Pupil Premium the Governing Bodys Role in Closing

Pupil Premium - the Governing Body’s Role in Closing the Gap Jackie Reid – Partner Headteacher Becky Lawrence – Performance manager 3 March 2016

Learning objectives • Develop an understanding of the strengths and areas for improvement in your school’s practice • Understand what the pupil premium is for and best practice around how this can be used • Measure the impact of pupil premium • Challenge and support the leadership of the school

Pupil Premium Agenda Jumping through hoops Ofsted requirements Fabric of the school – QFT & inclusion Meaningful improvement (integral)

Ofsted’s guidance to inspectors “Inspectors will take particular account of the progress made by disadvantaged pupils by the end of the key stage compared with that made nationally by other pupils with similar starting points and the extent to which any gaps in this progress, and consequently in attainment, are closing. ” Para 177, school inspection handbook

Why focus on closing the gap in Leeds? • Accountability for the impact of public money: more than 34, 000 pupils in Leeds attract pupil premium funding. In total each year this is worth more than £ 27. 1 m to Leeds primary schools and £ 12. 3 m to secondary schools. • Attainment gaps for disadvantaged pupils in Leeds are wider than the same gaps nationally: nondisadvantaged pupils in Leeds do as well (or better) than their peers nationally, but disadvantaged Leeds children have far worse outcomes than the national average for disadvantaged children • The gap increases over time: once disadvantaged children fall behind, their chances of catching up diminish at every subsequent key stage

Key Stage 2 gap: Level 4+ in reading, writing and maths Disadvantaged pupils Other (non-disadvantaged) pupils 2013 2014 2015 England 63% 67% 70% 81% 83% 85% Leeds 59% 64% 65% 82% 83% 85% Source: Df. E performance tables

Key Stage 4 gap: 5+ A*-C GCSEs inc English and maths Disadvantaged pupils Other (non-disadvantaged) pupils 2013 2014 2015 England 41% 37% 68% 64% 65% Leeds 37% 30% 32% 68% 61% 67% Source: Df. E performance tables

Likely outcomes for children based on average and bottom 20% scores at Foundation Stage 2014 34 points (Leeds Median) 23 points (Leeds Bottom 20%) 2 A 5 C 6 A Bs and Cs at A Level and Higher Ed 2 C 4 B/4 C 5 B/5 C Foundation Stage 90% chance of 5+A*-C inc Eng & Maths Key Stage 1 Key Stage 2 Source: FFT “Type A” Estimates, 2014 Key Stage 3 35% chance of 5+A*-C inc Eng & Maths Key Stage 4 Unlikely to be accepted into Sixth Form Key Stage 5

Who is vulnerable to poor learning outcomes? • Children in care, children on child protection plans, children in need • Non-English speakers and new arrivals • FSM-eligible children • Children with SEND • Children from some ethnic groups …. . And children can experience multiple factors that make learning hard

Which gaps? ? For attainment data, the national comparator for each pupil group is as follows: Pupil group National comparator All pupils (national) Disadvantaged Other (non-disadvantaged) national Girls national Boys national SEN with a statement No national bar SEN without a statement No national bar No SEN Source: Ofsted No SEN national

The review process – finding out…. EVALUATION FINDINGS / RESULTS STAFF QUALITY FIRST TEACHING Ownership Knowledge Link to data, provision, spending 2. Leadership questions STRATEGIC & OPERATIONAL LEAD Headteacher Pupil Premium Champion Team approach? Governor for pupil premium 3. Audit, evaluate and plan RESULTS LINKED TO PLANNING SDP links Action planning Provision planning 1. Learning walk ACTIONS / TOOLS Classroom data Seating plan Provision plans Intervention Accountability – report to HT and Governing body Regular updates on progress and impact MEASURE IMPACT Staff ownership – forensic analysis Monitor success of provision and intervention – closing the gap / progress? On-going evaluation and discussion to improve and maintain progress. Update case studies regularly to show impact and progress. Further intervention if necessary. Case studies ( PP+ and vulnerable who fit more than PP criteria –cross ref ) Monitor actions and provision DATA 4. RAISE – data & measure gaps INTERNAL TRACKING Measure gaps and document them for each year group, vulnerable groups and individuals Compare gaps internally and against national (not PP) Analysis Groups Individuals Cross ref –EAL, SEN, attendance, mobility Provision planning Are gaps closing? Show progress. Act upon data messages and measure impact. 5. Website statement SPENDING Evidence –amounts (spread sheet) Entitlement Policy Provision – impact Spread sheet Website summary of spending and impact POLICY DESCRIBES AND UNDERPINS SCHOOL’S APPROACH CREATIVITY / INDIVIDUAL APPROACH / SCHOOL SPECIFIC (whole child) Is value for money being achieved? Does the money spent equate to progress?

1. Learning Walk

Sutton Trust EEF Teaching & Learning Toolkit

Closing the Gap – independence

2. Leadership – strategic & operational Communication & team work…. monitor and feedback Headteacher All staff ownership Pupil Premium Champion TEAM Pupil Premium Governor Accountability TA deployment

3. Audit and evaluate

3. Action planning…. PUPIL PREMIUM ACTION PLAN LEADER – GOALS: 1. 2. Actions required for improvement Resources, training, costs Impact –monitoring & evaluation

3. Provision planning.

3. Case study Pupil’s context M spent his early years until he was 5 years old with his mum who had severe mental health issues. Due to such a neglectful situation M was removed to the care of his maternal grandma under a long term residency order. He joined FS 2 late in the year. M is currently a Year 4 pupil. He came into the year group working at 2 B in both Maths and Reading and working within P-scales in Writing. M is on the SEN register for cognitive delay in writing. He has a need for adult attention and needs support to develop social skills in his peer group. What did the school do? M has received a package of planned intervention since entry. Currently he attends Nurture Group daily but goes back into class for daily maths as he is at ARE. M has an IEP which is managed within the Nurture Group setting. He receives support during lesson input in both Nurture Group & in class, as he struggles to record his work & maintain focus. As part of the Nurture Group package M receives play therapy, additional sports coaching, art & craft sessions, additional music & second steps/SEAL sessions. M’s emotional progress is assessed using an assessment tool called the Boxall Profile. How well has it worked and why? In Y 2 M moved from 1 b in Reading to 2 b, 1 b in Maths to 2 b, and from P 7 in Writing to P 8. Since entering Y 3 M has made 3 points progress in reading (2 a 18), 3 points progress in writing (1 b 9) & 3 points progress in maths (2 a 18). M continues to make progress with his social skills and he now manages to be in class for the whole day except for one literacy lesson. He continues to require support with evidencing his work. Next steps M’s emotional well-being continues to be a focus in class to ensure he continues to integrate well. He can be inconsistent dependent on mood and behavior, but he is able to cope with change and accept consequences. His recording of learning remains below ARE and this will continue to be a target. M’s current writing focus is letter formation and finger spaces. M writes words on individual pieces of paper, then arranges in the correct sequence before independently writing. This is working well.

Feedback from inspections Recent Ofsted Inspections • 1 day – 30 min interview (inc Governor) • 2 days – 1 hour interview (inc Governor) • National, school and year group gap comparisons • Cross reference vulnerabilities – case studies (SEND, attendance, new to English, behaviour) • Attendance analysis & procedures

4. Data analysis and measure gaps Ofsted Dashboard • Is expected progress being made by the following groups? • boys and girls • those for whom the pupil premium provides support • those who have special educational needs • the most able pupils • How is the pupil premium funding being used and is it making a difference? • Which groups make the most progress and which make the least? • How wide are in-school gaps? How quickly are gaps closing? BUT – be sure to look at national gaps too. • Do groups of pupils have a higher level of absence?

External data sources for governors • FFT Aspire governor dashboards: the most user-friendly source • RAISEonline: main report contains closing the gap section. Inspection dashboard focuses on gaps for disadvantaged pupils • Df. E performance tables: includes data for disadvantaged pupils and EAL children

INTERNAL DATA TRACKING AND ANALYSIS –MEASURING GAPS Reading Progress (Mean Pts) JULY 2015 Reading Termly APS Y 1 Y 2 Y 3 Y 4 Y 5 Y 6 Gap in May 0. 14 -0. 95 0. 67 -0. 82 -0. 54 1. 00 Gap in July -0. 3 -0. 82 0. 44 -0. 43 -0. 66 1. 43 Gap Change Dec -July -0. 61 -0. 62 0. 59 -0. 15 -0. 49 0. 05 6. 00 5. 00 4. 00 PP 3. 00 Not PP 2. 00 1. 00 0. 00 Y 1 Commentary: READING - the gap between pupil premium and not pupil premium children is largest in Y 1 (increased gap) and Y 4 (the gap was widening until May but then closed slightly by July). In Y 5 and Y 6 the gap has been closed beyond expected. Y 2 Y 3 Y 4 Y 5 Y 6

5. Website Content 1. 2. 3. 4. Make it easy to find from the front page. Maintain your up to date Pupil Premium Policy. Spending detail should show specific allocations. Data – end of key stage results (in school gap and compare with national not PP). 5. IMPACT, IMPACT…. . Ofsted want to see the impact of several years’ grant allocation.

Policy Day to day practice Include all stakeholders Ownership Meaningful

Key documents Audit and action plan Data analysis Pupil Premium Policy Spending spreadsheet Website statement

USEFUL READING https: //www. gov. uk/government/Pupil_Premium_Co. G_2015 -2016 www. gov. uk/what-maintained-schools-must -publish-online www. gov. uk/government/publications/the-pupil-premium-an-update https: //educationendowmentfoundation. org. uk/toolkit-a-z https: //www. gov. uk/government/ Key_Stage_3_the_wasted_years. pdf https: //www. gov. uk/government/publications/supporting-the-attainment-ofdisadvantaged-pupils **5. 11. 15

Supporting the attainment of disadvantaged pupils: articulating success and good practice Research report (brief-summary) November 2015 Shona Macleod, Caroline Sharp, Daniele Bernardinelli - National Foundation for Educational Research Amy Skipp - Ask Research Steve Higgins - Durham University

ATTAINMENT FOR ALL BEHAVIOUR ATTENDANCE QUALITY FIRST TEACHING INDIVIDUAL NEEDS STAFF DEPLOYMENT DATA DRIVEN RESPONSE CLEAR LEADERSHIP

THANK YOU FOR LISTENING jackie. reid@stanningleyprimary. com 0113 255 7677 Bespoke pupil premium reviews and support to follow up / prepare for Ofsted School improvement SLA or separate package becky. lawrence@leeds. gov. uk 0113 395 0701 Queries about attainment and progress data