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Maximizing Pupil Premium for SEN Young People

Learn effective strategies to narrow the gap and make the most of the Pupil Premium for young people with special educational needs (SEN). Explore key characteristics of vulnerable groups, successful interventions, and the important role of governors. Stay updated on the latest measures and initiatives to support disadvantaged pupils.

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Maximizing Pupil Premium for SEN Young People

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  1. Narrowing the gap and the effective use of the Pupil and Service Premium with SEN young people Glyn Wright Autumn Term 2013

  2. What do we want for all of our young people?

  3. Service child

  4. Activity- who are the vulnerable groups in your schools What characteristics might they show?

  5. Background to the Pupil Premium • Pupil Premium introduced April 2011- £450 • £623 in 2012 • £900 in 2013 • Will be £1,300 for Primary only in 2014

  6. Important to note also…… • Pupil Premium in addition to SEN funding • £900 for every Ever 6 FSM • £900 for each LAC in addition to DSG • £300 for each Service Child • Ever 3 introduced 1st April

  7. What works? Sutton Trust EEF Teaching and Learning Toolkit • Effective feedback • Metacognition and self regulation • Peer tutoring • Early intervention • One to one tutoring • ICT • Phonics • Parental involvement

  8. Sutton Trust Research 2013 • Effective Feedback ££ +8mths • Metacognition and self regulation ££ +8mths • Peer tutoring ££££ + 6 mths • Early Years interventions £££££ +6mths • 1:1 ££££ + 5mths • Homework (secondary) £££ + 5mths • Collaborative learning £ + 5 mths • Phonics £ +4mths

  9. What else? • Breakfast clubs • After school programmes • Multi agency teams in school • Parenting support • Allocate best teachers to disadvantaged children

  10. Ofsted Report January 2013 – • Pupil Premium: How schools are spending the funding successfully to maximise achievement is the follow up to the report published in September 2012. • The report can be found on the Ofsted website: www.ofsted.gov.uk

  11. Successful schools shared the following characteristics: • carefully ring-fenced the funding • focused on supporting their disadvantaged pupils to achieve the highest levels • analysed which pupils were underachieving and why • drew on research evidence • understood the importance of all day-to-day teaching

  12. allocated their best teachers to teach intervention groups • used achievement data to check whether interventions or techniques were working • made sure that support staff, particularly teaching assistants, were highly trained • focused on giving pupils clear, useful feedback about their work • ensured that a designated senior leader had a clear overview

  13. subject teachers knew which pupils were eligible for the Pupil Premium • had a clear policy on spending the Pupil Premium • provided well-targeted support to improve attendance, behaviour or links with families • had a clear and robust performance management system for all staff • involved governors • were able to demonstrate the impact

  14. Less successful Schools: • had a lack of clarity about the intended impact of the spending • spent the funding indiscriminately on teaching assistants, with little impact • did not monitor the quality and impact of interventions well enough, even where other monitoring was effective • did not have a good performance management system for teaching assistants and other support staff • did not have a clear audit trail for where the funding had been spent • focused on pupils attaining the nationally expected level at the end of the key stage (Level 4, five A* to C grades at GCSE) but did not to go beyond these expectations

  15. spending in isolation • compared their performance to local rather than national data • compared the performance of their pupils who were eligible for free school meals with other eligible pupils nationally, rather than all pupils • did not focus their pastoral work on the desired outcomes • did not have governors involved

  16. The Role of Governors in the effective use of Pupil PremiumAnalysis and challenge tools for schools-Self-review questions for Governing Bodies • Governors’ knowledge and awareness • Leaders and managers actions • C. Pupil’s progress and attainment Overall, will governors know and be able to intervene quickly if outcomes are not improving in the way that they want them to?

  17. News from DfE 2nd July 2013 – David Laws sets out new measures • From Sept 2013 – sharper focus to the performance and progress • Outstanding headteachers will support schools that are RI for Pupil Premium • A National Pupil Premium Champion will share good practice • Survey of 1,240 schools found that 80% of secondary and 67% of primary have improved their support for disadvantaged pupils as a direct result of PP • Some schools are using interventions which are not cost effective/don’t know what works

  18. Activity – scenarios – supporting vulnerable children and young people

  19. A whole school approach to Narrowing the Gap and using the Pupil Premium effectively

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