Transcript Pupil Premium and 'what works': Alan Dyson [PPTX 958.02KB]

Alan Dyson
Centre for Equity in Education, University of Manchester
[email protected]

“Additional funding” for “disadvantaged pupils”
 FSM, Ever6, LAC (6+months), service children.

“Aimed at tackling “underlying inequalities between children eligible for free
school meals (FSM) and their peers”

“School leaders should decide”

Accountability through:
 Performance tables
 Ofsted
 Reports for parents

£488 per pupil in 2011-12; £623 in 2012-13; £1300 (primary), £935 (secondary)
in 2014-15

Coincided with attempts to move to a national funding formula
National survey of schools
Case studies of 34 schools
Analysis of budgets
of a sample of schools
PP as ‘new money’
Existing provision for disadvantage
Monitoring systems
Rationales for provision
Schools’ concerns
Definitions of disadvantage
Heads, governors & parents





Who counts as ‘disadvantaged’?
Direct attacks on low attainment – or holistic
approaches to ‘barriers to learning’?
Stand-alone, ‘evidence-based’ interventions –
or contextualised whole-school approaches
Individual school approaches – or collective
approaches?
School-led decisions – or central guidance?
Focused:
•
•
•
•
•
•
Targeted at categories
Focused on attainment
Uses ‘proven’ interventions
Schools act alone
High chance of short-term impact
Doubts about longer-term transformation
Systemic:
•
•
•
•
•
•
Responds to ‘need’
Focused on multiple outcomes
Uses context-driven approaches
Schools act with partners
Lower chance of short-term impact
Higher chance of longer-term
transformation
Systemic approach
•
•
•
•
But including a focus on attainment
Indicators of disadvantage as a guide – but not a straitjacket
Detailed monitoring of individual pupils – and of the effects of interventions
Properly thought-through collaborative efforts to tackle the causes
& consequences of poverty
http://www.education.manchester.ac.uk/
research/centres/cee/