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Deprivation – key facts  After prior attainment, poverty is the single most important factor in predicting a child’s future life chances.  Attainment.

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Presentation on theme: "Deprivation – key facts  After prior attainment, poverty is the single most important factor in predicting a child’s future life chances.  Attainment."— Presentation transcript:


2 Deprivation – key facts  After prior attainment, poverty is the single most important factor in predicting a child’s future life chances.  Attainment gaps between pupils from low income families and their more affluent peers persist through all stages of education, including entry into Higher Education. The facts speak for themselves.  The highest early achievers from deprived backgrounds are overtaken by lower achieving children from advantaged backgrounds by age seven. By the end of Key Stage 1 (age seven), the odds of a pupil eligible for Free School Meals (FSM) achieving level 2 in reading, writing and maths are one third those of a non-FSM pupil.  The gap widens further during secondary education and persists into Higher Education. The odds of an FSM pupil achieving five or more GCSEs at A*-C including English and mathematics are less than one third those of a non FSM pupil.  A pupil from a non-deprived background is more than twice as likely to go on to study at university as their deprived peers.

3 FSM (6) gap KS2 L4+EM FSM Non-FSMGap Hampshire67%86%19% National68%84%16% KS4 5A*C(EM) Hampshire29%63%34% National39%65%26% Source DFE performance tables 2012


5 Pupil Premium - purpose Figures show that pupils who are eligible for free school meals (FSM) underachieve considerably compared with their non-FSM peers at every key stage. The Government therefore believes it is right that additional funds are available to give the poorest children who achieve less well a better start in life. The Pupil Premium, using additional resources from outside the Schools Budget, is intended to address the current inequalities by ensuring that funding to tackle disadvantage reaches the pupils who need it most.

6 Important to note…… Annual payment – as from 1 st April £900 for each FSM child £900 for every Ever 6 FSM – use Key to Success website to check - £900 for each LAC in addition to DSG £300 for each Service Child £300 for each child of service person for up to three years after they have left the service – Ever 3

7 Important to note……… Eligible parents were encouraged to register – FSM January census – 2013 17 th January Eligible pupils have to be identified on a tracking system The Pupil Premium has to be identified within school budget Governors need to be informed of pupil premium allocation, purpose and plans for spending Schools have to decide how to publish information – how are parents going to access it - website

8 Ofsted Report February 2013 – Pupil Premium: How schools are spending the funding successfully to maximise achievement is the follow up to the report published in September 2012. The report is based on visits made by Her Majesty’s Inspectors to 68 primary and secondary schools to see how effectively they are spending their Pupil Premium funding. It is accompanied by a series of tools that schools can use to help them to analyse where there are gaps in achievement between pupils who are eligible for the Pupil Premium and those who are not, and to plan the action they need to take. The report can be found on the Ofsted website:

9 Successful schools shared the following characteristics: carefully ring-fenced the funding so that they always spent it on the target group of pupils never confused eligibility for the Pupil Premium with low ability, and focused on supporting their disadvantaged pupils to achieve the highest levels thoroughly analysed which pupils were underachieving, particularly in English and mathematics, and why drew on research evidence and evidence from their own and others’ experience to allocate the funding to the activities that were most likely to have an impact on improving achievement understood the importance of ensuring that all day-to-day teaching meets the needs of each learner, rather than relying on interventions to compensate for teaching that is less than good

10 allocated their best teachers to teach intervention groups to improve mathematics and English, or employed new teachers who had a good track record in raising attainment in those subjects used achievement data frequently to check whether interventions or techniques were working and made adjustments accordingly, rather than just using the data retrospectively to see if something had worked made sure that support staff, particularly teaching assistants, were highly trained and understood their role in helping pupils to achieve systematically focused on giving pupils clear, useful feedback about their work, and ways that they could improve it ensured that a designated senior leader had a clear overview of how the funding was being allocated and the difference it was making to the outcomes for pupils

11 ensured that class and subject teachers knew which pupils were eligible for the Pupil Premium so that they could take responsibility for accelerating their progress had a clear policy on spending the Pupil Premium, agreed by governors and publicised on the school website provided well-targeted support to improve attendance, behaviour or links with families where these were barriers to a pupil’s learning had a clear and robust performance management system for all staff, and included discussions about pupils eligible for the Pupil Premium in performance management meetings thoroughly involved governors in the decision making and evaluation process were able, through careful monitoring and evaluation, to demonstrate the impact of each aspect of their spending on the outcomes for pupils.

12 Inspectors found where schools were less successful in spending the funding, they tended to have at least some of the following characteristics. They: had a lack of clarity about the intended impact of the spending spent the funding indiscriminately on teaching assistants, with little impact did not monitor the quality and impact of interventions well enough, even where other monitoring was effective did not have a good performance management system for teaching assistants and other support staff did not have a clear audit trail for where the funding had been spent focused on pupils attaining the nationally expected level at the end of the key stage (Level 4, five A* to C grades at GCSE) but did not to go beyond these expectations, so some more able eligible pupils underachieved

13 planned their Pupil Premium spending in isolation to their other planning, for example, it was not part of the school development plan compared their performance to local rather than national data, which suppressed expectations if they were in a low- performing local authority compared the performance of their pupils who were eligible for free school meals with other eligible pupils nationally, rather than all pupils, again lowering expectations did not focus their pastoral work on the desired outcomes for pupils and did not have any evidence to show themselves whether the work had or had not been effective did not have governors involved in making decisions about the Pupil Premium, or challenging the way in which it was allocated.

14 Ofsted Subsidiary Guidance February 2013 Evaluating the school’s use of the pupil premium It is for schools to decide how the pupil premium is spent. However, they are accountable for their use of this funding. Since September 2012, schools have been required to publish online information about their pupil premium allocation and how they plan to spend it this year. They must also publish a statement of how they spent the money for the previous year and its impact on the attainment of pupils eligible for support through the pupil premium. This is intended to ensure that parents and others are made fully aware of the impact on the attainment of pupils covered by the pupil premium.

15 When evaluating the effectiveness of leaders, managers and governors, inspectors should gather evidence about the use of the pupil premium in relation to the following key issues: –the level of pupil premium funding received by the school in the current academic year and levels of funding received in previous academic years –how the school has spent the pupil premium and why it has decided to spend it in the way it has –any differences made to the learning and progress of pupils eligible for the pupil premium as shown by performance data and inspection evidence.

16 LAC In many schools the number of looked-after children is small and these pupils may not figure in headline performance data. Inspectors should record evidence of the impact of the pupil premium on looked-after children currently on roll in the school on a separate evidence form.

17 Impact of pupil premium and Year 7 catch-up Inspectors must consider the difference between the average points scores in each of English and mathematics in national assessments at the end of Key Stage 2, and at GCSE at the end of Key Stage 4, for the following groups: –those pupils known to be eligible for free school meals and all other pupils (FSM and non-FSM pupils) –children who are looked after and all other pupils (CLA and non-CLA) –children of service families and all other pupils. (This information is not contained in RAISEonline but inspectors will expect schools to provide it during the inspection.) Inspectors must evaluate the performance in English and in mathematics of groups of pupils who are supported through the pupil premium. Where a gap is identified between the performance of these pupils and all others in the school, inspectors must report this and whether it is narrowing. They should express gaps in terms of National Curriculum levels or a period of time (such as ‘two terms’) at the end of Key Stage 2, or GCSE grades at the end of Key Stage 4.

18 Planned activities in Hampshire Eight half day ‘Narrowing the Gap - Effective of your pupil premium’ training courses for Headteachers/designated teachers taking place on: –11th March – 9-12 and 1-4 –7th June – 9-12 and 1-4 –10th June – 9-12 and 1-4 –20 th June – 9-12 and 1-4 Training for Governors through Governor Forums – 26th and 28th February and 11th March with further sessions being organised for the Summer Term Whole Governor Board training in schools Michelle Cain and Glyn Wright to create a best practice guide Survey of all schools websites completed



21 Useful further reading The Pupil premium – making it work in your school – Ofsted – press release – Download of historical free school meals eligibility Department of Education – any questions Email Pupil Premium 2013-14 – Pupil number Information for the Illustrative Allocations DfE

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