This document provides guidance and strategies for teachers to support disadvantaged students, known as Pupil Premium students, in the classroom. It identifies the top 5 strategies recommended by research: 1) Avoiding ability grouping and instead using heterogeneous groups; 2) Providing effective feedback and giving students time to reflect and act on feedback; 3) Developing student independence and self-regulation skills; 4) Teaching meta-cognition or "learning to learn" strategies; and 5) Ensuring homework is accessible and focused on student targets. The document also provides examples of implementing these strategies and explains how the school monitors and supports Pupil Premium students and staff.

1. Preparing for Pupil Premium:
Top 5 Classroom Strategies
27th November 2014
3.20pm
Adam Hayley and Alun McKeever

2. Social Mobility Game
The closer you were to the recycling bin, the better your odds.
This is what privilege looks like. Did you notice the only ones
that complained about fairness were in the back of the room?
Your job as teachers is to be aware of your privilege and use
this to help others achieve great things, all the while
advocating for those in the rows behind you!

3. What is Pupil Premium?
Wilmslow High School welcomes the national focus on ‘raising the
achievement of disadvantaged children’ since we have a clear and
persistent gap in attainment at GCSE level. Based on analysis we
have identified the following indicators of ‘disadvantaged’
students most at risk of poor attainment.
• 1) students on FSM, SEN or school support.
• 2) students with less than 90% attendance,
and in a deprived postcode.
• 3) students with more than 1 fixed term
exclusion in a year.
• 4) students who have low effort grades and
in a deprived postcode.
Funding for 2014 to 2015
For children registered as eligible for free school meals at any point in the last 6 years:
• £1,300 for primary-aged pupils
• £935 for secondary-aged pupils
Schools will also receive £1,900 for each looked-after pupil who has been looked after for
1 day or more

4. • 38% attendance
• Has 4 Achievement Points
• Has 3 Behaviour points
• Doesn’t attend any Xtra activites
• Lives in Wilmslow
• KS2 Level for reading and writing - 4
• Projected KS4 Maths D
• Projected KS4 English D-
Pupil Premium
or not?

5. • 96.7% attendance
• Has 37 Achievement Points
• Has 0 Behaviour points
• Has participated in school productions in leading roles.
• Lives in Alderley Edge
• KS2 Level for reading and writing 5
• Projected KS4 Maths A
• Projected KS4 English A Pupil Premium
or not?

6. • 94.68% attendance
• Has 44 Achievement Points
• Has 5 Behaviour points
• Performs in school productions
• Lives in Wilmslow
• KS2 Level for reading and writing - 4
• Projected KS4 Maths C-
• Projected KS4 English D
Pupil Premium
or not?

7. • 100% attendance
• Has 38 Achievement Points
• Has 2 Behaviour points
• Has participated in school sports, school council, and Xtra
clubs
• Lives in Prestbury
• KS2 Level for reading and writing 5
• Projected KS4 Maths A
•PPurojpectield KPS4r Eengmlish iAum
or not?

8. • 91.5% attendance
• Has 32 Achievement Points
• Has 74 Behaviour points
• Doesn’t participate in school clubs
• Lives in Wilmslow
• KS2 Level for reading and writing - 3
• Projected KS4 Maths F-
• Projected KS4 English D Pupil Premium
or not?

9. Why do we need to focus on it?
DFE:
We also hold schools to account through performance
tables, which include data on:
• the attainment of the pupils who attract the funding
• the progress made by these pupils
• the gap in attainment between disadvantaged pupils
and their peers
• Ofsted inspections report on how schools’ use of the
funding affects the attainment of their disadvantaged
pupils.

10. Why do we need to focus on it?
Example
• GCSE English Language
• Number of levels of progress:
• 2013-14 = 22%
• 2014-15 = 20%
• Each PP student we can move to 3 levels of
progress closes this gap by 2%

11. At the end of the day we are here to:
Address pupils' needs – not those of the school

12. What are your top 5 teaching
techniques for Pupil Premium
students?
Discuss…
That’s what we think.
Let’s see what research
suggests…

13. Supporting Pupil Premium Students
in the Classroom

14. Toolkit of Strategies to Improve Learning
Summary for Schools
Spending the Pupil Premium
By
Professor Steve Higgins,
Durham University

16. BEFOREHAND
Know who your PP students are
• Identify PP students via the ‘Essential Information’ tab.
Enter this information into your planner and seating plan
Seating Plan
• Which position in the classroom will enable the student to
work to the best of their ability?
Literacy Awareness
• Are you aware of the P.P. students’ reading ages? If this
information becomes available we believe it will become a
vital tool
Clear Targets / STATS Established
• Ensure the student knows what they should be aiming for
and how they can get it

17. DURING
Group roles
• This is an effective way of developing the
independence of a PP student, whilst also ensuring
they have a clear role to play within lessons
Force visibility
• No hands up during questioning / ensure the PP
student is used to having a prominent role
Effective Feedback
• Give the students time to reflect and act upon your
comments
• How do you get there: action plan for struggling
students

18. AFTER
Accessible Homework Tasks
• Can all students access the piece of homework
effectively?
Subject Intervention
• Study support, subject report, L3 homework referral,
homework drop-in
Use of Ifs Mons
• Log any interventions you make so other departments
can judge their involvement on this information –
joined up thinking
Parental/Guardian Engagement
• Positive phone calls home, text home, praise postcards,
note in planner

19. WHS Top Five
Classroom Strategies

20. 1. Ability grouping
“The evidence is consistent that though
there maybe some benefits for higher
attaining pupils in some circumstances
(e.g. gifted and talented programmes),
these are largely outweighed by the
negative effects on attitudes for middle
and lower performing learners”
The Sutton Trust

21. 1. Ability Grouping: Solution
• Avoid grouping students together in a ‘hierarchy’
of ability
• An integrated seating plan is more effective if it is
specifically utilised for group learning
• Annotate your seating plan: PP students, GT,
target grade, etc.
• Consider Kagan strategies (see Vicky Littler for
more information)
• Employ carousel activities (or Jigsaw activities if
you speak Meta-cognition)

22. Heterogeneous Groups

23. My classroom:
Front

24. My classroom:
Front

25. Student’s
Name
P
P
P
P
P
P
P
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
B
C
C
B
C C
C
C

26. 2. Effective Feedback: Application
• ‘The most cost effective way of spending the Pupil Premium would be on
more effective feedback in the classroom’ The Sutton Trust
Providing children with feedback on their performance can be very effective
when it is focused on:
• challenge, tasks or goals
• what is right rather than what is wrong
• encouraging the student and building self-esteem.
Time should be made for feedback, as all too often pupils are not given time
to read and understand written feedback on their work. Teachers need to
train pupils to identify their own strengths and weaknesses and develop
a culture of self-review.

27. 2. Effective Feedback: Strategies
Set a regular routine in your lessons for Reflection Sessions in
which students could:
• re-work homework and act on your feedback. This, then,
will be remarked.
• Every half-term write a Reflection Summary in which
students state how they have done, why they have
achieved this and what they can then do to achieve their
STAT
• From this they can create an action plan for the next term.
This, then, can be commented on in the next reflection
summary
• These summaries are best completed in the back of
exercise books

28. 3. Building independence and self-regulation
“Teaching children strategies to motivate themselves and
plan and monitor their own learning can be a high-impact
approach to raising the attainment of disadvantaged
children”
The Sutton Trust
Strategy to consider include:
• peer-tutoring and coaching with learning mentors –
helping develop independence and children’s confidence
in solving their own problems.

29. 4. Learning to Learn: Meta-Cognition
• The Education Endowment Foundation defines meta-cognition in
the following way:
• Meta-cognitive strategies (sometimes known as ‘learning to learn’
strategies) are teaching approaches which make learners think
about learning more explicitly. This is usually by teaching pupils
specific strategies to set goals, monitor and evaluate their own
learning. Overall these strategies involve being aware of one’s
strengths and weaknesses as a learner, such as by developing self-assessment
skills, and being able to set and monitor goals.
• Low cost, high impact for PP students
• See Karen Yates (English dept.) for further information on Meta-
Cognitive approaches

31. 5. Homework
• Make sure it is accessible
• Ensure it is planned to consolidate classroom
learning
• Focused on targets – get student to choose a
target from their list and attempt to master it
during this HW
• Use it for behaviour management – a way of
monitoring a student’s focus

32. What is the school doing to support
Pupil Premium Students and Staff?
The Education Endowment Foundation has produced a teaching and learning
toolkit to help teachers and schools effectively use the pupil premium to
support disadvantaged pupils.

33. Bookmarks – Simon Mackintosh
Teaching and Learning
6 Non Negotiable
Teaching and
Learning Strategies.
Raising
Achievement
Menu.
Learning Walks and
Lesson
Observations.
Identifying
Underachievement
How to use Sisra.
Once the students
are identified – how
do you provide
accurate
intervention.
Raising
Achievement Menu
Pupil Premium Focus
How to use SIMS
IFS Mon to record
your interventions.
Track and Monitor
Pupil Premium
specific
instructions.

34. SISRA: How To…..
Click on reports
Click on the correct cohort (i.e. Yr11)
Click on most recent indicators (i.e. autumn indicators)
Click on students
Change ‘View Options’
FILTER DETAIL—Change to Pupil Premium
(to identify only PP students)
QUALIFICATION—Change to your subject
CLASS—Change to your class
Change TABLE to ‘Progress Matrix’
This should identify students that are underperforming in
relation to ‘3 levels’ of progress.
Focus on D/C borderline who are not making expected
progress
(students that may not have other interventions in place)
Click on the matrix (underlined number) to display
students

35. VLE funding requests: How To…..

36. IFS MON: How to….
Click on ‘IFS Mon Subject Analysis’ from your
class register.
Find the column called ‘Intervention Strategy’
and input your chosen strategy.
E.g: 21/11/14 (AH) Effective Deployment of LSA’s
in conjunction with a KAGAN seating plan. I will
apply for funding for the upcoming educational
visit via the VLE.
Don’t forget to save the document once
updated.

37. What are your top 5 teaching
techniques for Pupil Premium
students now?
Have your ideas
changed?
Discuss…

38. Pupil Premium Planning: Helpful
Websites
• http://www.cem.org/attachments/1toolkit-summary-
final-r-2-.pdf
• http://www.risingstars-uk.
com/uploads/publications/1179.PDF
• http://tdtrust.org/narrowing-the-gap-pupil-premium-
and-cpd/
• https://www.learntogether.org.uk/Resources/
Documents/Pupil_Premium_HandbookFINAL.
pdf