Closing the Gap Using the pupil premium to maximise achievement - PowerPoint PPT Presentation

Closing the Gap Using the pupil premium to maximise achievement

Overview for this session  Welcome - introductions  What gap - why are we doing this?  Effective approaches to closing the gap  No excuses  Roles and responsibilities  Guiding principles and resources Closing the Gap 2

Objectives  Raise awareness of the need to improve the attainment and progress of pupils eligible for the pupil premium in Bournemouth, with a particular focus on those eligible for free school meals (FSM).  Enable schools to share their own existing good practice in using the pupil premium and learn from good practice nationally.  Enable schools to reassess and plan changes to their own approaches to the use of the pupil premium. Closing the Gap 3

What gap?

What gap? Discuss the following briefly:  What do we mean by ‘the gap’?  What is the extent of ‘the gap’ for pupils in your phase of education:  nationally  in the local authority area  in your school? Closing the Gap 5

What gap?  In 2013, nationally:  60% of FSM pupils attained L4+ in reading, writing and maths compared to 79% of all other pupils who reached this benchmark – a gap of 19 percentage points.  38.1% of FSM pupils attained 5 GCSE grades A*-C including English and mathematics compared to 64.8% of non FSM students – a gap of 26.7 percentage points.  There was a 24% gap in the proportion of FSM at 16 students who attain L3 qualifications at 19 and those who were not FSM at 16. Closing the Gap 6

Where does Bournemouth stand in comparison to other local authority areas in the South West? Key Stage 2 Isles of Scilly and Torbay supressed by DfE as information could lead to disclosure about individuals Closing the Gap 7

Where does Bournemouth stand in comparison to other local authority areas in the South West? Key Stage 4

Free school meals pupils in Bournemouth Key Stage 2 attainment  The table below shows that Bournemouth was below the national FSM attainment level for Key Stage 2 Percentage attaining L4+ in reading, writing and maths Bournemouth National FSM (230 57 60 pupils in Bournemouth) Non-FSM 79 79 Closing the Gap 9

Free school meals pupils in Bournemouth Key Stage 4 attainment  The table below shows that Bournemouth did not compare favourably with national FSM attainment level for headline GCSE pass rates in 2013 Percentage gaining 5A*-C with EN +MA Bournemouth National FSM (226 30.1 38.1 pupils in Bournemouth) Non-FSM 67.9 64.8 Closing the Gap 10

Free school meals pupils in Bournemouth Key Stage 4 progress  The table below shows Bournemouth does compare favourably for the percentage of pupils making expected progress at KS4 in 2013. Expected progress Expected Progress English Maths Bournemouth National Bournemouth National FSM 61 56 52 54 Non FSM 82 74 80 76 Closing the Gap 11

Free school meals pupils in Bournemouth Key Stage 2 progress  The table below compares the percentages of pupils making expected progress in Bournemouth with national figures in 2013.  FSM pupils in Bournemouth fared worse than in England overall. Expected progress Expected progress Reading Maths Bournemouth National Bournemouth National FSM 81 84 81 84 Non- FSM 89 89 87 90 Closing the Gap 12

Free school meals pupils in Bournemouth Key Stage 2  Six schools in Bournemouth did not exceed the national level for percentage of FSM pupils gaining L4+ in reading, writing and maths  There is great variation in school performance: e.g. the percentage of FSM pupils gaining L4+ in reading, writing and maths varied from 100% to 39%. Closing the Gap 13

Free school meals pupils in Bournemouth Key Stage 4  There is great variation in school performance: e.g. the percentage of FSM pupils gaining five GCSE grades A*-C including English and mathematics varied from 100% to 28%. Closing the Gap 14

Improving the performance of pupils eligible for free school meals  Key priority for the Dorset Learning Partnership  A commitment from the schools in Dorset to focus on this priority as a matter of urgency  A key priority for Ofsted’s work in the South West – this will be a focus in:  section 5 inspections  monitoring visits and improvement work with ‘requires improvement’ schools  wider work in collaboration with local authorities. Closing the Gap 15

Using the pupil premium: characteristics of successful approaches

Using the pupil premium: Ofsted evidence  September 2012: Ofsted published a report on school’s use of the pupil premium based on the views of 262 school leaders gathered through inspections and telephone interview questionnaires conducted by HMI.  In autumn 2012, Ofsted visited 68 primary and secondary schools to see how effectively the schools were spending the funding to maximise achievement. A good practice report was published in February 2013.  Briefly discuss how the pupil premium is used in your schools Closing the gap 17

Using the pupil premium: characteristics of successful approaches Where schools spent the Pupil Premium funding successfully to improve achievement and narrow the gap, they shared many of the following characteristics, they:  never confused eligibility for the Pupil Premium with low ability  thoroughly analysed which pupils were underachieving, particularly in English and mathematics, and why  understood that day-to-day teaching must meet the needs of each learner rather than relying on interventions to compensate for weaker teaching Closing the gap 18

Using the pupil premium: characteristics of successful approaches  tracked and monitored achievement data to check whether progress was being made and whether any interventions were working – and then made adjustments  ensured that the allocation and spending of the Pupil Premium was given a high priority in terms of staffing  ensured that a designated senior leader, linked to a governor, had a clear overview of how the funding was allocated and what difference it was making Closing the gap 19

Using the pupil premium: characteristics of successful approaches  drew on research evidence (such as the Sutton Trust toolkit) and evidence from their own and others’ experience to allocate the funding to the activities that were most likely to have an impact on improving achievement  ensured that all teachers knew which pupils were eligible so that they could take responsibility for accelerating their progress  provided well-targeted support to improve attendance, behaviour or links with families where these were barriers to a pupil’s learning Closing the gap 20

Using the pupil premium: characteristics of successful approaches  made sure that support staff (particularly teaching assistants) were highly trained and understood their role in helping pupils to achieve  allocated their best teachers to intervention groups in mathematics and English, or employed new teachers who had a good track record in raising attainment in those subjects  thoroughly involved governors in the decision making and evaluation process. Closing the gap 21

Less successful approaches  Spending the funding:  indiscriminately on teaching assistants with little impact and not managing their performance well  on one-to-one tuition and booster classes that:  go on forever without being audited, quality assured or evaluated for their impact on raising achievement  do not relate to class teaching.  Pastoral work did not focus on the desired outcomes for pupils and did not have any evidence to show whether the work had or had not been effective. Closing the gap 22

Less successful approaches  Planning spending in isolation – not part of the school action plan  Assuming that pupils eligible for the Pupil Premium will have learning difficulties  Comparing the performance of pupils eligible for the Pupil Premium with other eligible pupils nationally, rather than all pupils thus lowering teachers’ expectations of how well eligible pupils should achieve.  Governors were not involved in making decisions about the Pupil Premium, or challenging the way in which it was allocated. Closing the gap 23

Using the pupil premium: characteristics of successful approaches Sheet 1 sets out some key points from the previous slides, focusing on successful use of the pupil premium.  In the second column briefly summarise your own school’s situation in relation to each of the aspects of good practice.  In the third column note any actions needed to move your approach to the pupil premium towards the good practice situation. Closing the gap 24

Narrowing the gap: some practical strategies

Narrowing the gap: improving teaching – the key to improving achievement Enhance study and research skills. Independent Improving developmental learning and feedback thinking skills Closing the gap 26

Narrowing the gap: improving literacy – additional support does not replace good teaching Specialist Targeted support lessons with the for literacy best teachers Speaking and Reading clubs listening groups Closing the gap 27

Narrowing the gap: working with parents Facilities for supported self study: food, equipment, advice, inspiration Practical work with parents: somewhere to study, getting to school on time Reaching out to all parents Closing the gap 28