1. Pupil Premium

2. What is Pupil Premium – a reminder
£935 per year for each child registered as eligible for free school meals at any point in the last 6 years.
£1,900 for pupils who are in local authority care or have been adopted
Staff will mainly know this but it is worth reminding them what PPR is and why it has become such a priority

3. Why does PPR funding exist?
Create moral imperative, discuss social equality/mobility and how and why schools are best placed to change this discourse.

4. The problem
On average, a disadvantaged pupil falls two months behind their peers for each year of their time at secondary school and, by the end of school, that disadvantaged pupil is almost two years behind.
Brief description of graph – progress of pupil premium pupils is on average over a third of a grade per pupil.

5. The problem
There has been some progress in reducing the attainment gap at primary school.
Grief description of the graph

6. The problem
The attainment gap at secondary school remains stubbornly large at 28 percentage points and has been the same for the past 20 years.
This is the problem we face.

7. Schools are not yet the engines of social mobility they should be.
The problem - Summary
Six out of ten disadvantaged young people do not gain five good GCSEs, compared to only a third of richer pupils.
42% of people without good GCSEs are in work compared to 66% of those with good GCSEs and 85% of people with a degree.
On the current trend, it will take a staggering 50 years before the gap is closed and disadvantaged pupils achieve parity with their more affluent peers.
Schools are not yet the engines of social mobility they should be.
Below is an excerpt from a social mobility document, it provides a summary of the problem which may help for this slide.
It would not be reasonable to expect schools to be able to wholly compensate for failures on the part of the other players on the pitch, however, schools have a key role to play and can make a difference.
On average, a disadvantaged pupil falls two months behind their peers for each year of their time at secondary school and, by the end of school, that disadvantaged pupil is almost two years behind. This is not a new societal problem. The disadvantage gap has been entrenched in our education system for generations. Successive governments have sought to address the issue through increased funding and targeted intervention programmes.
The current system is delivering change far too slowly. On the current trend, it will take a staggering 50 years before the gap is closed and disadvantaged pupils finally achieve parity with their more affluent peers.
Despite reforms to our schools and success in improving results and raising standards, two thirds of disadvantaged children still do not get five good GCSEs at age 16. There has been significant progress in reducing the attainment gap between poorer pupils and their better-off classmates at primary school but the gap between children who are eligible for Free School Meals (FSM) and their better-off classmates increases substantially at secondary school. The attainment gap between poorer children and their wealthier counterparts at 16 is as large as it was twenty years ago.
Schools are not yet the engines of social mobility they should be. At current rates of progress, it will take another twelve years to eliminate the attainment gap at Key Stage 2 in English. There is currently no prospect of the gap between poor and wealthier children being eliminated at GCSE level or at A level. This is totally unacceptable.

8. Why do poor pupils do less well in school?
Jot thoughts
Activity –
Staff consider and share experiences and reasons/barriers to learning for these pupils.
This should be done using a simple ‘Jot Thoughts’
Post it notes –
Staff write down a barrier, say it out loud and place it in the middle of the table. The objective is to get as many as possible – 3 mins?

9. Why do poor pupils do less well in school?
Examples of Barriers
Prior attainment
Income and material deprivation
Social and emotional needs
Parental engagement
Attendance
Behaviour
Literacy
Motivation/Aspirations
Briefly address these barriers and make sure staff have most of these…..
There is no single issue that all disadvantaged pupil face; they are in fact varied and complex; here are a few….

10. Ofsted pupil premium: an update July 2014
What works
Ofsted pupil premium: an update July 2014
The pupil premium: an update July 2014
Summary of 151 inspection reports
Staff should keep the ‘jot thoughts’ post it notes on the table for later activity.
The next few slides summarise what works in schools based on Ofsted and DfE work. It is important that staff feel that they can make a difference and that many schools (including Ripley and Carnforth) do incredible things with these pupils.

11. What works
Most common uses of PPR
Additional staff, who deliver one-to- one support and small group tuition, English and mathematics booster classes, reading support
Employ 'learning mentors‘
Enable pupils to participate fully in after-school clubs, activities, educational visits and holiday sessions.  

12. Difference between good and bad practice
What works
Difference between good and bad practice
Very little difference in the activities interventions used between schools
Funding is very carefully targeted at the types of activities that best meet the needs of their pupils, and are rigorously monitored, evaluated and amended.
Leaders identify their pupils' specific needs and interventions are individualised
Important her that staff understand that there is no ‘silver bullet’ which addresses the complex barriers. The key thing is individualising support and intervention to directly remove barriers to learning.

13. What works
The government has spent billions on this and whilst they don’t dictate how the money should be spent there is lots of advice on ways of making sure it has the biggest possible impact.
These are the key areas from a whole school perspective which need addressing in order to address the imbalance. The two elements that are most relevant to us as classroom teachers are the following…….

14. What works
It is NOT someone else’s job to close the gap. Teaching has the biggest impact!

15. What can we do in the classroom?
What works
What can we do in the classroom?
"Our data shows it doesn't matter if you go to a school in Britain, Finland or Japan, students from a privileged background tend to do well everywhere. Your effect as a teacher is a lot bigger for a student who doesn't have a privileged background than for a student who has lots of educational resources.“
OECD (Organisation for Economic Co-operation and Development)

16. What works
Vital point – if you teach consistently good lessons you will have a more significant impact on disadvantaged pupils.

17. What works
This is the key to the whole problem…… Understanding, knowing, tracking, building relationships with these pupils in order to understand their barriers and address them at an individual level.

18. Meeting individual needs
What works
Meeting individual needs
Which barriers can a school affect?
School can affect
School cannot affect
Of the ‘barriers’ in front of you categorise them into two. Barriers that school can effect and barriers that school cannot.
The purpose of the next two slides is for staff to understand that school and most importantly teachers can address many of the barriers that pupils face.

19. Meeting individual needs
What works
Meeting individual needs
Which barriers can you affect in the classroom?
I can affect
I cannot affect
Important the staff feel empowered that they can make a difference….. They should be surprised by how many things they can affect.

20. Meeting individual needs
What works
Meeting individual needs
What can we do? Pick three barriers per table and consider practical ways of addressing these barriers
This is an opportunity for staff to share what they do to improve the attainment of these pupils, hopefully they will be able to draw on experience and examples.

21. What can we do in the classroom
Know who these pupils are in your class and know their progress
Beware of the ‘soft bigotry’ of low expectations
If they are not making progress try something……
Once staff have shared there tips – Tell them some key points which all staff need to get right.
Above are three fundamental mistakes which need highlighting -
Make sure you know who these pupils are in your class – There are still some teacher who don’t know who these pupils are in their class, who don’t consider where they sit and don’t take careful consideration when marking books and measuring progress. This is not okay!
Beware of the ‘soft bigotry’ of low expectations – This can be a problem with some staff who see a pupil from a poor background and expect less or them or are too soft to challenge them on their work or behaviour because sometimes they pity them. These kids don’t need pity they need to be challenged and worked hard!
If they are not making progress try something……
Some research shows that a significant minority of teachers are described as ‘resigned’ to the fact that poorer pupils do less well and therefore they feel disempowered to help them overcome the barriers to learning. It is important that staff see it as their job do improve attainment and to try something!

22. What can we do in the classroom
This is old and the teaching assistant element is incorrect. It may however be useful to draw staff’s attention
Briefly discus the EEF and what evidence says about what works to raise the attainment of disadvantaged pupils this should lead onto the following slide.

23. What can we do in the classroom
Remind Ripley staff of the booklet as evidence based guidance and let Carnforth know that they have a copy of this electronically. The booklet is based of EEF evidence on good classroom practice the close the achievement gap.