Swaledale Alliance Pupil Premium Research 13th October 2017 What does good practice look like? R. Linsley

Teaching School Council/National College 2016 Taking an evidence-based approach Whilst it is true that each school is unique, it is equally true that outstanding teaching and leadership and a relentless focus on improvement will make a real difference - whatever the context, or degree of challenge facing a school. We know this because there is compelling evidence which demonstrates that high quality teaching and leadership are vital in raising attainment. We also know that schools that are most effective in improving outcomes for disadvantaged pupils always use evidence about what makes a real difference to change their practice. Targeted approaches for groups or individuals facing particular barriers – low/high attaining pupils

Education Endowment Foundation The EEF toolkit provides details on the effectiveness and cost-effectiveness of a range of interventions, and the evidence base that underpins them. The Families of Schools database is a tool to help facilitate collaboration between schools facing similar challenges to help them learn from one another. Guidance Reports – Examples of evidence based research including Literacy and TAs

Teaching Assistants (EEF) 1. Not to be used as an informal Teaching resource 2. Use TAs to add value to what teachers do, not replace them Use TAs to help pupils develop independent learning skills and manage their own learning Ensure TAs are fully prepared for their role in the classroom Use TAs to deliver high quality one-to-one and small group support using structured interventions Adopt evidence-based interventions to support TAs in their small group and one-to-one instruction Ensure explicit connections are made between learning from everyday classroom teaching and structured interventions

National Foundation for Educational Research 7 Building Blocks whole-school approach to quality first teaching, which sets high aspirations for all pupils.

Ofsted Less Successful Schools: Lack of clarity about spending impact Spent funding indiscriminately on TAs, with little impact Did not monitor quality and impact of interventions Did not have good PM for TAs and other support staff Did not have a clear audit trail for funding Pupil Premium spending was in isolation – not part of SIP Compared data locally not Nationally - suppressed expectations if in low performing LA Compared FSM pupils with National FSM pupils rather than Non FSM Pupils – lowering expectations Lack of evidence for pastoral care Did not involve governors in decisions or had challenge in how it was allocated.

The Sutton Trust Analysis by the Sutton Trust shows that many disadvantaged pupils who are high performing at key stage 2 fall badly behind their peers by key stage 4. Ofsted has highlighted a lack of support for more able disadvantaged pupils, particularly during key stage 3, as an area that many schools need to address. Other groups of pupils that schools may not have focused on within their overall strategy include looked after children, children adopted from care or service children. All these groups may have similar challenges, yet research shows that identifying each individual’s barriers to learning is the key to success with the pupil premium. http://www.suttontrust.com/researcharchive/missing-talent/ https://www.gov.uk/government/publications/key-stage-3-the-wasted-years

Pupil Premium Awards The Pupil Premium Awards website provides an inspirational insight into what successful schools are doing with their pupil premium.

Sir John Dunford Sir John Dunford’s 2014 article, Using the pupil premium effectively: an evidence-based approach to closing the gap from the Teaching Leaders Quarterly (Spring 2014 edition) is helpful reading for middle leaders, who have an important contribution to make to the effective use of the pupil premium as well as his Ten-point plan for spending the pupil premium successfully.

The building blocks of success in schools where disadvantaged pupils have high achievement School culture – An ethos of attainment for all pupils – An unerring focus on high quality teaching – Clear, responsive leadership, with high aspirations and expectations – 100 per cent buy-in from all staff, with all staff conveying positive and aspirational messages to disadvantaged pupils – Evidence (especially the EEF Toolkit) is used to decide on which strategies are likely to be most effective in overcoming the barriers to learning of disadvantaged pupils. Particular consideration is given to high-impact, low-cost strategies. – Able to demonstrate positive impact of all strategies – In-depth training for all staff on chosen strategies – Every effort is made to engage parents/ carers in the education and progress of their child

The building blocks of success in schools where disadvantaged pupils have high achievement Individual support – Identification of the main barriers to learning for disadvantaged pupils – Individualised approach to addressing barriers to learning and emotional support – Focus on outcomes for all individual pupils – Frequent monitoring of the progress of every disadvantaged pupil – When a pupil’s progress slows, interventions are put in place rapidly – Teachers know which pupils are eligible for pupil premium – The needs are recognised of disadvantaged children in specific groups, e.g. high ability pupils, looked-after children

The building blocks of success in schools where disadvantaged pupils have high achievement School organisation – Deployment of the best staff to support disadvantaged pupils – developing the skills of existing teachers and TAs – Excellent collection, analysis and use of data relating to individual pupils and groups – Performance management is used to reinforce the importance of this agenda – Effectiveness of teaching assistants is evaluated and, if necessary, improved through training and improved deployment – Governors are trained on pupil premium – Pupil premium funding is ring-fenced to spend on the target group – Effectiveness of interventions is evaluated frequently and adjustments made as necessary – A senior leader has oversight of how PP funding is being spent

Tackling Educational Disadvantage A Toolkit for NY Schools Marc Rowland /NYCC Culture, Leadership and Values Whole School High Expectations Understanding Barriers Targeted Activities Monitoring and Evaluation Accountability and Openness * Achievement Unlocked Case Studies

Annex 5: Useful links and resources When reviewing how pupil premium funding is currently spent, school leaders and governors will find the following documents and sources of evidence invaluable: The EEF toolkit provides details on the effectiveness and cost-effectiveness of a range of interventions, and the evidence base that underpins them. The EEF evaluation toolkit helps schools to understand which approaches might work best for their pupils. The Families of Schools database is a tool to help facilitate collaboration between schools facing similar challenges to help them learn from one another. Ofsted’s Jan 2013 report, The pupil premium: how schools are spending funding successfully summarises successful and unsuccessful approaches to pupil premium use. The accompanying analysis and challenge toolkit helps schools to identify where there are gaps in attainment between disadvantaged pupils and others. An update on the progress schools have made using their pupil premium funding to raise achievement for eligible pupils was published in July 2014. The Pupil Premium Awards website provides an inspirational insight into what successful schools are doing with their pupil premium. Making Best Use of Teaching Assistants, published by the EEF, and Teaching Assistants (TAs): a guide to good practice by Oxford Primary are essential reads that will help to ensure the effective deployment of support staff. Sir John Dunford’s 2014 article, Using the pupil premium effectively: an evidence-based approach to closing the gap from the Teaching Leaders Quarterly (Spring 2014 edition) is helpful reading for middle leaders, who have an important contribution to make to the effective use of the pupil premium as well as his Ten-point plan for spending the pupil premium successfully. NFER’s research Supporting the attainment of disadvantaged pupils focuses on schools that are successful in raising the attainment of disadvantaged pupils, as well as those who aren’t so successful