Narrowing the gap and the effective use of the Pupil and Service Premium with SEN young people Glyn Wright Autumn Term 2013.

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

CiCSEN

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 Toolkit1. Effective feedback2. Metacognition and self regulation3. Peer tutoring4. Early intervention 5. One to one tutoring6. ICT7. Phonics8. Parental involvement

Sutton Trust Research 2013

1. Effective Feedback ££ +8mths2. Metacognition and self regulation ££ +8mths3. Peer tutoring ££££ + 6 mths 4. Early Years interventions £££££ +6mths5. 1:1 ££££ + 5mths6. Homework (secondary) £££ + 5mths 7. Collaborative learning £ + 5 mths8. Phonics £ +4mths

What else?

• 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

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

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 PremiumAnalysis and challenge tools for schools-Self-review questions for Governing Bodies

A. Governors’ knowledge and awareness

B. 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

Partnerships with parents/carers and local communities

School culture & environment

Learning & teaching, curriculum planning & resourcing

Policy development

Leadership, management & managing change

Assessing, recording & reporting the achievement of C&YP

Giving children & young people a voice

Staff continuing professional development (CPD) needs, health & wellbeing

Provision of support services for C&YP

Whole school

approach

A whole school approach to Narrowing the Gap and using the Pupil Premium effectively