Transcript Document

Narrowing the gap and the effective use of
the Pupil and Service Premium with SEN
young people
Glyn Wright
Autumn Term 2013
What do we want for all of our young
people?
FSM
SEN
CiC
Service child
Activity- who are the vulnerable groups in your schools What
characteristics might they show?
Background to the Pupil Premium
• Pupil Premium introduced April 2011£450
• £623 in 2012
• £900 in 2013
• Will be £1,300 for Primary only in 2014
Important to note also……
• Pupil Premium in addition to SEN
funding
• £900 for every Ever 6 FSM
• £900 for each LAC in addition to DSG
• £300 for each Service Child
• Ever 3 introduced 1st April
What works? Sutton Trust EEF Teaching
and Learning Toolkit
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Effective feedback
Metacognition and self regulation
Peer tutoring
Early intervention
One to one tutoring
ICT
Phonics
Parental involvement
Sutton Trust Research 2013
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Effective Feedback
Metacognition and self regulation
Peer tutoring
Early Years interventions
1:1
Homework (secondary)
Collaborative learning
Phonics
££
££
££££
£££££
££££
£££
£
£
+8mths
+8mths
+ 6 mths
+6mths
+ 5mths
+ 5mths
+ 5 mths
+4mths
What else?
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Breakfast clubs
After school programmes
Multi agency teams in school
Parenting support
Allocate best teachers to disadvantaged
children
Ofsted Report January 2013 –
• Pupil Premium: How schools are
spending the funding successfully to
maximise achievement is the follow up
to the report published in September
2012.
• The report can be found on the Ofsted
website: www.ofsted.gov.uk
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Successful schools shared the following
characteristics:
carefully ring-fenced the funding
focused on supporting their
disadvantaged pupils to achieve the
highest levels
analysed which pupils were
underachieving and why
drew on research evidence
understood the importance of all day-to-day
teaching
• allocated their best teachers to teach
intervention groups
• used achievement data to check whether
interventions or techniques were working
• made sure that support staff, particularly
teaching assistants, were highly trained
• focused on giving pupils clear, useful
feedback about their work
• ensured that a designated senior leader
had a clear overview
• subject teachers knew which pupils were
eligible for the Pupil Premium
• had a clear policy on spending the Pupil
Premium
• provided well-targeted support to improve
attendance, behaviour or links with families
• had a clear and robust performance
management system for all staff
• involved governors
• were able to demonstrate the impact
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Less successful Schools:
had a lack of clarity about the intended impact of the
spending
spent the funding indiscriminately on teaching
assistants, with little impact
did not monitor the quality and impact of interventions
well enough, even where other monitoring was effective
did not have a good performance management system
for teaching assistants and other support staff
did not have a clear audit trail for where the funding had
been spent
focused on pupils attaining the nationally expected level at
the end of the key stage (Level 4, five A* to C grades at
GCSE) but did not to go beyond these expectations
• spending in isolation
• compared their performance to local rather
than national data
• compared the performance of their pupils who
were eligible for free school meals with other
eligible pupils nationally, rather than all pupils
• did not focus their pastoral work on the
desired outcomes
• did not have governors involved
The Role of Governors in the effective use of Pupil Premium
Analysis and challenge tools for schools-Self-review questions for
Governing Bodies
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B.
Governors’ knowledge and awareness
Leaders and managers actions
C.
C. Pupil’s progress and attainment
Overall, will governors know and be
able to intervene quickly if
outcomes are not improving in the
way that they want them to?
News from DfE 2nd July 2013 – David Laws sets out
new measures
• From Sept 2013 – sharper focus to the
performance and progress
• Outstanding headteachers will support schools that
are RI for Pupil Premium
• A National Pupil Premium Champion will share
good practice
• Survey of 1,240 schools found that 80% of secondary
and 67% of primary have improved their support for
disadvantaged pupils as a direct result of PP
• Some schools are using interventions which are not
cost effective/don’t know what works
Activity – scenarios – supporting
vulnerable children and young people
A whole school approach to
Narrowing the Gap and
using the Pupil Premium
effectively
Assessing,
recording &
reporting the
achievement of
Partnerships C&YP
with
parents/carers
and local
communities
Staff continuing
professional development
(CPD) needs, health &
wellbeing
Leadership,
management &
managing change
Whole
school
approach
Provision of
support
services for
C&YP
Policy
development
Learning & teaching,
curriculum planning &
resourcing
School
culture &
environment
Giving children
& young people
a voice