Next Steps  CE Partnership Options to take forward  Spending the Pupil Premium  Latest developments and reports from Ofsted  The recent DfE perspective  Questions for school leaders, teachers and governors  Provision Mapping  Accounting to parents and governors  Making powerful statements of impact

Cheshire East Actions Summary document within your Pack. Range of Networks & events initially in Core Subjects / Priority areas. Ability to submit bids for school based projects. Some specific Authority funded initiatives : a.Numercy/Literacy Catch Up b.PIXL c.Further CPD events d.What programmes would really work for the benefit of all ?

Spending of Pupil Premium Staffing204 1:1 tuition100 Subsidising Trips84 Additional curriculum83 Small group tuition81 Non-academic intervention56 Out of school hours care44 Uniform and equipment40 Support for specific groups32 Staff CPD12 School Assessment & tracking10 Buildings10 Motivational8 Exam entries2

Typical Spending of Pupil Premium Use of FundingCost Additional Staff (En & Ma)£31,000 Additional inclusion support assistant£17,000 Home school link worker£12,000 Easter exam revision programme£7,000 Visualisers£6,500 iPads for inclusion groups£10,000 Equipment (basics for target pupils)£1,000 Total Expenditure£84,500

Next Steps  ‘The Pupil Premium’ (September 2012)  ‘How schools are spending the funding successfully to maximise achievement’. (February 2013)  ‘The Pupil Premium: Analysis and challenge tools for schools’ contains a series of tools to help analyse where there are gaps in achievement and to plan action needed. Latest Reports

Ofsted looks for...  Impact

Ofsted looks for...  A coherent strategy from the outset  Identifying the levers for improvement  Involving staff and parents in making decisions  A well trained workforce  Helping more able pupils to reach their potential  Focusing on attendance  Promoting high standards through directed support  A fully involved governing body  Extensive monitoring and evaluation

DfE latest... From October 2013, better information on the achievement of disadvantaged pupils:  Attainment data on disadvantaged pupils for schools in RaiseONLINE (Dec 2013)  New three year rolling average measures in performance tables (Jan 2014)  Enhanced similar schools tool with FSM banding information

DfE latest... EEF teaching and learning toolkit updated February 2014  Addition of new topic: Oral language interventions  Findings from EEF projects in five strands: Feedback, One to one tuition, Small Group Tuition, Summer Schools & Teaching Assistants  Updated entries for Reducing Class Size and Teaching Assistants

DfE latest... Additional funding  Summer schools  Nurture groups for below Level 4 pupils in Year 7  Pupil Premium Awards – up to £10,000 for schools doing the most to boost the achievement of disadvantaged pupils (launched 28 February)  EEF funding of £28.7 m to 56 projects inc. 23 on literacy catch-up

Key priorities Pitfalls to avoid:  Not being sufficiently clear about who our disadvantaged pupils are  Not prioritising disadvantaged pupils as intended  Not ensuring that choices about what interventions or training to invest in are evidence based

Questions for school leaders, teachers, governors to ask  Do we know where the attainment gaps are in our school?  Do we ALL know who our Pupil Premium pupils are?  How are we planning our activities and targeting them at Pupil Premium Pupils?  Have we accessed the Key to Success download?

Questions for school leaders, teachers, governors to ask  Have we accessed the evidence of what works to accelerate disadvantaged pupil progress?  How do we know our activities are having impact? What evidence are we gathering to share with Ofsted?  How are we involving parents and carers? Do we have our Pupil Premium statement online?  Have we accessed the Key to Success download?

Provision Mapping  Pupils discussed at half-termly progress meetings  If not on track, pinpoint specific areas of difficulty and identify barriers to learning  Pull together information from across the year group, along with focus on vulnerable groups  Consider staffing most suited to identified needs and whether one to one interventions are required  Construct a year group by year group provision map of additional interventions to accelerate language, literacy, maths and social and emotional development

Provision Mapping PROVISIONY7Y8Y9Y10Y11 Literacy Intervention Programme Maths Intervention Programme 1 – 1 mentoring for aspiration/engagement Gifted and talented (HAP) provision Attendance and extra-curricular provision Small group work In-class support for individuals TA training for specific intervention EAL provision

Planning effective provision Step 1: Audit projected need using must/should/could chart Step 7: Establish systems for evaluating effectiveness of provision Step 6: Identify criteria and processes for tracking children’s progress and monitoring impact Step 5: Plan provision map and staff development Step 4: Consider the evidence on what works Step 3: Identify available school budget Step 2: Compare projected year group needs with current provision and identify changes and staff development issues

Planning effective provision Step 1: Audit projected need using must/should/could chart Step 7: Evaluate effectiveness of provision Step 6: Track children’s progress and monitor impact Step 5: Plan provision map for the next year Step 4: Consider the evidence on what works Step 3: Identify available funding Step 2: Compare projected year group needs with current provision and identify changes and staff development issues

Accounting for spend  Develop a provision map for additional support for all vulnerable pupils  Publish this provision map and add for each intervention the numbers of children eligible for the Premium who took part, and the cost in staffing and resources  Describe any other expenditure that links to your pupil profiling – CPD costs. Financial support for trips, etc.,  Publish an online an account of how much you receive and how you plan to use it, then at the end of the year an account of what you spent it on, and what the impact has been on pupil progress

Accounting for impact Expected Impact Nurture group provision in Year 7 At least 75% of pupils involved avoid FTE during Year 7. At least 30% of pupils return to normal range on strengths and difficulties. End of Year 7 90% achieve nationally expected levels of progress in En and Ma Catch Up Literacy/ReadWrite inc Fresh Start/Rapid Plus/Toe by Toe etc.. In Y7-9 Average reading age gain of at least 12 months after three months

Accounting for impact Expected ImpactActual Impact Nurture group provision in Year 7 At least 75% of pupils involved avoid FTE during Year 7. At least 30% of pupils return to normal range on strengths and difficulties. End of Year 7 90% achieve nationally expected levels of progress in En and Ma √ 80% avoided FTE 40% returned to no problem range on SDQ. 92% achieved nationally expected levels of progress in En and Ma Catch Up Literacy/ReadWrite inc Fresh Start/Rapid Plus/Toe by Toe etc.. In Y7-9 Average reading age gain of at least 12 months after three months 80% gained 12 months 20% gained 15+ months by year end Actual Impact column added at end of year

Differentiate Outcomes What is the difference between outputs and impact? Interim outputs are non-measureable in terms of pupil progress and attainment. (Things that happen) Final impact is measureable in terms of pupil progress and attainment. Avoid describing what has been done, what has been completed rather than what the measureable impact has been. Improved Attendance? From 92.3% to 94.6%?

Examples for guidance See examples in your packs:  Secondary provision mapping from Jean Gross - Beating Bureaucracy in Special Educational Needs  Closing the Gap action research for The Heath School  Bilton School - Pupil Premium Grant Expenditure  Rossington School – Pupil Premium Report for Governors (All are subject to Crown Copyright)

Pupil Premium

The Pupil Premium Pupi l premium hot tubs Pupi l prem tubs Pupi l premium hot tubs emium hot tubs Pupi l prem tubs

The Pupil Premium position in …  Achievement for All – Martin James - Eaton Bank  Alternative Provision – Dan Conley - Wilmslow  Experiencing Ofsted – Paul Reed – Macclesfield  Intervention Strategies – Charlotte Casewell – Sir William Stanier  Governors – Janine Edwards – Malbank  Mentoring – Heidi Thurland – Alsager Sharing existing practice