What are the principles and conditions needed for effective use of - - PowerPoint PPT Presentation

What are the principles and conditions needed for effective use of the Pupil Premium?

Why Pupil Premium?

Programme Overview

Implementation Guide and Plan Principles of Effective PP

DAY 1: PP Audit Assessment Evidence DAY 2: Evidence:

• CPD
• T& L

LOGIC model DAY 3: Evaluation Reviews Delivering the plan & feedback

Twilight

• What are the principles and conditions

needed for effective use of the Pupil Premium?

Key to have Headteacher present at introductory Twilight

• Programme overview
• Principles of effective

Use of the Pupil Premium with references to exemplar Case Studies

• Introduction to an audit

tool GAP task.

Covered in the twilight:

What are the greatest barriers to effective use of Pupil Premium funding in your context?

:

1 2 3 4

Effective Pupil Premium

• 1. Individually write at

least 5 ideas in your

• wn section.
• 1. Discuss
• 1. Reach consensus
• n the 5 that should

go in the middle

Case Studies

Programme overview: Day 1

• Understand the school improvement cycle and implementation

framework.

• Explore how to using data to define tightly focussed

improvement priorities and address the root causes of underachievement

• Understand how to identify and apply appropriate, evidence-

informed programs that address improvement priorities/ defined challenges.

@EducEndowFoundn

5 minute discussion

• 1. What is your mandate to make changes to Pupil

Premium spending in your school?

• 1. Where do you look for help, advice or information on

improving your teaching practice?

• 1. What approaches, initiatives, or interventions do you

invest in?

• 1. How effective are they? How do you know?

@EducEndowFoundn

The principles of good assessment and data use

@EducEndowFoundn

Support teachers to use high-quality evidence and data

EEF-Sutton Trust

Teaching and Learning Toolkit

@EducEndowFoundn

Support teachers to use high-quality evidence and data

Associations between foods and cancer

@EducEndowFoundn

Support teachers to use high-quality evidence and data

Seek independent, high-quality INFORMATION:

• Who tells us what to do?
• Where do get our ideas from?
• Who do we trust?

Using the Toolkit (or any other source of evidence)

Understand your CONTEXT:

• What are our priorities for better learning?
• Where should we focus our efforts?
• What change do we want to make?

Promote professional CONVERSATIONS:

• How will it work in practice?
• Can we deliver this in our setting?
• Should we stop doing that?

@EducEndowFoundn

Support teachers to use high-quality evidence and data

@EducEndowFoundn

Support teachers to use high-quality evidence and data

BEWARE!

The Flaw of Averages… a statistician drowns while crossing a river that is 3 feet deep, on average.

Credit: Jeff Danziger

@EducEndowFoundn

Support teachers to use high-quality evidence and data

• ve

* When TAs substitute rather than supplement teaching from teachers; * When adequate training / support for TAs not provided.

+ve

* When TAs are trained to deliver a clearly specified approach; * When teachers / TAs plan work together (eg, by making time for discussion before and after lessons).

@EducEndowFoundn

Clear and actionable guidance for teachers

Teaching Assistants: most promising results

Project Summary Age Toolkit areas Months’ progress Evidence security

Catch Up Literacy One-to-one tailored TA support on phonics and comprehension. Y3-6 One-to-one tuition; Phonics; Reading comprehension +2 months Effectiveness Catch Up Numeracy One-to-one TA numeracy instruction for struggling learners Y2-6 One-to-one tuition +3 months Effectiveness Nuffield Early Language Intervention Oral language intervention for nursery and reception pupils, delivered by TAs EYFS Communication and language approaches (Early Years toolkit) +4 months Efficacy Online Reading Support A 20-week online literacy programme, ABRA, delivered by TAs. Y1 Reading comprehension; Digital technology +3 months (offline) +2 months (online) Efficacy REACH Language and comprehension intervention for struggling readers, delivered by TAs Y7 Reading comprehension; Oral language +6 months Efficacy Switch-on Reading 10-week TA intervention drawing

• n Reading Recovery

Y7 Reading comprehension +3 months Efficacy Talk for Literacy Speaking and listening interventions delivered by TAs. Y7 Oral language +3 months Efficacy

@EducEndowFoundn

Making Best-Use of Teaching Assistants: Clear and actionable guidance for teachers

Published guidance – issued to every school

• Clear, actionable guidance on

practical school issues.

• Helps schools understand how

to apply the evidence in the school context.

• Provides a foundation for action.

@EducEndowFoundn

Making Best-Use of Teaching Assistants: Clear and actionable guidance for teachers

The 7 key recommendations

educationendowmentfoundation.org.uk/resources

@EducEndowFoundn

Scaling up evidence-based programmes

More TAs than teachers in primary

c.£5bn

to employ

~350,000

Teaching Assistants in English schools More than we spend

• n roads,

housing!

Trebled since 2000

Largest Pupil Premium investment

Opportunity to achieve real system improvement for £modest

@EducEndowFoundn

A primary school has allowed its pupils to wear slippers in class after research suggested it helps them get better grades. Findern Primary School in Derbyshire has been trialling the idea there are benefits to children's learning when in a "shoeless" environment. Head teacher Emma Tichener said the pupils have been "more relaxed and calmer than usual." Professor Stephen Heppell from Bournemouth University said he found children behaved better without shoes. Prof Heppell researched the topic for more than 10 years in 25 countries. Shoeless learning has been carried out in schools in Scandinavia and New Zealand and learning centres in other countries. Mrs Tichener said: "We hope that in time we can measure their progress and see if it has made a difference in their achievements. We are looking for different ideas to improve the experience for our students so if this works then it might become a more permanent." How might the language used here persuade a school to take the research at face value? What questions would you want to ask about this research? How would you field a question about this from a prospective school wanting to implement it?

@EducEndowFoundn

Publishing independent, rigorous evaluations

Correlation does NOT imply causation!

@EducEndowFoundn

Publishing independent, rigorous evaluations

Chatterbooks

• An extracurricular reading initiative that

aimed to increase a child’s motivation to read.

• Weekly 1-hour sessions where pupils

read and discussed an age-appropriate book.

• Delivered by trained graduates to

pupils who had not achieved expected level at the end of primary school.

Accelerated Reader

• A whole-group programme that aims to

foster the habit of independent reading.

• Online system screens pupils

according to their reading levels, and suggests books that match their reading age and interests.

• Pupils take computerised quizzes on

the books they have read and earn ‘points’ related to difficulty.

Group Months’ progress All pupils +3 months FSM-eligible +5 months Group Months’ progress All pupils

• 2 months

FSM-eligible

• 4 months

@EducEndowFoundn

Promising projects

• Based on the EEF’s trials
• f 140+ projects, the

programmes we believe have promise and to which we have made further grants.

• NB Limited to those

programmes the EEF has directly tested, but a good starting point.

• What evidence does the

programme you choose have behind it?

28

@EducEndowFoundn

Types of evidence

DfE Evidence Framework (from SSIF application pack) EEF evidence

There’s evidence and research to justify almost every decision … But is it good evidence? How specific is the evidence to what you want to achieve?

29

@EducEndowFoundn

Guidance Reports – Evidence-based recommendations

@EducEndowFoundn

Other resources

The Teacher Development Trust’s review summarises what constitutes effective professional development for

• teachers. http://tdtrust.org/about/dgt

The DfE Standards sets out a number of expectations about professional development.

https://www.gov.uk/government/publicatio ns/standard-for-teachers-professional- development

31

The Sutton Trust’s report into What makes great teaching: https://www.suttontrust.com /wp- content/uploads/2014/10/W hat-Makes-Great-Teaching- REPORT.pdf The Principles of Instruction: Original document: http://www.ibe.unesco.o rg/fileadmin/user_uploa d/Publications/Educatio nal_Practices/EdPractic es_21.pdf Graphical document: https://teachinghow2s.c

• m/docs/HOW2_Poster

_Principles_of_Instructi

• n.pdf

Deans for Impact https://deansforimpact.

• rg/resources/the-

science-of-learning/

Programme overview: Day 2

• Set clear outcomes for the impact of Pupil Premium

provision based on identification of student need.

• Understand the evidence around ‘what makes great

learning’.

• Create an implementation plan

• Keep linking back to PPremium Principles
• Starts with School Improvement Cycle that many

may be already familiar with

• However, introducing Implementation Guidance as

a tool to refine thinking

• Active discussion of barriers, then linking to possible

solutions

• Reflection of current practice against best practice
• Development of Implementation Plan

Notes for the trainers D2

Main sessions D2

• Gap task linking between D1 and D2
• Intro to Implementation Guidance Report, and the emphasis
• n ‘how’.
• Reflection of past barriers
• Consideration of tools to reduce/remove barriers
• Reflection of ‘cpd’ and identification of key elements.
• Review of current practice
• Consideration of the elements needed to create a successful

plan

• Creation of Plan!

Programme overview: Day 3

• Develop an approach to evaluate and monitor your

Implementation Plan.

• Review the progress of your implementation plan.
• Consider strategies to ensure the successful delivery of your

implementation plan.

Session 1: Evaluation

Key points: ➔ Practical approaches to evaluating in-school initiative ➔ Pathway to scaling up ➔ DIY evaluation guide as one of several approaches ➔ The distinction between monitoring and evaluation Key activity: Building evaluation into plan

@EducEndowFoundn

Impact Evaluation

• Evaluate using a control

group

• Monitor the progress

using valid & reliable tests

• The evaluation gives you

an indication of its effectiveness

Staff perspective Observations Case Studies Delivery & Sustainability Pupil perspective

• Is it being delivered as

intended?

• What are the challenges of

implementation?

• Do the staff need more

training and support?

• 2 or 3 individual case

studies can exemplify the impact at a personal level…

• … but don’t substitute for

the impact evaluation

• Valuable insights into the

benefits and challenges

• Focus groups tend to

provide more reliable answers

• Valuable insights into the

benefits and challenges

• Keeping an

implementation log as they go helps detail how the intervention was actually delivered

• How easy is it to

implement/deliver?

• Are the effects likely to be

sustained?

• Is this suitable to scale up

to other departments or settings?

A traditional school approach to intervention impact

Year 6 Class

30 students

Data indicates only 50% on track to reach expected

Year 6 Class

30 students

New data indicates 65%

• f students on track to

reach expected 15 students receive the intervention to improve their attainment

Conclusion: The intervention was responsible for the rise in attainment?

What this shows

• If you identify a group of underachieving pupils at a

particular time and then come back to them after a few months, many of them will have improved, whatever you did.

• Others (the ‘hard cases’) will not have improved,

whether they had received the after school sessions

• r not

03/07/2018 Future Leaders 39

@EducEndowFoundn

Publishing independent, rigorous evaluations

Control v. Treatment

(keep everything constant apart from the thing we are testing)

‘Fair test’ approach to evaluating intervention impact

Robust or reality?

ROBUST PRACTICAL ROBUST PRACTICAL

• Randomised control

group

• Standardised testing

Deliver to large number

• f pupils
• Clear intervention
• Matched comparison

group

• Low test burden, tests

easy to administer

• Deliver to ideal number
• f pupils
• Flexible intervention

Ideal approach to evaluating impact in schools

ROBUST PRACTICAL

IDEAL EVALUATION

Ideally, small scale school trials (based on evidence) should inform what is rolled out at the whole school level. It is harder to randomise when you are focusing on the improvement of whole school initiatives. (e.g. Implementing a new rewards and sanctions system, or increasing attendance)

Session 2: Pupil Premium Reviews

Key points:

• Revisit the principles
• Consider how they might “show up” in a school setting

and what key indicators might be Key activity: Case study of a Pupil Premium Review

• Pre-review materials (self-evaluation, OFSTED report)
• Approach to the visit (recording)
• Write up

Session 3: Deliver

Key points: This stage is about: continuous dynamic improvement

• Identifying problems
• Solving problems
• Helping people apply their knowledge

Key activities:

• Carry out a “pre-mortem” for Imp Plan
• Give and receive feedback on plan
• Review plan in the light of input on Leadership, Monitoring

and Follow on Support

Wrap Up

Q & A Reflection Doc