Raising the achievement of disadvantaged children in West Sussex

1. Raising the achievement of disadvantaged childrenin West Sussex A Strategic Approach

2. Presentation • know the context of pupil premium outcomes within West Sussex and localities • understand the sources of funding • consider how to use best practice to intervene in under achievement of disadvantaged children • Agree and commit to a shared approach to raising attainment for all, whilst narrowing the gap for those eligible for pupil premium

3. Pupil Premium • Poverty has in the past been a powerful factor in predicting a child’s future life chances, so the Government is determined that a pupil’s economic circumstances should not pre-determine the outcome of their education or future prospects. • The Government believes it is unacceptable for children’s success to be determined by their social circumstances. They intend to raise levels of achievement for all disadvantaged pupils and to close the gap between disadvantaged children and their peers. • The pupil premium gives schools extra funding to raise the attainment of disadvantaged pupils from Reception to Year 11.

4. Which groups of children are categorised as disadvantaged? • (2011) every child eligible for free school meals; children who have been looked after for 6 months or longer • (2012) extended to all children eligible for free school meals at any point in the last 6 years • (2014) extended to include looked after children who: • have been looked after for 1 day or more • are adopted • leave care under a Special Guardianship Order or a Residence Order

5. How much funding does it generate for disadvantaged pupils? • 2011-12 financial year - £488 per pupil • 2012-13 financial year - £623 per pupil • 2013-14 financial year - £900 per pupil + £53 additional to all pupils in primary schools • 2014-15 financial year rising to £1300 per pupil of primary school age; £935 per pupil of secondary school age; and £1900 per pupil for looked after children

6. Eligibility • In West Sussex according to October 2013 census FSM eligibility was from 9595 pupils in primary and secondary.This is the info used to delegate FSM funding to mainstream school budgets. Jan 14 census and ever 6 data is used to allocate the disadvantage PPG but we have not yet got all of the data. • According to DfE published PPG info for 13/14 financial year 15.4% primary pupils were eligible for the disadvantage PPG i.e. FSM eligible and 16.9% of secondary pupils (this would include ever 6 pupils).

7. School Funding Delegated school budgets including: Per pupil funding, SEN (low attainment), Deprivation, EAL School budgets include within current formula factors Standards Fund grants that were former government initiatives aimed at improving outcomes such as primary and secondary strategies, Go4It, One to One progression, extended schools, SSG and SSG (P) Devolved grants including: Pupil premium (include total fsm and svc PPG for 2013/14 circa £14m (NB no total for 2014/15 yet)

8. Locality resources • Locality commissioning and KS1 intervention £1.1m • SEND and resources • SEND hub and local offer

9. LA resources • Support and Intervention staffing i.e. 3 SAs, 9 GAs, 6 AAs • Specialist teams e.g. Virtual school, EMAT/TES • Commissioning budget £300k (Capacity for school intervention re LA statutory functions) • Schools commissioning £350k (peer to peer support) • CLA targeted improvement £188k plus pupil premium approximately £760k

10. KS2 outcomes 2013 • 73% of all West Sussex children achieved L4+ Reading, Writing and Maths at Key Stage 2. National Average is 76% • 53% of FSM children achieved this. National Average is 60%. 33% of children who are looked after achieved this. • 40% of Pupil Premium children also have special educational needs (SEN)

11. KS4 outcomes 2013 • 59.9% of all West Sussex children achieved 5+ A*-C including English and Maths at the end of Key Stage 2. National Average was 60.6% • 34% of FSM children achieved this. National Average is 41% • 19.6% of children who are looked after achieved this. • 45% of Pupil Premium children also have special educational needs (SEN)

12. Comparative Data

13. Locality Outcomes • See Excel documents

14. Locality Headlines FSM • National Children L4 R/W/M 75% • National all FSM 60% 15% • County all FSM 53% 22% • National any SEN FSM 29% • County any SEN FSM 19% • National SA FSM 37% • County SA FSM 24% • National no SEN FSM 80% • County no SEN FSM 78%

15. Locality Headlines FSM • All pupils 5 A*-C inc. E & M 60% • National FSM 38.1% 22% • County all FSM 32.8% 17% • National any SEN FSM 15% • County any SEN FSM 14% • National SA FSM 19% • County SA FSM 20% • National no SEN FSM 52% • County no SEN FSM 48%

16. School accountability for the pupil premium • Pupil premium is paid to schools because the Government believes that they are best placed to assess what additional provision their pupils need. • Ofsted inspections report on how schools’ use of the funding affects the attainment of their disadvantaged pupils. What is published on website is useful information to an inspection team • Schools are also held to account through performance tables, which include data on: • The attainment of pupils who attract the fund • The progress made by these pupils • The gap in attainment between disadvantaged pupils and their peers

17. Issues • Sharing the data • Identifying pupils, schools, localities with weaker outcomes? • Pupils receiving their entitlement? • Complex needs? Barriers to learning? • Demonstrating an impact on attainment and progress? • Identifying most effective interventions? • Evaluating - Linking impact to that spend?

18. …unacceptable for children’s success to be determined by social circumstances.. Families at risk, because of the multiple difficulties they face, have a significant likelihood of facing a crisis situation without preventative support. Problems experienced by family members, could include combinations of thefollowing factors: • poverty, debt, inactivity or worklessness and low aspirations; • low parental education and skills; • domestic violence; • relationship conflict; • child neglect and poor parenting and family functioning; • poor mental health; • poor physical health and disabilities; • teenage pregnancy; • learning disability; • poor school attendance and attainment; • involvement in crime, anti-social behaviour, substance misuse; and • poor housing and homelessness.

19. What works? • Two reports by Ofsted (Unseen Children) and an independent evaluation have concluded that schools are usually spending the funding on extending familiar services, rather than on new measures that evidence shows have most effect on improving pupils’ progress. • This is where a shared approach county/locality wide, looking at pre school, maintained schools, primary, secondary, special and colleges can make a huge difference. The role of the Governing Body will also be vital in this work as they can have significant influence over expenditure decisions in their schools. They are accountable for how the funding is spent and the impact that it is having.

20. What works? • Education Endowment Foundation Toolkit highlights interventions and has evaluated their impact….. • Other LAs, schools strategies?