowment Foundation (EEF) toolkit
https://educationendowmentfoundation.org.
uk/toolkit/
28. @LouisMMCoiffait 28
4: Show value for money
1:1 tuition (in 71% of schools, ££££/5, +4 months)
vs small groups (£££/5, +4 months)
vs peer-to-peer (25% are, ££/5, +6 months)
What’s the cost/impact of using extra teaching
assistants? 71% of schools do, relatively expensive
££££/5 (£430m spent), not that effective (+1 month)
unless used well
Are you using feedback effectively? (63% of schools
focus on it, can be cheap (££/5) and effective (+8
months), but EEF/Sutton Trust found only 6% of
teachers/leaders prioritise spending on feedback
The government needs to increase the investment in
CPD for both teachers and school leaders
29. @LouisMMCoiffait 29
5: Get an external review
Schools can get external support from an
independent and approved reviewer
See https://www.gov.uk/pupil-premium-reviews
The NAO found that up to Feb 2015, only 7 of
214 approved reviewers were in the South-West
DfE is addressing this shortage, there are
currently 526 reviewers nationwide, including
34 in the South-West
30. @LouisMMCoiffait 30
5: Get an external review
But only 10% of schools have used them so far
Note that 8% of primaries and 21% of
secondaries inspected by Ofsted Sep to Dec 2014
were asked to do so
The government can ensure the quantity and
quality of reviewers meets demand
31. @LouisMMCoiffait 31
6: Check your website
DfE guidance: https://www.gov.uk/what-maintained-
schools-must-publish-online#pupil-premium
You must publish details of how your school spends
its pupil premium funding and the effect this has
had on the attainment of the pupils who attract the
funding. You must include the following:
• your pupil premium allocation for the current
academic year
• details of how you intend to spend your
allocation
• details of how you spent your previous academic
year’s allocation
• how it made a difference to the attainment of
disadvantaged pupils
32. @LouisMMCoiffait 32
6: Check your website
Heath School and Belmont School websites are
listed as helpful examples
The government
can also help
create a climate
of hope rather
than fear, by
using appropriate
Language…
33. @LouisMMCoiffait 33
7: Turn to… Ofsted
NAO found Ofsted was one of the most popular
sources of PP best practice
See the (archived) Ofsted guidance
http://webarchive.nationalarchives.gov.uk/201411241
54759/http://www.ofsted.gov.uk/resources/pupil-
premium-analysis-and-challenge-tools-for-schools
One mention in Jan 2015 Ofsted inspection framework
https://www.gov.uk/government/publications/the-
framework-for-school-inspection
How inspectors use their time during inspections?
55. Inspectors will evaluate evidence relating to the
achievement of specific groups of pupils and individuals,
including those eligible for support from the PP
34. @LouisMMCoiffait 34
8: Apply for a PP award
Find ideas at
http://www.pupilpremiumawards.co.uk
What’s to lose in applying? It costs nothing
but a little time, 600 schools win cash prizes
this year
The process itself should be a helpful one
Hopefully the government will listen to
EEF/Sutton Trust calls for even greater rewards
for schools effectively spending PP funding
5
Schools can get external support from an independent and approved reviewer
See https://www.gov.uk/pupil-premium-reviews
The NAO found that up to Feb 2015, only 7 of 214 approved reviewers were in the South-West.
DfE is addressing this shortage, there are currently 526 reviewers nationwide, including 34 in the South-West
Only 10% of schools have used them so far
8% of primaries and 21% of secondaries inspected by Ofsted Sep to Dec 2014 were asked to do so
The government can ensure the quantity and quality of reviewers meets demand
6
Schools can check their websites have all the right information
You must publish details of how your school spends its pupil premium funding and the effect this has had on the attainment of the pupils who attract the funding.
You must include the following:
your pupil premium allocation for the current academic year
details of how you intend to spend your allocation
details of how you spent your previous academic year’s allocation
how it made a difference to the attainment of disadvantaged pupils
https://www.gov.uk/what-maintained-schools-must-publish-online#pupil-premium
Heath School and Belmont School websites are listed as good examples
The government can help create a climate of hope rather than fear, by using appropriate language
7
Schools can turn to … Ofsted
The NAO found that Ofsted was the joint-second most popular source of best practice
http://webarchive.nationalarchives.gov.uk/20141124154759/http://www.ofsted.gov.uk/resources/pupil-premium-analysis-and-challenge-tools-for-schools
(archived)
Ofsted inspection framework, January 2015
https://www.gov.uk/government/publications/the-framework-for-school-inspectionOnly one explicit mention;
How do inspectors use their time during the inspection?
55. Inspectors will evaluate evidence relating to the achievement of specific groups of pupils and individuals, including those eligible for support from the pupil premium
8
Schools can apply for a Pupil Premium award
Look at http://www.pupilpremiumawards.co.uk for ideas
What’s to lose in applying? It costs nothing but a little time and 600 schools win cash prizes this year
EEF/Sutton Trust are calling for even greater rewards for schools effectively spending PP funding
The process should be a helpful one
5
Schools can get external support from an independent and approved reviewer
See https://www.gov.uk/pupil-premium-reviews
The NAO found that up to Feb 2015, only 7 of 214 approved reviewers were in the South-West.
DfE is addressing this shortage, there are currently 526 reviewers nationwide, including 34 in the South-West
Only 10% of schools have used them so far
8% of primaries and 21% of secondaries inspected by Ofsted Sep to Dec 2014 were asked to do so
The government can ensure the quantity and quality of reviewers meets demand
6
Schools can check their websites have all the right information
You must publish details of how your school spends its pupil premium funding and the effect this has had on the attainment of the pupils who attract the funding.
You must include the following:
your pupil premium allocation for the current academic year
details of how you intend to spend your allocation
details of how you spent your previous academic year’s allocation
how it made a difference to the attainment of disadvantaged pupils
https://www.gov.uk/what-maintained-schools-must-publish-online#pupil-premium
Heath School and Belmont School websites are listed as good examples
The government can help create a climate of hope rather than fear, by using appropriate language
7
Schools can turn to … Ofsted
The NAO found that Ofsted was the joint-second most popular source of best practice
http://webarchive.nationalarchives.gov.uk/20141124154759/http://www.ofsted.gov.uk/resources/pupil-premium-analysis-and-challenge-tools-for-schools
(archived)
Ofsted inspection framework, January 2015
https://www.gov.uk/government/publications/the-framework-for-school-inspectionOnly one explicit mention;
How do inspectors use their time during the inspection?
55. Inspectors will evaluate evidence relating to the achievement of specific groups of pupils and individuals, including those eligible for support from the pupil premium
8
Schools can apply for a Pupil Premium award
Look at http://www.pupilpremiumawards.co.uk for ideas
What’s to lose in applying? It costs nothing but a little time and 600 schools win cash prizes this year
EEF/Sutton Trust are calling for even greater rewards for schools effectively spending PP funding
The process should be a helpful one