Raising standards, improving lives. Tackling disadvantage – lessons from Ofsted inspections and research John Kennedy Interim Regional Director, London 18 June 2015

Definition of ‘disadvantaged’  those for whom the pupil premium or early years pupil premium provides support (CIF) also bear in mind  those disadvantaged by low attendance

Good practice  unwavering commitment and high ambition to closing the attainment gap  interventions are targeted forensically  robust tracking systems in place to establish what is making a difference and what is not  a very strong commitment, shared by staff and governors, to doing everything possible to remove any barriers that might hinder a pupil’s development – no excuses

Good practice  pupils catch up with the basics of literacy and numeracy  support, where necessary, to improve pupils’ attendance, behaviour, confidence and resilience  in primary, a very strong focus on improving reading  in secondary, support for English and mathematics catch-up was often targeted at Year 7, but also continued across KS3 and KS4

Good practice  the overall package of support for eligible pupils is comprehensive, well-integrated and responsive to their changing needs  creative ways to overcome barriers  funding is targeted with the most able students in mind and its impact evaluated with precision  ensuring that more able disadvantaged students could attend university open days or cultural visits

Good practice – leaders:  identify their pupils’ specific needs accurately and promptly so that low attainment can be tackled at the very earliest stage  ensure that eligible pupils have access to the best teachers and are supported by skilled and well-trained additional adults  ensure that the work of additional adults is closely monitored and thoroughly evaluated  make informed choices, on a yearly and flexible basis, that match particular needs of their pupils

Good practice – governors:  take strategic responsibility for ensuring that the funding improves teaching and support for eligible pupils in the school  are ambitious for their poorest pupils and hold leaders to account for their decisions and for the impact of initiatives funded by the pupil premium.  are fully involved in deciding how pupil premium funding is used

Inspection  increased focus on this issue in all inspections is making a difference  Inspectors will pay particular attention to the outcomes for.. disadvantaged children and learners (CIF), and  any differences made to the learning and progress of disadvantaged pupils (including LAC and most able) as shown by outcomes data and inspection evidence. (Handbook)

Careers guidance and preparation  Not always good enough and this leaves able children from deprived backgrounds at a particular disadvantage  Compared with the national average for all pupils, higher proportions... of disadvantaged pupils, progress on to a range of higher and further education establishments, apprenticeships, employment or training. (Handbook)

Teaching  Do teachers and other staff have consistently high expectations of what each pupil can achieve, including the most able and the disadvantaged? (Handbook)  Is the right teaching support available to disadvantaged pupils who have SEN at just the right time? (Annual Report 2014)

Outcomes  The ‘attainment gap’ has closed only slightly, particularly the case at the end of Key Stage 4. (Ofsted 2014 – The pupil premium: an update)  The achievements of disadvantaged children from some ethnic backgrounds show that it is possible to close the gap, but poor White children continue to perform less well than all others. (Annual Report 2014)

Outcomes  Inspectors will focus closely on how well the school is closing the achievement gaps (internal and external)  Focus on progress across the curriculum

Early Years  Key focus is on how quickly disadvantaged children, and any groups that are underachieving, are catching up. (Handbook)  Almost all... including... disadvantaged children and the most able, are making substantial and sustained progress (G1)  Attainment gaps of groups of children and all children nationally, including disadvantaged.. have closed or are closing rapidly. Any gaps between areas of learning are closing. (G1)

Further education & skills  It is the most disadvantaged young people who have the worst experience of FE  local accountability for tracking and ensuring that all young people meet their statutory requirement to participate in education or training remains unreliable. [Ofsted (2015) Annual Report and Accounts ]

‘Ofsted will continue to focus on improving the lives of children and learners, and in particular the disadvantaged and vulnerable.’ (Strategic Plan 2014/16)