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Understanding Pupil Equity Funding: Strategies & Impact

Explore Pupil Equity Funding policies, methodologies, and impact evaluation strategies to close poverty-related attainment gaps. Join us for insightful presentations, discussions, and tools for effective implementation.

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Understanding Pupil Equity Funding: Strategies & Impact

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  1. Pupil Equity Funding Kathryn Paterson, CYPIC Improvement Advisor, Scottish Government Bill Scott-Watson, Acting Head, Scottish Attainment Challenge Policy Unit, Scottish Government

  2. Breakout Norms • All Teach All Learn • Open and Safe Environment • Parking Lot • Have fun

  3. Breakout Objectives • Gain an increased understanding of Pupil Equity Funding and learn more about the policy itself • Opportunity to hear from teams who have been using improvement methodology to support their PEF related work • Opportunity to discuss how improvement methodology could support on-going PEF related work

  4. How We’ll Spend Our Time • Policy Presentation • Local Authority Presentation • Q&A • Group Discussion

  5. Bill Scott-Watson Acting Head, Scottish Attainment Challenge Policy Unit

  6. The Attainment Challenge and Attainment Scotland Fund – 2017-18 £120m Pupil Equity Funding A small number of nationally funded programmes which support the Scottish Attainment Challenge, including teacher recruitment, professional learning, supporting aspirations. £5m National Programmes £45m Challenge Authorities and Schools Programme HealthandWellbeing Literacy Targeted specific and additional interventions to narrow the inequity gap in the 9 Challenge Authorities and 74 schools with the highest concentrations of pupils living in areas of multiple deprivation Funding support to all schools with P1-S3 pupils from low income families (95% of schools) Numeracy

  7. Pupil Equity Funding

  8. Pupil Equity Funding – key principles / expectations for headteachers • PEF must be additional to existing activities • Targeted interventions – funding is to close poverty related attainment gap • Clear, evidenced-based rationale for plans and activities • Partnership working – with LA, other schools, 3rd sector etc. • Parents and carers, children and young people and other key stakeholders engaged in the planning process • Plans from the outset to evaluate impact • Existing school improvement planning and reporting procedures

  9. Gayle Martin-Brown Education Support Officer Falkirk Council gayle.martin@falkirk.gov.uk

  10. Poverty Related Gap in Falkirk • 17% of pupils FME, ranging from 11% - 25% • 61 out of 62 schools in receipt of funding, ranging from £1,200 to £152,400 • 98% of schools with funding, requiring support for data, financial management and tracking • £3,538,800 funds, 2,949 pupils • Two SAC schools

  11. Content • 61 with PEF and approx. 250 interventions • Need to gather overview of all programmes • Categorise to monitor and report • Create a toolkit to support schools

  12. Falkirk High HWB Logic Model

  13. PEF Toolkit • PDSA Record of Activity • PEF gap flow chart • Logic Model template • Budget template • Contract template

  14. PDSA Record of Activity

  15. PEF gap flowchart

  16. Data • Split programmes into three sections: • Across all • Literacy & Numeracy • Health & Wellbeing • Compiled data to include: • Spend • Jobs • Cluster allocations • Partnerships

  17. Data • 47% Health & Wellbeing • 29% Literacy & Numeracy • 16% Across All • 8% funds still to allocate (July 2017) • 55 FTE of new posts, 14% teachers & 12% EYO’s • 6% working with partners, 4% of overall spend with Speech & Language

  18. HWB Data • 66% of programmes focusing on Inclusion and Family Engagement • 30% of programmes focussing on Mental Health & Nurture ‘Young people living in poverty do not engage in wider achievement opportunities. 54% of our young people live in SIMD 1-3, we believe that the addition of a Wider Achievement Teacher will make a significantly positive impact to achievements of the majority of our young people.’ Falkirk High School, Scottish Attainment Challenge Secondary School

  19. Monitoring & Reporting • Areas of focus to monitor impact • Attainment • Attendance • Inclusion/exclusion • Participation (wider school life) • Engagement (families) • Reports generated in January & June 2018

  20. Spread and Scale • Reports to support schools and influence future programmes • Participating in Scottish Coaching for Leadership & Improvement programme • Work in partnership with Beancross PS to build capacity • Support all schools to implement methodology

  21. Thank you

  22. Group Discussion Questions • How are you monitoring and evaluating your Pupil Equity Funding work? • How comfortable are you in using improvement methodology to inform your on-going Pupil Equity Funding related work? • What further support might you need to incorporate improvement methodology into your work?

  23. Thankyou!

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