1. The pupil premium: what Ofsted looks at
Lorna Fitzjohn HMI
West Midlands Regional Director
3 March 2017
The pupil premium: what Ofsted looks at

2. Our strategic priorities for the next four years are driven
by our strategic aims which are (shown).
The pupil premium: what Ofsted looks at

3. Subtitle Speaker’s name
Our strategic priorities
Improved quality, efficiency and effectiveness
ensuring that inspection and regulation provide value for money
Improved focus
so that we target inspection and regulation where we can make the most difference
Improved engagement
Ensuring that we are credible, valued and trusted and do not introduce unforeseen burdens
Subtitle
Speaker’s name
These are the three priorities that underpin our corporate plan and activities.
Everything that we do in our teams should be clearly linked to at least one of these priorities.
We have identified the key actions to achieve each of the strategic priorities.
The pupil premium: what Ofsted looks for 2017
The pupil premium: what Ofsted looks at

4. Sir Michael Wilshaw’s Annual Report 2015/16
‘Governing bodies play an important role in challenging senior leaders on the achievement of disadvantaged pupils.’
‘For pupils who are both most able and from a disadvantaged background, the quality of teaching and the determination of a school to stretch and challenge these pupils is essential if they are to realise their potential.’
The pupil premium: what Ofsted looks at

5. Primary education
- Key stage 1 the attainment gap between pupils eligible for free school meals and their peers narrowed in all subjects between 2010 and 2015, with the greatest improvement in reading.
Similar improvements have been observed at key stage 2 where the proportion of pupils eligible for free school meals achieving at least a level 4 in reading, writing and mathematics has risen faster than their peers.
The pupil premium: what Ofsted looks at

6. Secondary education
Gap between the most-able disadvantaged pupils and their peers remains high in some local authority areas.
Proportion of pupils from more affluent backgrounds who achieved highly at the end of primary school who are not then entered for the EBacc in non-selective schools is surprisingly high, at 27%; worse still for disadvantaged most-able pupils, 40% of whom were not even entered for this foundation set of enabling subjects.
Any most-able pupil, whether disadvantaged or not, is more likely to make good progress if they are in a school where they are not in a minority. In non-selective schools, 48% of most-able disadvantaged pupils made expected progress, where they were in a minority as opposed to 69%, where the proportions of most-able disadvantaged pupils were highest.
The pupil premium: what Ofsted looks at

7. Disadvantaged and most-able
Ofsted’s latest report on most-able pupils in the non-selective system identified that:
one of the main reasons for underperformance was low expectations of the poorest pupils
it is important to ensure that disadvantaged most-able pupils receive high-quality information, advice and guidance to prepare them for the future
we must be robust in inspecting the performance of disadvantaged, most able and most-able disadvantaged.
HMCI’s 2015/16 Annual Report
The pupil premium: what Ofsted looks at

8. Disadvantaged and most-able
Ofsted’s Annual Report 2015/16 highlighted the underperformance of disadvantaged pupils, particularly the most able.
The Minister stressed the importance of support for these pupils in the foreword to the May 2016 guide to effective pupil premium reviews.
The pupil premium: what Ofsted looks at

9. Ofsted’s evidence Successful schools:
do not treat pupils eligible for the pupil premium as a homogeneous group
give disadvantaged pupils a high profile within a school
often appoint a senior leader to raise the profile and champion the learning of disadvantaged pupils.
The pupil premium: what Ofsted looks at

10. Disadvantaged children
Recent analysis showed that children looked after are more likely to make expected progress in English and mathematics than the wider group of children in need.
For children in need, there is a lack of visibility and accountability.
The poor progress of this much larger group of children reflects this.
The pupil premium: what Ofsted looks at

11. Higher education and disadvantage
Record proportions of 18- and 19-year-olds are now going to university in England, including from disadvantaged areas.
18-year-olds from the most disadvantaged areas in England have gained ground against those from the most advantaged areas, in both the proportions going to higher education and the proportions going to those providers with the most demanding entry requirements.
The pupil premium: what Ofsted looks at

12. What can be done?
The pupil premium: what Ofsted looks at

13. Disadvantaged pupils
High expectations for all means high expectations for disadvantaged pupils.
Good provision and outcomes are key contributory factors to good overall effectiveness.
The pupil premium: what Ofsted looks at

14. No excuses
‘My school is in an area of high deprivation, so we have a lot of children eligible for FSM – but how can we raise attainment when there are so many?’
‘We only have a very small group of pupils eligible for the pupil premium in my school, so it’s not an issue for us.’
‘It’s not just that they’re entitled to free school meals, but they have so many other needs, not to mention the difficulties that the children in care have.’
London has so many – it is the best
But look at the impact on so many young people’s lives across the region- we have to act we are all responsible. We have to act
Yes, we acknowledge the challenges – particularly when dealing with CLA who have complex needs – but not enough focus has been directed at FSM…no excuses.
Sometimes we let our k of individual children and sense of ‘well that is just Jack/Jaspreet…’ blind us to the fact that this is an issue for all our FSM pupils
Perhaps a little challenging here – but to acknowledge that this is a complex issue and emphasises the focus on this group – schools will no doubt be thinking at this point: ‘but what about all the other pupils who don’t claim FSM or who have other needs? Isn’t this label artificial?’ But …it is what it is… and raise the achievement of FSM/CLA and other vulnerable groups – and no doubt achievement improves overall…
The pupil premium: what Ofsted looks at

15. Common strengths in most effective support for disadvantaged pupils include…
leaders at all levels, including governors, prioritising the achievement of disadvantaged pupils.
valuing pupils’ personal development, behaviour and welfare needs and not using them as excuses for low achievement
strategic planning at points of transition having high impact on outcomes and destinations.
These 6 findings came from an analysis of the 40 inspection reports – and the reports from the thematic
Case study visits. Where schools were effective in their support for disadvantaged pupils i.e.
Where the gap between disadvantaged pupils and other pupils in school/and other pupils nationally
Was closing – some common strengths were apparent.
The reports are published.
The strengths build on previous Ofsted survey findings. .
The pupil premium: what Ofsted looks at

16. Strengths
all pupils accessing a broad and rich curriculum – support is given to ensure that all pupils have full access to broad educational experiences
prioritising consistently good and outstanding teaching as the first point of intervention for disadvantaged pupils
expecting high levels of parental engagement and good attendance and pursuing these relentlessly.
Raising the achievement of disadvantaged pupils is Everyone’s responsibility
The first and most powerful strategy is high quality teaching day in day out
Broad and rich curriculum experiences – to make up for any loss in cultural capital ‘ broader cultural experiences that enhance learning and learning power’. SO – inspectors are not looking for any one/ particular approaches, strategies or interventions.
We are looking AT the impact of any pupil premium funding on the
OUTCOMES of eligible pupils. How effectively are leaders using the funding?
How effective are governors in holding the leaders to account and ensuring
Best possible use of this money?
The pupil premium: what Ofsted looks at

17. High-quality support for pupils’ personal development, behaviour and welfare
Leaders said:
‘’We focus on each individual pupil. However, this alone is not enough. …we stand back and look strategically at the impact of our approaches on this group of pupils as a whole.’
‘It’s one thing to understand what we need to do to address achievement ‘gaps’ for our disadvantaged pupils. There is another world of knowing about the individual pupil’s life: their engagement with school… – all of this is vital.’
Teachers said:
‘Pastoral support is more than just tea and cake. It has got to make a difference – to students’ lives – to their achievement.’
Key points:
First point to make is that leaders at all levels prioritised the achievement of disadvantaged pupils
Teachers and all staff/non teaching staff too – were aware of the school’s priority to support these pupils and maximise learning/achievement
Raising the achievement of disadvantaged pupils is everyone’s
responsibility.
Strategic leaders view these pupils as individuals and as a ‘group’ .
Leaders in all case study schools talk about the importance of PDB&W
(or social/emotional/behavioural needs).
In different ways, leaders express the same point:
knowing the ‘whole’ child/pupil/student is vital if you want to make
a difference to academic performance.
HT Quote: ‘Some schools gets so hung up on academic interventions
that they lose sight of the other needs/what is going on in the rest
of the child’s life.’ (HT)
The pupil premium: what Ofsted looks at

18. Characteristics of successful approaches
Schools that spent the pupil premium funding successfully to improve achievement and narrow the gap:
never confused eligibility for the pupil premium with low ability
did not rely on interventions to compensate for less than good teaching
tracked and monitored achievement data to check progress and if any interventions were working – and then made adjustments
ensured that the allocation and spending of the pupil premium was given high priority in terms of staffing.
This is just a snapshot of the approaches outlined in the good practice report.
Urge audience to read the report – get governors to read and summarise see PAGE 3 of Pupil Premium
The pupil premium: what Ofsted looks at

19. They…
ensured that a designated senior school leader linked to a governor had a clear overview of how the funding was allocated and what difference it was making
ensured that all teachers knew which pupils were eligible so that they could take responsibility for accelerating their progress
made sure that support staff (particularly teaching assistants) were highly trained and understood their role in helping pupils to achieve
thoroughly involved governors in the decision-making and evaluation process.
This emphasises the ‘who’s accountable?’ for this – e.g. everyone.
The pupil premium: what Ofsted looks at

20. Less successful approaches
Spending the funding indiscriminately on teaching assistants with little impact and not managing their performance well
Spending the funding on one-to-one tuition and booster classes – that go on forever… and do not relate to class teaching…and are not audited or quality assured
Planning spending in isolation – not part of the school action plan
Assuming that pupils eligible for the pupil premium will have learning difficulties
Comparing the performance of pupils eligible for the pupil premium with other eligible pupils nationally, rather than all pupils – lowering expectations.
This lines up with the Sutton Trust research – and other controversial pieces of work about the impact of TAs on achievement
The pupil premium: what Ofsted looks at

21. Inspection focus
The pupil premium: what Ofsted looks at

22. Inspection focus In particular, but not exclusively:
disadvantaged pupils across the school
disadvantaged most-able pupils
are a key focus of inspection.
If provision and outcomes for these groups are not strong, we must consider carefully whether overall effectiveness can be good.
The pupil premium: what Ofsted looks at

23. Pupil premium: handbook extracts
Inspectors will gather evidence about the use of the pupil premium in relation to:
the progress made by disadvantaged pupils from their starting points, especially the most able, at the end of each key stage against other pupils nationally. They will consider the extent to which differences in their attainment and progress are diminishing
how funding has been spent, the rationale and impact on current pupils across the school, including in the early years.
- Progress and attainment of disadvantaged pupils must be compared with that made nationally by other pupils with similar starting points – NOT disadvantaged pupils nationally.
- These paragraphs are from paragraphs 180 and 181 of the school inspection handbook.
The pupil premium: what Ofsted looks at

24. Pupil premium statement requirements on the school website
Pupil premium allocation, use and impact on attainment:
pupil premium allocation for the current academic year
a summary of the main barriers faced by eligible pupils
details of how the school intends to spend the allocation and reasons
how impact will be measured
the date of the next review of the PP strategy
details of how the school spent the previous academic year’s allocation
the impact of the funding on disadvantaged pupils
- This makes it clear that there should be a published statement for the current academic year. The statement should be evaluated with ‘actual’ impact added at the end of the year.
- The requirements are now the same for ALL schools, academy, maintained and free schools.
- Impact measures should include data for end of each key stage v other pupils nationally (and should agree with the latest ROL or Inspection dashboard).
- It is also helpful to included data for current cohorts.
- There is no guidance on the use of SEN funding and no obligation to publish how funding
The pupil premium: what Ofsted looks at

25. Demonstrating impact
End of key stage data and other national benchmarks (eg Y1 phonics) compare favourably with national data for other pupils in all subjects.
Diminishing differences over time are shown in RAISEonline and inspection dashboard for different abilities, including the most-able disadvantaged
School’s own information and work in pupils’ books demonstrate good progress for current disadvantaged pupils
Case studies outline the additional provision in place and the difference this is making (progress and barriers being overcome)
Attendance is improving or being maintained at least in line with the national average
Personal development, well-being and behaviour are good and exclusion figures are below national average.
The pupil premium: what Ofsted looks at

26. SEND funding
Not required to publish the amount of funding received for SEND pupils.
Schools must publish their SEN information report (in accordance with the Revised code of practice Jan 2015) as set out in the DfE guidance.
Inspectors will evaluate provision and support for SEND pupils.
Inspection activity will include discussion with leaders, observations of teaching, discussions with pupils and scrutiny of books and data. Checks on complaints about the school and evidence from parent view will be examined.
The pupil premium: what Ofsted looks at

27. Pupil premium reports Ofsted has no preferred style.
The published PP report on the school website must contain the information as set out in the DfE guidance.
Report templates are available on the internet from the Teaching Schools Council, National College for Teaching and Leadership and other school websites.
Examples of pupil premium reviews can also be obtained from these sites.
The pupil premium: what Ofsted looks at

28. Ofsted lines of enquiry/questions
Inspectors do not have a ‘set’ list of questions. They review information in advance of inspection, including school’s own self-evaluation, information on the website and published data.
Lines of enquiry will focus on:
what barriers leaders have identified
what the pupil premium is spent on to improve outcomes for eligible pupils
what difference this has made
how you know this
where your evidence of impact is.
The pupil premium: what Ofsted looks at

29. Early years premium
Per year, £300 is allocated to eligible 3- to 4-year-olds in early years.
The same principle applies – funding must be used to improve outcomes and diminish differences between children and their non pupil-premium peers.
Data is published in RAISEonline and inspection dashboard and shows where gaps exist.
In 2016, 69% of all children reached a good level of development (GLD) and 72% of non FSM children − compared to only 55% of FSM children.
The pupil premium: what Ofsted looks at

30. Collection, collation and analysis of data
Inspectors will check the attainment and progress of disadvantaged pupils through published data, school’s own information and pupils’ work.
RAISEonline 2016 progress data for the final key stage at the front of the document. This sets out a clear overview of disadvantaged pupils v all pupils in reading, writing and mathematics for key stage 2 and English, mathematics, EBacc and Open elements for key stage 4.
Attainment and progress data is shown overall and by ability i.e low, middle and high. Leaders should analyse this carefully and note where improvements are needed. Attainment is also set out in these areas but also includes combined R, W, and Ma, GPS and science.
Check how this works for KS4.
The pupil premium: what Ofsted looks at

31. Pupil premium and Progress 8 (P8): inspection dashboard
Inspectors will see P8 and A8 compared between disadvantaged and other pupils first
They will consider the size of these groups and their contribution to overall P8/A8
The key comparison inspectors will make is to national other pupils for overall disadvantaged pupils, and for different starting points
Progress of current cohorts?
In this example, there are a small number of Disadvantaged pupils, 24 out of 150 included in the progress calculations.
The school’s P8 is -0.4 overall, in other words pupils are making almost half a grade less progress than all pupils nationally.
However, P8 for disadvantaged pupils was -1.20, so this particular group are making over 1 grade less progress than all pupils nationally. Non Disadvantaged pupils have a P8 of so are ¼ of a grade below national progress.
Analysis of Disadvantaged pupils by their Prior Attainment shows that the 5 High Prior Attaining Disadvantaged pupils did least well, making 2¾ grades less progress: in comparison, the 24 Non Disadvantaged High Prior Attaining pupils made ½ a grade less progress.
Similar patterns in pupils’ Attainment8 measures can be seen from the bar charts.
Subsequent pages within the dashboard provide similar comparisons for progress in English, Mathematics, EBacc and Open elements.
Inspectors will be interested in the progress and attainment of current cohorts of disadvantaged pupils.
The pupil premium: what Ofsted looks at

32. Pupil premium and Progress 8 (P8): RAISEonline
RAISEonline now includes clearer emphasis on disadvantaged pupils from different starting points.
Summary tables contain:
P8 and A8 overall by low, middle and high prior attainment for all pupils and disadvantaged
national figures for all and for other (non-disadvantaged) pupils
difference between all pupils in the school and all pupils nationally
difference between disadvantaged pupils in the school and other pupils nationally
In this example, P8 for Disadvantages pupils is 0.3, so these pupils make 1/3 of a grade more progress than pupils nationally.
Although a small cohort, analysis of information about the starting points of Disadvantaged pupils shows that those with High Prior Attainment (-0.07) are not making rates of progress similar to Disadvantaged pupils with other Low (0.67) and Middle (0.30) starting points.
For Progress 8 the ranking of the top and bottom 15% schools are included: this school also has a ranking of 9 for Disadvantaged Low Prior attaining pupils (but the cohort is 1)
There is no green or red shading, indicating that the differences are not statistically significant from the national average.
The pupil premium: what Ofsted looks at

33. CLA children and pupil premium: RAISEonline
RAISEonline also includes information about pupil groups not shown in the inspection dashboard.
Children looked after are included (also in receipt of additional funding: this goes to the virtual school head, if a maintained school).
These charts order groups by progress scores with the highest progress score at the top.
Progress of current CLA?
The overall P8 information in this example (not shown) includes numbers of pupils: there is one CLA (Children Looked After) in this case
Comparing the English and Mathematics elements, this pupil made strong progress in English, approx. 0.5 (half a grade better than national average) and the third strongest progress group in this particular cohort. However, in Mathematics, their P8 was almost -1.0 (1 grade below national) and was the lowest progress group.
Note that although the plotted point for Mathematics falls in the bottom 10% of schools nationally (it is outside the dotted line), this result is not statistically significant because the confidence interval is not below zero. The large confidence interval reflects the very small size of this pupil group.
The pupil premium: what Ofsted looks at

34. Pupil premium: external review
Inspectors will recommend an external review of the school’s use of the pupil premium if they identify weakness regarding the provision and outcomes for disadvantaged pupils.
This weakness may exist whether or not a similar weakness exists for other pupils.
The pupil premium: what Ofsted looks at

35. Resources
The pupil premium: How schools are spending the funding successfully to maximise achievement: spending-the-funding-successfully
The pupil premium: analysis and challenge tools for schools: schools
Unseen children: access and achievement 20 years on:
What maintained schools must publish online: schools-must-publish-online
What academies, free schools and colleges should publish online:
Toolkit of strategies to improve learning – summary for schools, spending the pupil premium – Sutton Trust/Education Endowment Foundation endowment-foundation/teaching-learning-toolkit/
This lines up with the Sutton Trust research – and other controversial pieces of work about the impact of TAs on achievement -
The pupil premium: what Ofsted looks at

36. Ofsted on the web and on social media
Ofsted inspection