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Pupil Premium Briefing

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1 Pupil Premium Briefing
Autumn Term 2014

2 Welcome! Andy Brumby Raising Aspirations & Achievement consultant
Cornwall Learning @BrumbyAndrew “Don’t teach me. Help me to learn.”

3 What’s in store? Pupil Premium Plus – Emma/Jane
Sir John Dunford’s challenge to school leaders New PP update from Ofsted (July 2014) Cornwall KS4 FSM outcomes causing concern Teaching tenacity and resilience etc. Sutton Trust Toolkit: Peer mentoring in the spotlight

4 Pupil Premium Plus guidance
Emma Phillips CiCESS Jane Stephens CiCESS

5 What is the Pupil Premium?
The Pupil Premium is additional funding to help schools raise the achievement of disadvantaged children and to close gaps between them and their peers. It is primarily aimed at Reception to Year 11 pupils who are from low-income families and are eligible for Free School Meals (FSM). This category now includes any child that has been registered for FSM in the past six years (known as ‘Ever 6 FSM’)

6 Pupil premium: the funding
Additional per pupil funding for PP £488 per pupil £623 per pupil £900 per pupil (+ £53 for primary) £935 (secondary) £1300 (primary) £1900 (Looked after and adopted chn) Total PP funding £625 million £1.25 billion £1.875 billion £2.5 billion

7 The big challenge for our generation of school leaders: using the pupil premium to raise the achievement of disadvantaged pupils Ambition: In 17% of schools, FSM attainment is above the national average for ALL pupils

8 ‘Are our disadvantaged pupils making at least good progress?’
Attainment PP pupils Other pupils Time ‘Are our disadvantaged pupils making at least good progress?’

9 Rising to the challenge…
If we can respond to the massive challenge to use the pupil premium funding to close the gap, we will have gone a long way to fulfil the purpose of education for the young people who need it most. We will have accepted the notion that no young person, by virtue of their birth, should necessarily achieve less than others. This is a challenge to which every school leader must respond. Sir John Dunford National Pupil Premium Champion

10 Rising to the challenge…
Good school leaders are never defeatist and, in my work as Pupil Premium Champion, I have met no resistance to the notion that schools should use this money to close the gap and be held to account for the progress and attainment of disadvantaged children and the size of the gap. Indeed, school leaders recognise that few things could be more important for schools than finding the best ways of giving extra support to disadvantaged young people.  Sir John Dunford National Pupil Premium Champion

11 Effective use of the pupil premium is at the core of the moral purpose of school leadership.

12 Six things schools can do…
6 Six things schools can do… Prioritise closing the gap, ensuring that every member of staff is fully signed up to the importance of this. Study the evidence of what works (EEF Toolkit) and implement the strategies that are likely to be most effective in the context of the school. Train all the staff on the strategies to be adopted. Success won’t come without this. Collect and analyse data on the gap and target strategies at the needs of individual PP children. Raise aspirations by working with the parents as well as young people. Plan the curriculum so that disadvantaged young people leave school with the knowledge and skills they need. 

13 Maximising the Impact of TAs
A conference for school leaders, SENCOs and governors ‘Schools must fundamentally rethink how they deploy and prepare TAs if they are to get the best use from them in helping pupils… The effectiveness of TAs cannot exceed the quality of their deployment and preparation.’ DISS Report Keynote speaker: Dr Anthony Russell, author of the DISS Report Tues 21st October, to 16.00, Headland Hotel Cornwall Learning £175 or Non SLA £198 Book online using course code: GO21C

14 Three very good video clips Jean Gross 1 Basic facts about the PP 2 Using the PP – what works and what doesn’t 3 Leadership & management

15 The Pupil Premium: How schools are spending the funding successfully to maximise achievement This really useful document can be downloaded from the link below:

16 New PP update from Ofsted - July 2014
This report provides an update on the progress schools have made in using their pupil premium funding to raise achievement for pupils eligible for free school meals. It is based on evidence from 151 inspections carried out between January and December 2013, text review of 1,600 school inspection reports published between September 2013 and March 2014, and national performance data for 2013. The Pupil Premium: an update – Ofsted July 2014 All delegates have been provided with a hard copy of this document.

17 Effective spending The report finds that while it is too early to point to any significant narrowing of the gap nationally between more affluent and poorer children in key tests and exams at 11 and 16, school leaders are generally spending the pupil premium more effectively than at any time since the funding was introduced in 2011.

18 Focussing minds HM Chief Inspector, Sir Michael Wilshaw, said that this improving picture could be credited in part to Ofsted’s strong emphasis on the issue, which was concentrating the minds of headteachers and governors alike. Heads now know that their schools will not receive a positive judgement unless they can demonstrate that they are focused on improving outcomes for eligible pupils.

19 Attainment & progress Every inspection report now includes a commentary on the attainment and progress of pupils eligible for free school meals and an evaluation of how this compares with other children. Inspectors are also increasingly recommending external reviews of a school’s use of the pupil premium in under-performing institutions.

20 Overall effectiveness
There is a strong association between a school’s overall effectiveness and the impact of the pupil premium. Of 151 schools sampled, the attainment gap between free school meal children and their peers was closing in all 86 schools judged by Ofsted to be good or outstanding for overall effectiveness. In 12 of these schools, this gap had narrowed to virtually nothing.

21 Governance In these good and outstanding schools, governing bodies are taking strategic responsibility for ensuring the pupil premium funding improves the teaching and support for eligible pupils. However, today’s report shows that weak leadership and governance remains an obstacle to narrowing the attainment gap in a significant minority of schools, particularly in those judged inadequate for overall effectiveness.

22 Wide variations The report includes data that shows wide variations across local authority areas in terms of the achievement of poorer pupils in tests and exams at Key Stage 2 and Key Stage 4. For example, many London boroughs have well above average proportions of free school meal children achieving five or more good GCSEs, while eligible children are least likely to achieve this benchmark in places like Barnsley, Portsmouth, South Gloucestershire, North Lincolnshire and Northumberland. See Annex A: pages 22 to 27 (Cornwall appears towards bottom of p. 25)

23 BBC news … Ofsted highlights Cornwall free meal pupils exam concern Cornwall is one of the worst-performing areas in the country for GCSE achievement by pupils on free school meals (FSM), Ofsted has revealed. 93rd out of 150 English LAs (and downward trajectory)

24 % FSM pupils attaining five A
% FSM pupils attaining five A* to C grades including English & maths benchmark Local authority Region % FSM attaining GCSE benchmark 2012 % FSM attaining GCSE benchmark 2013 Change between 2012 and 2013 Kensington & Chelsea London 76.8 76.7 -0.1 Tower Hamlets 59.4 60.0 0.6 Slough South East 35.6 45.7 10.1 Cornwall South West 34.2 33.6 -0.6 Herefordshire West Midlands 22.8 31.7 8.9 Norfolk East of England 32.5 26.7 -5.8 Barnsley Yorks and Humber 22.5 21.8 -0.7

25 Source: Department for Education
Source: Department for Education. Local authorities on the left have the lowest proportion of pupils eligible for FSM achieving five or more GCSEs A* to C including English and mathematics. Grey lines represent London boroughs.

26 Unseen children Following the publication of Ofsted’s ‘Unseen children’ report, many of the lowest attaining schools local authorities for free school meal eligible pupils have improved their performance. Peterborough and West Berkshire are two of the most improved, increasing their attainment for this group by 10 and 9 percentage points respectively.

27 Teaching tenacity & RESILIENCE
“Often it is tenacity, not talent, that rules the day.” Julia Cameron,

28 What's the point of school?
Report of an APPG Feb 2014 “Along with history and maths, teaching character and resilience should be an essential part of every school's ambition.” “All too often the development of attributes associated with character and resilience - that is, the development of the pupil as a rounded individual - are neglected or, at best, given second billing.” “The very language used is illustrative - they are 'soft' skills developed through 'extra' - curricular activities.”

29 “When things get hard I tell myself not to give up
“When things get hard I tell myself not to give up.  I believe that tough times do not last but tough people do. Winners do not give up no matter what.”  Roy Berger – 2 Time Guinness Push-Up World Record Holder

30 “What am I capable of?” “If the self-defeating attacks of my mind didn’t exist, what could I achieve?”

31 “Even when those inner gremlins are telling you it’s ‘too hard’, you’ve got to believe there is always more within you. Because there is. There is always one more inch or ounce of effort. We all have that part of us that wants to quit at times, but we also have the choice whether we listen to that idiot or not.” Chris Janzen – Mental Performance Coach and Founder of

32 Inner gremlins With your partner
What are ‘inner gremlins’? Why are they so destructive? Discuss an occasion when you overcame your ‘inner gremlins’ Discuss an occasion when ‘inner gremlins’ got the better of you and how this happened

33 KIPP – Knowledge is Power Program
The APPG report points to successful initiatives in Singapore and the United States. The American "Knowledge is Power Program' (KIPP) is cited as a model of what is possible. Based partly on work by US psychologist Dr Martin Seligman, linking self-discipline with achievement at school, KIPP values character development as highly as academic preparation. It has had remarkable success with youngsters from some of America's most deprived neighbourhoods. Based on seven "highly predictive" strengths - zest, self-control, gratitude, curiosity, optimism, grit and social intelligence - the KIPP model is now being adapted in some UK schools.

34 Teaching grit Teaching Grit Cultivates Resilience and Perseverance (Research Made Relevant Series) In rural New Hampshire, fifth-grade teacher Amy Lyon has created a curriculum based on researcher Angela Duckworth’s ideas about grit. Students set and work toward their own long-term goals, learning valuable lessons about dealing with frustration and distractions along the way. May 20, 2014

35 weekly sheets to review learning in the previous week and set goals for the week ahead:
                                                                                                      Weekly reflection from an original #5minplan adapted

36 Teaching Resilience & Perseverance
How do I teach resilience? How do I stop pupils giving up too easily? How can I get my pupils to take a risk and have a go? Tues 4th November, to 12.30, Carew House, Bodmin Wed 5th November, to 12.30, Hub Club, Carn Brea, Pool Cornwall learning SLA £65.00 or Non SLA £88.00 Book online and use course code PP2/PP3

37 The Sutton Trust Teaching and Learning Toolkit
The Toolkit is an accessible, independent summary of educational research. Practice focused: aims to help schools make informed decisions and narrow the gap. Based on meta- analyses conducted by Durham University.


39 A new idea? The idea of peer tutoring is not a new one; it was first formally introduced into education in the latter half of the 18th century. Today, peer tutoring is regaining popularity and is spreading rapidly in many parts of the world. Many peer tutoring projects focus on reading, but peer tutoring has been used in a wide range of other subjects, including mathematics, spelling, writing, languages and science. Good peer tutoring projects ensure that the tutors gain as much, if not more, than the tutees. To be able to tutor a subject, the pupils have to get to understand it well. As a result, tutoring helps the tutors learn faster, too.

40 EEF Toolkit

41 Peer tutoring – what is it?
A range of approaches in which learners work in pairs or small groups to provide each other with explicit teaching support. In cross-age tutoring an older learner takes the tutoring role and is paired with a younger tutee or tutees. The common characteristic is that learners take on responsibility for aspects of teaching and for evaluating their success.

42 How effective is it? The evidence of impact is relatively high (typically equating to about a GCSE grade). The benefits are apparent for both tutor and tutee (particularly in cross-age tutoring), though the approach should be used to supplement or enhance normal teaching, rather than to replace it. There is some evidence that children from disadvantaged backgrounds and low attaining pupils make the biggest gains.

43 Who stands to gain most? Though both pupils involved gain, cross-age tutoring appears to offer slightly greater benefit for tutor than tutee. A study of cross-age peer tutoring showed that the lowest attaining pairs actually made most progress, and a two-year gap seems to support both tutee and tutor learning.

44 How should it be organised?
One way of matching pupils across classes is to match the highest attaining pupil in the older class with the highest attaining child in the younger class through to the lowest attaining pupil in the older class being matched with the lowest attaining pupil in the younger class (making adjustments if necessary). This enables the teacher to focus support on lower attaining pairs.

45 How secure is the evidence?
The evidence is consistent and positive especially for mathematics and reading and at both primary and secondary school levels. What are the costs? The direct costs of running peer tutoring in schools are low, as few additional materials required (£10-20 per pupil). Professional development and additional support for staff is recommended, particularly in the early stages of setting up a programme. Estimates are about £3,000-£4,000 per class or £200 per pupil indicating low overall costs.

46 Questions to consider Are the activities sufficiently challenging for the tutee to benefit from the tutor’s support? Will the tutor be able to teach without support from a teacher? Training for staff and tutors are essential ingredients for success. How will you organise sufficient time to train both staff and tutors? How will you organise peer-tutoring to ensure that it enhances classroom learning but does not replace it? How will you build time into your plan to allow tutors to review the success and challenges of their role? This is important to develop their own skills and learning. How will you organise peer tutoring into 4-10 week intensive blocks? This will provide maximum impact for both tutors and tutees.

47 The durham shared THE THE DURHAM SHARED maths project
The durham shared THE THE DURHAM SHARED maths project

48 What is shared maths? A structured form of cross-age peer tutoring
Older children tutor for younger tutees 2 year age gap Used with normal curriculum to support maths learning

49 Organising Shared Maths
Year 3 & Year 5 (Y4 & Y6 by 2nd year) 30 minute Shared Maths lessons 16 week block each year Year 3 teacher sets the questions from normal curriculum work Questions are at the appropriate level for each tutee

50 Maths Knowledge Can improves both tutor & tutee maths knowledge
Teach for 8 months, get between months of gains compared to ‘normal’ maths teaching Particularly good for underachieving tutors

51 Confidence in maths increases
Builds confidence Confidence in maths increases Significant increases in ‘self-concept’ Self-concept is related to higher maths attainment Academic self concept – not general self esteem- that means thinking that you are good at something means that you do actually get better at doing it

52 Where can I find out more?

53 Peer tutoring examples online
St. George’s School for girls St. Peter’s, Exeter

54 What’s in store? Pupil Premium Plus – Emma/Jane
Sir John Dunford’s challenge to school leaders New PP update from Ofsted (July 2014) Cornwall KS4 FSM outcomes causing concern Teaching tenacity and resilience etc. Sutton Trust Toolkit: Peer mentoring

55 Something to inspire us…
“I will not give in to the  pain during training or the race –  I get through it somehow with determination and staying focused.” Dick Hoyt

56 Let’s raise the aspirations and achievement of disadvantaged pupils in Cornwall
Whatever it takes!


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