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What next for the attainment gap?

This article discusses the impact of increased funding for schools serving disadvantaged communities and the effectiveness of the pupil premium in closing the attainment gap. It also explores alternative ways to allocate funding and provides recommendations from the EEF toolkit. Additionally, it examines the role of school leaders in monitoring and evaluating the use of pupil premium funds.

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What next for the attainment gap?

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  1. What next for the attainment gap?

  2. £1,320 for primary pupils£935 for secondary pupils If registered as eligible for free school meals (FSM) at any point in the last 6 years

  3. Increases in funding to schools serving more disadvantaged communities Primary schools Secondary schools Sibieta, L. (2015) The distribution of school funding and inputs in England: 1993-2013, IFS Working Paper W15/10.

  4. Little change in the Attainment 8 gap Figures supplied by Education Datalab

  5. Key Stage 2 attainment gap index is closing

  6. The pupil premium does not target our lowest income students Graham Hobbs & Anna Vignoles (2010): Is children’s free school meal ‘eligibility’ a good proxy for family income?, British Educational Research Journal, 36:4, 673-690

  7. Poverty is a poor proxy for educational and social disadvantage

  8. Department for Education (2015) SFR 47/2015

  9. Louise Tickle, writing in The Guardian on 18th October 2016https://www.theguardian.com/teacher-network/2016/oct/18/how-should-schools-spend-pupil-premium-funding

  10. Have you been asked to record the status of Pupil Premium students on your seating plans and / or mark sheets this term?

  11. How is the experience of Pupil Premium students in your school different to those not eligible?

  12. Tom Rogers, writing in TES on 10th March 2018https://www.tes.com/news/pupil-premium-doesnt-work-lets-spend-billions-stuff-does

  13. Tom Rogers, writing in TES on 22nd April 2017https://www.tes.com/news/its-time-we-came-clean-pupil-premium-hasnt-worked-and-its-unfair-too

  14. The pupil premium in Ofsted reports • Sample of 519 reports from the last academic year, 54% mention the pupil premium • 45% assert that they can see the monies are being spent effectively • 34% mention the role of Governors in relation to monitoring this pot of money • Negative or actions? • “The school does not meet requirements on the publication of information about the pupil premium spending plan on its website” • “The leaders and managers do not focus sharply enough on evaluating the amount of progress in learning made by the various groups of pupils at the school, particularly the pupils eligible for the pupil premium ...” • “An external review of the school’s use of the pupil premium funding should be undertaken in order to assess how this aspect of leadership and management may be improved”

  15. ‘Money’ has a poor track record in raising educational standards

  16. Recommendations from the EEF toolkit

  17. If you were a school leader today and were given a 10% increase in your school's funding, but the cash has to be spent on ONE thing, what would you spend it on?

  18. Shuffling teachers?

  19. What is the job of the school?

  20. By 18, what percentage of a child’s waking hours have been spent at school? 18% 28% 38% 48%

  21. The Genetics of Success: How Single-Nucleotide Polymorphisms Associated With Educational Attainment Relate to Life-Course Development Psychological Science 2016, Vol. 27(7) 957–972 DOI: 10.1177/0956797616643070

  22. Inequalities within the classroom

  23. Attention Inhibitory control Memory Cognitive flexibility Fluid and crystallised intelligence Sequencing

  24. Duncan, G.J. and Magnuson, K. (2012) Socioeconomic status and cognitive function: moving from correlation to causation

  25. Who suits our classroom environment?

  26. Four questions for teachers to ask of the 30 brains in their classroom

  27. Do all my students have the prior building blocks of knowledge required to succeed in this programme of learning? Learning is usually a progressive change in what we know or can do. What creates or shapes that learning is a sequence of events or experiences, each one building on the effects of the previous one. Graham Nuthall

  28. At what point during my lesson will the child with the most restrictive working memory struggle to follow? This Photo by Unknown Author is licensed under CC BY-SA-NC

  29. When I see a child who is not paying attention in class, what are they attending to? This Photo by Unknown Author is licensed under CC BY

  30. Who suits our classroom environment? ‘…Students live in a personal and social world of their own in the classroom. They whisper to each other and pass notes. They spread rumours about girlfriends and boyfriends, they organise their after-school social life, continue arguments that started in the playground. They care more about how their peers evaluate their behaviour than they care about the teacher’s judgement.’ Graham Nuthall’s 2001 Jean Herbison Lecture

  31. Did anyone succeed in learning who didn’t already know much of the content already? Nuthall, G. (2007) The hidden lives of learners (page 99)

  32. Did anyone succeed in learning who didn’t already know much of the content already? Nuthall, G. (2007) The hidden lives of learners (page 99)

  33. Four questions for teachers to ask of the 30 brains in their classroom

  34. Educationally meaningful groups • The group who have poor school attendance • The classes who appear to need behavioural support • The students who need an assessment of why they are not coping with the classroom environment • Students for whom we must create provision for their specific deficiencies in prior knowledge or skills • Students who need alternative provision in place to complete homework

  35. Rolling the pupil premium into general school funding

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