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Effective use of the pupil premium

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Presentation on theme: "Effective use of the pupil premium"— Presentation transcript:

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

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