WSDN Pupil P remium July 2014 Forum

1. WSDN Pupil Premium July 2014 Forum

2. Pupil Premium Forum 2014a) Welcomeb) Introduction and key changes 2013-4c) Local Authority perspectived) Inspection prioritiese) Local examplesf) Sharing ideas and practice

3. Changes from 2013 • Pupil Premium is paid to children from deprived backgrounds, defined as any child who has been entitled to FSM at any point in the past 6 years (ie “FSM ‘Ever 6’”). • Also paid to children looked after by the local authority. • For 2014/15 the government has introduced different rates for primary and secondary pupils.

4. Changes from 2013 Primary Pupil Premium funding will rise to: • £1,300 Secondary Pupil Premium funding sees a much smaller rise to: • £935

5. Changes from 2013 The reason for the higher level of payment to primary was stated thus: “...that [it] should enable more targeted interventions to support disadvantaged pupils to be secondary ready and achieve our ambitious expectations for what pupils should know and be able to do by the end of their primary education. Early intervention is crucial: the more disadvantaged pupils who leave primary school with strong literacy and numeracy, the greater their chances of achieving good GCSEs.” School Funding: Pupil Premium, 30 December 2013

6. Under Scrutiny • There are growing concerns about the use and effectiveness of pupil premium funding. • Schools must show the impact of the spending on closing the gap. • “...pupils known to be eligible for free school meals – a school is unlikely to be judged outstanding if these pupils are not making at least good progress.” Page 26 School Inspection Handbook Jan 2014

7. Why the fuss? • This group of pupils is underperforming when compared to their peers. • In some very affluent parts of the country less than 60% of disadvantaged pupils achieve level 4 or more in English and maths at the end of KS2. • This compares with 80% for non eligible pupils.

8. Why the fuss? • In seventeen LAs less than 30% of disadvantaged pupils achieved grade C or better in English and Maths in 2012. • In the same year, more than 5% of disadvantaged pupils achieved an A or A* in English and Maths at GCSE in only 11 LAs. Department for Education (2013) [KS2 and GCSE results by Local Authority and pupil characteristics.] Unpublished raw data.

9. Why the fuss? • In 2013, 37.9% of disadvantaged pupils achieved five GCSEs at grade C or better including English and Maths compared to 64.6% of other pupils. • In the same year, 79% of FSM pupils aged 7 achieved the expected level in reading compared to 91% of all other pupils. We must close the gap!

10. The Local Authority perspective Catherine Davies: Senior Adviser “Raising achievement of disadvantaged pupils – a Strategic Approach”.    • The context of pupil premium outcomes within West Sussex and localities. • Share information about the sources of funding. • Consider how to use best practice to intervene in under achievement of disadvantaged children.

11. Ofsted and the Pupil Premium Funding

12. HMCI - Inspections From 25 February 2013, inspectors will report specifically on the performance in English and mathematics of pupils supported through the pupil premium compared to all other pupils in the school. Inspectors will highlight any differences between the average point scores for English and mathematics and whether gaps are narrowing for the following pupils:  • those pupils known to be eligible for free school meals and all other pupils (FSM and non-FSM pupils) • children who are looked after and all other pupils (CLA and non-CLA) Sir Michael Wilshaw ‘A good education for all’ , Feb 2013

13. Before the Inspection • The inspection team will have access to the school’s RAISEonline data (and 6th form PANDA/L3VA). • The Lead Inspector will analyse the information about pupil premium pupils in detail. • The School Information (England) Regulations 2012 require schools to publish online information about how they have spent the pupil premium funding and its impact on attainment. The Lead Inspector will also look at this.

14. Inspections Inspectors look separately at progress in English and mathematics. They report on the difference between pupil premium and non pupil premium average point scores, considering the in-school gap and the gap with national figures: • at the end of Key Stage 2 for primary pupils • at the end of Key Stage 4 for secondary pupils. Tables showing these differences are published towards the end of RAISEonline reports.

15. Secondary APS Table

17. 3 Measures Schools will now be held to account for: • the attainment of their disadvantaged pupils • the progress made by their disadvantaged pupils • the in-school gap in attainment between disadvantaged pupils and their peers

18. During the Inspection Inspectors need to gather a wide range of evidence to show that gaps are closing. So they will need to: • see any current data the school holds on the progress of these pupils in each year group in English and maths • have details of the spending and its impact on (improved) outcomes for these pupils • Speak to Governors about the spending, the rationale for its allocation and impact on pupil outcomes

19. During the Inspection Inspectors will need to: • in lessons, look at the work of FSM pupils to triangulate with data presented, and/or carry out a separate work scrutiny • speak to FSM pupils about their work and their progress • speak to teachers, middle managers and senior managers about the progress and attainment of these pupils • Observe (where appropriate) interventions/ strategies used to close the gap

21. Outstanding Achievement • From each different starting point, the proportions of pupils making expected progress and the proportions exceeding expected progress in English and in mathematics are high compared with national figures. For pupils for whom the pupil premium provides support, the proportions are similar to, or above, those for other pupils in the school or are rapidly approaching them. • The achievement of pupils for whom the pupil premium provides support at least matches that of other pupils in the school or has risen rapidly, including in English and mathematics.

22. Good Achievement • From each different starting point, the proportions of pupils making expected progress, and the proportions exceeding expected progress, in English and in mathematics are close to or above national figures. For pupils for whom the pupil premium provides support, the proportions are similar to, or above, those for other pupils in the school or are improving. • The achievement of pupils for whom the pupil premium provides support at least matches that of other pupils in the school or is rising, including in English and mathematics.

23. Outstanding Teaching • Much of the teaching in all key stages and most subjects is outstanding and never less than consistently good. As a result, almost all pupils currently on roll in the school, including disabled pupils, those who have special educational needs, those for whom the pupil premium provides support and the most able, are making rapid and sustained progress.

24. Good Teaching • Teaching in most subjects, including English and mathematics, is usually good, with examples of some outstanding teaching. As a result, most pupils and groups of pupils on roll in the school, including disabled pupils, those who have special educational needs, those for whom the pupil premium provides support and the most able, make good progress and achieve well over time.

25. Outstanding Leadership & Management • The school’s actions have secured improvement in achievement for those supported by the pupil premium, which is rising rapidly, including in English and mathematics. • Through highly effective, rigorous planning and controls, governors ensure financial stability, including the effective and efficient management of financial resources such as the pupil premium funding. This leads to the excellent deployment of staff and resources to the benefit of all groups of pupils.

26. GoodLeadership & Management • The school’s actions have secured improvement in achievement for those supported by the pupil premium, which is rising, including in English and mathematics.

27. InadequateLeadership & Management Leadership and management are likely to be inadequate if any of the following apply: • The progress in English or in mathematics of pupils for whom the pupil premium provides support is falling further behind the progress of the other pupils with similar prior attainment in the school.

28. DfE – April 2013 “Ofsted will no longer award schools the coveted ‘outstanding’ status if they are failing to close the attainment gap. From September, such schools could be classed as ‘requiring improvement’. If they do not improve, they will have to bring in a head teacher from a school that has closed the gap to advise them.” DFE Press Release, April 2013

29. Reviews - from Sept 2013 “The government has announced that schools that are judged by Ofsted to require improvement, and where there are significant issues regarding the attainment of disadvantaged pupils, will be expected to commission an externally led pupil premium review by a pupil premium system leader in order to improve provision for their disadvantaged pupils.” http://www.education.gov.uk/a00226369/policy-summary-review

30. What will inspectors look for? Possible indicators that a school is making effective use of its pupil premium: • Closing the gap is a major priority in the school’s development/improvement plan • There is a clear action plan in place to close the performance gap between the lowest and highest performing pupils • Leaders have a clear understanding of the nature of the gap between the performance of lowest and highest performing pupils. • They analyse data thoroughly and know who is underachieving in which areas and why • Progress in English and mathematics is tracked and monitored particularly closely

31. What will inspectors look for? • Data is analysed by year group and also for vulnerable groups, evaluated and clear strategies put in place to address underachievement • The school has researched the most effective strategies to close the gap carefully • Funds are allocated to where they will have maximum impact and this is reviewed year-on-year • All staff are aware of the planned use of the funds, the purpose and who is eligible in their classes • Governors are aware of how and why the funding is spent and evaluate its impact and effectiveness • The school has a culture of every child succeeding, with no child left behind

32. What if the gap isn’t closing? • If you have identified that there is an issue with pupil progress, Ofsted will want to see that you are addressing it quickly • A positive impact of changes made as a result will need to be demonstrated • This should happen within a very short time frame – usually a six to eight week period

33. The Teaching and Learning Toolkit - The Education Endowment Foundation

37. Useful Links • The Teaching and Learning Toolkit - The Education Endowment Foundation: http://educationendowmentfoundation.org.uk/index.php/toolkit/ • SecEd Pupil Premium Articles: http://www.sec-ed.co.uk/search/?query=Pupil+Premium • SecEd Seven Pupil Premium Challenges for Secondary Schools: http://www.sec-ed.co.uk/best-practice/seven-pupil-premium-challenges-for-secondary-schools/

38. Sharing Best Practice • Achievement for All: Millais, Imberhorne • An example: St Andrews

39. Sharing Best Practice • What is your locality experience? What do you inherit from KS2. • What is your 3 year trend? • Who is your lead – do they work with the BM? • Do all staff know who PPG students are? • Do all staff know who 7CU are? • Would you/do you target PPG/7CU for 4LoP? • Do you invest in staff or resources? • How do you measure impact? • What have you changed/ would you not do again?