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Research evidence and effective use of the Pupil Premium

Research evidence and effective use of the Pupil Premium. Professor Steve Higgins, School of Education, Durham University s.e.higgins@durham.ac.uk @ stig_01. Sutton Trust/EEF Teaching and Learning Toolkit. Why we wrote it Best ‘buys’ on average

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Research evidence and effective use of the Pupil Premium

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  1. Research evidence and effective use of the Pupil Premium Professor Steve Higgins, School of Education, Durham University s.e.higgins@durham.ac.uk @stig_01

  2. Sutton Trust/EEF Teaching and Learning Toolkit • Why we wrote it • Best ‘buys’ on average • Key messages for spending the Pupil Premium • Currently used by about a third of schools http://educationendowmentfoundation.org.uk/toolkit

  3. The Pupil Premium • Aims: • to close the attainment ‘gap’ between the highest and lowest achieving • to increase social mobility • to enable more pupils from disadvantaged backgrounds to get to the top Universities • to provide additional resource to schools to do this • Was £600 in 2012-13 for fsm1 pupils; increased to £900 in 2013-14 and £1300/£9352in 2014-15 • ‘Early Years’ Pupil Premium announced. 1 any child registered for fsm in the last six years and all looked after children, smaller premium for children of Service families 2 £1300 for primary, £935 for secondary and £1,900 for looked after children (PP+)

  4. Resources and learning • Above a minimum threshold – no simple link • Conclusion: spending more won’t guarantee improvement - no simple solution • More money ≠ more learning

  5. Smaller classes? • Complex evidence- no clear link with class size and achievement • Experimental trials suggest Classes need to be less than about 17 for 0.2 effect size… And teachers need to change the way they teach… But support from teaching assistants not as effective • The maths: £900 x 25 pupils x 3 classes with 50% on fsm= £33,750 = 1 extra teacher per 3 classes Class size reduction from 25 to 19 – expensive for little gain

  6. One-to-one tuition • Highly effective I hour/ day over at least 6 weeks Support for class teacher to re-integrate Effect size 0.44 • The maths… 6 weeks x 5 days x 1 hour = 30 hours 4 days teacher time (more effective with an experienced teacher) Approx £700 (ECC models less costly) • Expensive but very effective Consider using pairs or triplets?

  7. What should the Pupil Premium ‘buy’? • Secondary £5,200 per pupil • Primary £4,284 • Wide variation • Secondaries £4,000 to £9,000 • Primaries £3,000 and £8,000 • Middle Schools £3,300 - £8,000 (median £4,100) • Excludes Academies and Free Schools • Will £1,300/£935 buy an extra three or four months learning for each pupil eligible for the Pupil Premium? (In England, data from 2009-10: https://www.gov.uk/government/publications/funding-for-primary-and-service-childrens-education-schools )

  8. The Bananarama Principle • It ain’t what you do it’s the way that you do it… • So how do you spend to “get results”? • Or, what does the evidence say is a good investment or a poor investment for learning? • It ain’t what you spend it’s the way that you spend it…

  9. What we tried to do • Summarise the evidence from meta-analysis about the impact of different strategies on learning (tested attainment) • As found in research studies • These are averages • Apply quality criteria to evaluations: rigorous designs only • Estimate the sizeof the effect • Standardised Mean Difference = ‘Months of gain’ • Estimate the costsof adopting • Information not always available

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  14. Summaries • What is it?How effective is it?How secure is the • evidence?What are the costs? • What should I consider? Case studies/ video EEF Projects Programmes Training & CPD Evaluation guide Further reading & references

  15. Overview of value for money Promising 1.0 Feedback Could be worth it Meta-cognition EY intervention Effect Size (potential months gain) Peer tutoring Homework (Secondary) 1-1 tutoring Summer schools Digital technology Phonics Smaller classes Parental involvement After school Needs careful thought Individualised learning Teaching assistants Performance pay 0 Ability grouping £0 £1000 Cost per pupil

  16. Key messages • Some things that are popular or widely thought to be effective are challenging to make work well in terms of tested attainment Ability grouping (setting); After-school clubs; Performance pay • Some things look more ‘promising’ Effective feedback; Meta-cognition and self regulation strategies; Early years intervention; Peer tutoring; Small group/intensive tuition; Parental involvement and engagement

  17. Issues and limitations • Based on meta-analysis – averages of averages • Conversion to ‘months progress’ is a rough estimate • Intervention research is compared with ‘normal’ practice which is varied • Not ‘what works’ but what has worked – ‘good bets’ to support professional enquiry

  18. For disadvantaged /struggling learners… • One ‘intervention’ won’t be enough Identify areas of greatest need Clear focus on improving learning, not (just) behaviour/attitudes Mid and high attaining learners can be disadvantaged too! • Effects will need to be cumulative What will build learning capacity and capability? Need to track and evaluate – our best guesses are not always good enough

  19. One-to-one SEAL Behaviour Small group tuition Phonics TA support Parent involvement Early years intervention Feedback Meta-cognition Self regulation Peer tutoring

  20. Essential to evaluate impact EEF’s DIY Evaluation Guide: http://educationendowmentfoundation.org.uk/library/diy-evaluation-guide

  21. Creating the conditions for success • Choosing approaches to meet need • Senior leadership support • Active professional enquiry and ‘tinkering’ • Evaluation of impact and identify causal model: • More time • More intensive (more feedback, more time on task) • More efficient (better feedback) • More effective (better self-regulation)

  22. and WRONG! H.L. Mencken 1880-1956 For every complex problem there is a solution that is simple, neat…

  23. Some Links The full report can be found on the EEF’s website: http://educationendowmentfoundation.org.uk/toolkit/ The toolkit is recommended by the Department for Education: http://www.education.gov.uk/schools/pupilsupport/premium/b00200492/ppstrategies Official information about the Pupil Premium and LA allocations is available at: http://www.education.gov.uk/schools/adminandfinance/financialmanagement/schoolsrevenuefunding/a00200697/pupil-premium-2012-13 Ofsted’s report is available at: http://www.ofsted.gov.uk/resources/pupil-premium Find out how much each school gets: http://educationendowmentfoundation.org.uk/toolkit/pupil-premium-calculator DIY Evaluation Guide: http://educationendowmentfoundation.org.uk/library/diy-evaluation-guide

  24. Pupil Premium Tracker links Ofstedresources: http://www.ofsted.gov.uk/resources/pupil-premium-analysis-and-challenge-tools-for-schools Leading Learner blog:http://leadinglearner.me/2013/10/10/pupil-premium-analyser-and-tracker/ NAHT: http://www.naht.org.uk/welcome/advice/advice-home/governance-and-infrastructure-advice/pupil-premium-reporting-2012-2013/ TES: http://www.tes.co.uk/teaching-resource/Track-Impact-and-Spend-of-Pupil-Premium-6121277/ Deepings School (CfBT Academy): http://www.deepingschool.org.uk/162/pupil-premium http://www.deepingschool.org.uk/uploads/asset_file/How%20are%20the%20Pupil%20Premium%20pupils%20doing.pdf

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