1. Effective use of the pupil premium
Narrowing the Gap
Effective use of the pupil premium

2. About this presentation
David Weston Chief Executive, Teacher Development Trust. Former teacher, data consultant, author, ITT trainer, Visiting Fellow at the Institute of Education Teacher Development Trust The national CPD charity National Teacher Enquiry Network

3. Why focus on teaching?
Source: Sutton Trust (2011)

4. Source: Robinson (2009)

5. Which tools? Hard choices…
Uniform improvements
Building improvements
Hire more Teaching Assistants
Curriculum change
Buy new computers
One day conferences
Smaller classes / splitting classes
Improving feedback
Improving questioning
Learning to learn
Frequent formative assessment
Quality of explanation
Co-operative learning *and* Direct instruction
Training teaching assistants

6. Sutton Trust-EEF Toolkit

7. Sutton Trust-EEF Toolkit

8. Sutton Trust-EEF Toolkit

10. A word about Teaching Assistants
Source: Sutton Trust (2011)

11. A word about Teaching Assistants
ineffective
effective
Teaching Assistants
Likelihood
Effectiveness in previous studies

12. No guarantees Factors to consider
Probability of success: never/always vs rarely/usually
Cost: time and money
Pick your battles: buy-in & focus
Context: know your needs, strengths and weaknesses

13. Maximising success Focus on learning, evaluate learning
Ensure teacher (and governor) buy-in
Start with high-probability ideas
Sustain intense, sharp focus on improvement
Enquiry learning: theory  refined practice
External support and challenge

14. 1a. Focus on specific learning
Don’t focus on the means….
Differentiation
Feedback
Classroom management
Use of voice
Use of interactive white-board
Use of learning objectives
Marking

15. 1a. Focus on specific learning
Focus on the ends:
Learning or behaviour issue, e.g.
Improving reading
Improve engagement in lessons
Improving structure of essays
Improving spoken fluency
Improving conceptual understanding of forces
Improving ability to manipulate algebraic expressions
Improving speed of hand-writing
Reduce disruptive behaviour
Focus cohort of pupils, e.g.
Quiet FSM boys in Year 5
All FSM pupils in Year 3
Under-achieving girls in class B
Looked after children in reception
Pupils with EAL in French class 8Y2
BME pupils with an English target grade lower than D in Year 11
Pupils in Maths group 7M5 who have struggled with geometry

16. 1a. Evaluate the learning
Unreliable evaluation:
1. Students are busy: lots of work is done (especially written work)
2. Students are engaged, interested, motivated
3. Students are getting attention: feedback, explanations
4. Classroom is ordered, calm, under control
5. Curriculum has been ‘covered’ 6. (At least some) students have supplied correct answers (whether or not they really understood them or could reproduce them independently)
Source Coe (2013)

17. 1a. Evaluate the learning
A more reliable mix
Objective
true/false & one-correct-answer test, measurable performance thresholds, attendance
Subjective
teacher-judged grade of essay answers, peer assessment of artistic performances, self-evaluation of confidence
Direct
measuring relevant learning e.g. exam question, oral explanation
Indirect measuring outcomes that may hint at success e.g. attendance rate, further-study take-up, hours spent on homework
Quantitative numeric e.g. number of correct questions, self-rating on scale of 1-10, percentage of students graduating
Qualitative
description of enthusiasm for subject, observation of pupil learning strengths, focus group interview for course feedback

18. 2. Ensure teacher buy-in Involve teachers in evaluating needs
Involve teachers in value and impact judgements
Give some room for flexibility
Lead by example – take the first step
Build trust & relationships
Connect to values

19. 2. Ensure governor buy-in
Explain:
How you identified needs
How you chose interventions
Your implementation plan
Your evaluation plan
Comparison to best practice

20. 3. Start with high probability ideas
ineffective
effective
Smaller Classes
Learning to Learn
Likelihood
Effectiveness in previous studies

21. 4. Sustain intense focus on improvement
One or two things at a time
Intensive focus: every week
Sustained focus: 30 to 50 hours (yes really)
The main thing is to keep the main thing the main thing

22. 5. Enquiry Learning Choose an Enquiry Goal Set up
Design your evaluation
Investigate the issue, get a baseline
Enquiry, e.g. Lesson Study
Try an intervention
Interim review & expert input
Refine your intervention
Design your evaluation
Finish evaluation
Write a summary
Dissemination & Sharing

23. 5. Enquiry Learning – lesson study
1. Plan
Plan a lesson together.
Address each activity to your Learning Goal and predict how pupils will react and how you will assess this.
Pick 3 case pupils.
2. Observe
Teach the lesson with your colleagues observing.
Pay particular attention to the case pupils
Conduct any assessments and/or interviews during & after.
3. Reflect & Plan
As soon after the lesson as possible, reflect how each activity elicited the sought-after change. Were your predictions correct? Why?

24. 6. External support and challenge

25. 6. External support and challenge
The expert needs to be:
Someone who genuinely understands the intervention
Someone who has experience of solving the problem
Someone outside your institution (or possible department)
Someone you all trust and respect

26. A few other thoughts Get in early – invest for the future
Rebuild learning foundations
Vocabulary, language and oral skills are often overlooked
Engage parents
Build networks

27. Your next steps Audit your approach to Pupil Premium and CPD
Identify expert partners
Create a focused action and evaluation plan

28. What are we doing about it?
@informed_edu
What are we doing about it?
free national database of training with reviews, linked to Research in to closing the gap
National Teacher Enquiry Network. a network of schools who are collaborating to share and develop world-leading practice in CPD and R&D

30. NTEN National Teacher Enquiry Network CPD Quality Peer Audit
A peer-audit against our CPD Quality Framework with Bronze, Silver and Gold awards for excellent practice & policies.
NTEN Lesson Study
Comprehensive tools and support to implement a world-leading system of Joint Practice Development.
Peer-to-peer support
Connect with like-minded schools to observe and develop outstanding practice.
National & Local Events Share latest practice and learn from experts at our six national conferences and local member events.
Support for R&D + closing the gap Engage in both small and large-scale research, access evidence, implement quality evaluations and interventions.
A powerful voice
Have your views around staff development represented at the highest levels.
We are currently inviting applications for membership. Membership is graded according to institution size and starts from just £1000.

32. Get in touch