1. Governors’ Conference Pupil Premium – The Role of Governors Saturday 3 rd October 2015 This session will look at ways in which Governors can effectively monitor the use of Pupil Premium monies and interventions and be aware of their impact. Diocese of Shrewsbury Department of Education

2. The pupil premium is additional funding given to schools to raise the attainment of disadvantaged pupils and close the gap between them and their peers. Diocese of Shrewsbury Department of Education

3. Funding 2015-16 A child registered as eligible for free school meals at any point in the last 6 years: £1,320 for pupils in reception year to year 6 £935 for pupils in year 7 to year 11 Schools will also receive £1,900 for each pupil who has left local-authority care because of 1 of the following: adoption a special guardianship order a child arrangements order a residence order Children who have been in local-authority care for 1 day or more also attract £1,900 of pupil premium funding. Funding for these pupils doesn’t go to their school; it goes to the virtual school head (VSH) in the local authority that looks after the child. VSHs are responsible for managing pupil premium funding for looked-after children.

4. Do You Know… How many eligible children are in your school? How much funding your school receives? Where you can ‘quickly’ find this information? How do your numbers compare with the national? Diocese of Shrewsbury Department of Education

5. What are the barriers and challenges faced by disadvantaged children in your school? Why do many disadvantaged children not achieve or attain as well as other children? Diocese of Shrewsbury Department of Education

6. As a Catholic School Every child is a child of God, loved and valued, and of equal worth regardless of their background, abilities or circumstances. We have got to be prepared to give these children more support, time and help in school to counteract some of their barriers. Diocese of Shrewsbury Department of Education

7. Interventions! What works? Do you know what your school is spending its Pupil Premium on? Diocese of Shrewsbury Department of Education

8. Interventions! What works? Do you know what your school is spending its Pupil Premium on? The Sutton Trust-EEF Teaching and Learning Toolkit is a summary of educational research on how schools can improve the attainment of disadvantaged pupils. The Toolkit covers 34 topics, each summarised in terms of their average impact on attainment, the strength of the evidence supporting them and their cost. Diocese of Shrewsbury Department of Education

10. School Website Schools must publish details of how they spend pupil premium funding and the effect this has had on the attainment of the pupils who attract the funding. The following must be included Pupil premium allocation for the current academic year Details of how school intends to spend the allocation Details of how the previous academic year’s allocation was spent How it made a difference to the attainment of disadvantaged pupils. Diocese of Shrewsbury Department of Education

11. How can Governors monitor and evaluate the use of Pupil Premium funding? Data / Outcomes. Reports Prepared for Governors The Website ASK QUESTIONS Diocese of Shrewsbury Department of Education

12. QUESTIONS / CONSIDERATIONS Is the leader responsible for this area of the school’s work identified? Do we know who our Pupil Premium pupils are? Do we know where the attainment gaps are in our school? Have we accessed the evidence / research of what works to accelerate disadvantaged pupil progress? How are we planning and targeting our activities / spending for Pupil Premium pupils? How do we know we are having an impact? What evidence are we gathering to share with Ofsted? Diocese of Shrewsbury Department of Education

13. Do governors know how much money is allocated to the school for the Pupil Premium? Is this identified in the school’s budget planning? Is there a clearly understood and shared rationale for how this money is spent and what it should achieve? How is this measured and reported to governors and parents via the school’s website? If this funding is combined with other resources, can governors isolate and check on the impact of the funding and ascertain the difference it is making? Diocese of Shrewsbury Department of Education

14. Do the school’s systems (Data) enable governors to have a clear picture of the progress and attainment of pupils who are eligible for the Pupil Premium in all year groups across the school, not just those at the end of key stages? If there are gaps in the attainment of pupils who are eligible for the Pupil Premium and those who are not, are eligible pupils making accelerated progress – are they progressing faster than the expected rate – in order to allow the gaps to close? Is the school tracking the attendance, punctuality and behaviour (particularly exclusions) of this group and taking action to address any differences? Diocese of Shrewsbury Department of Education

15. Ofsted School Inspection Handbook September 2015 LEADERSHIP and MANAGEMENT - Use of the pupil premium Inspectors will 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 leaders and governors have spent the pupil premium, their rationale for this spending and its intended impact any differences made to the learning and progress of disadvantaged pupils as shown by outcomes data and inspection evidence. Diocese of Shrewsbury Department of Education

16. Ofsted School Inspection Handbook September 2015 OUTCOMES FOR PUPILS - Disadvantaged pupils Inspectors will take particular account of the progress made by disadvantaged pupils by the end of the key stage compared with that made nationally by other pupils with similar starting points and the extent to which any gaps in this progress, and consequently in attainment, are closing. Inspectors will first consider the progress and attainment of disadvantaged pupils compared with the national figures for non-disadvantaged pupils and how much any gaps are closing. They will then also consider any in-school gaps between disadvantaged pupils’ progress and attainment and the progress and attainment of the other pupils in the school and how much these gaps are closing. Inspectors will consider the impact of what a school is doing to narrow any gaps in progress and attainment between disadvantaged and non-disadvantaged pupils. Where in-school gaps are narrowing, inspectors will check that this is because the progress and attainment of disadvantaged pupils are rising and not because the progress or attainment of non-disadvantaged pupils is falling. Where an in-school attainment gap exists or widens, inspectors should consider whether this is because disadvantaged pupils attain more highly than other pupils do nationally, but non-disadvantaged pupils in the school attain even more highly. These circumstances would not reflect negatively on a school. Diocese of Shrewsbury Department of Education

17. SELF REFLECTION / ACTION Are there any implications for you? What do you think is going well at your school? What do you need to do next? What questions do you have? What will you do differently? How will this help you in your current role? Diocese of Shrewsbury Department of Education