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Lesson Study- Caddington/ Slip End/ St Augustine's 

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Lesson Study- Caddington/ Slip End/ St Augustine's 

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https://lessonstudy.co.uk/how-to-get-lesson-study-started/

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http://www.challengingeducation.co.uk/raising-attainment-disadvantaged-youngsters/

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https://www.tes.com/news/25-low-cost-ways-spend-pupil-premium-and-maximise-impact-austerity-bites

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Magic Breakfast- Breakfast Club Strategy

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Magic Breakfast- Breakfast Club Strategy

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https://www.magicbreakfast.com/case-studies

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http://www.magicwordstherapy.co.uk/what-we-do

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http://www.sortedbedfordshire.org.uk/index_temp_scs_6_007.htm

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*Case studies from successful schools

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Pupil Premium Awards: Pupil Premium Awards 2017

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Pupil Premium Awards, Pupil Premium Awards 2017, 2016 Winners

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*John Dunford PP Champion Blog

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Schools need to adopt effective strategies to raise the attainment of disadvantaged pupils. There is plenty of evidence about what works well, but not all these successful strategies will be appropriate to the particular context in which a school is working.
The methodology described below sets out a process to help schools decide on the optimum strategies and to maintain efficient and effective use of pupil premium (PP) funding over time. With thought and planning on the part of a school, this money really can make a difference to the lives of disadvantaged children.
£2.5 billion of PP funding in 2014-15 is a lot of money to put into schools for a single initiative. We saw these levels of funding for the national strategies in the post-1997 era, but this is different. This isn't the government telling schools what to do in increasingly mind-numbing detail, as has been the case so often during the last 30 years; this is the government saying to schools: 'Increasing social mobility is important for the health of our society and you, the schools, have a key role to play. So we are giving you significant extra funding for every deprived pupil on your roll. We will hold you to account for the impact you make with this money, but we won't tell you how to do it. Over to you.' Rarely has school autonomy seemed so big, so important or so scary.
Underpinning the process described below, schools should focus on the quality of teaching. There is solid evidence that poor teaching disproportionately disadvantages deprived children. Equally, evidence tells us that excellent teaching disproportionately benefits them. So high quality teaching must be at the core of all pupil premium work. It follows that it is legitimate to spend PP funding on raising the quality of teaching.
Step 1. Set an ambition for what you want your school to achieve with PP funding.
Some of the schools aiming high express this ambition in terms of becoming one of the 17 per cent of schools in which those on free school meals (FSM) do better than the average for all pupils nationally.
Step 2. The process of decision-making on PP spending starts with an analysis of the barriers to learning for PP pupils.
Barriers to learning might include poor parenting, limited access to language, poor literacy levels, poor attendance, low aspirations, low expectations, narrow experience of life outside school. Each school will want to make its own list.
Step 3. Decide on the desired outcomes of your PP spending.
Schools should decide for themselves what outcomes they are aiming for with PP funding, but these might include: raising attainment of PP-eligible pupils; closing the gap between PP pupils and others in the school; closing the gap between the school's PP pupils and all pupils nationally; improving attendance; reducing exclusions; accelerated progress by all PP pupils; increasing the engagement of parents with their children's education and with the school; increasing opportunities for PP-eligible pupils and broadening their experience.
Step 4. Against each desired outcome, identify success criteria.
Against each of the desired outcomes which the school decides to pursue, school leaders should set one or more success criteria. This could be expressed as a number - 'closing the gap between the attainment of PP-eligible pupils and that of all pupils nationally by x per cent this year and by y per cent the following year'. For outcomes such as parental engagement, there are no easy metrics, so schools need to discuss what success looks like for them against these aims.
Step 5. Evaluate your current PP strategies.
Having set out a range of desired outcomes and put success criteria against them, schools can evaluate their current strategies and assess how successful each of the strategies is in pursuit of the stated outcomes.
Consider how much of your PP spending is on year 6 or year 11 pupils and how much on younger pupils. What are the percentages?
Consider how much you are spending on the needs of individual pupils and how much on whole-school strategies. What are the percentages?
There are no 'right answers' for the proportion of PP funding spent on different groups, but it will help your evaluation to know these figures.
A lot of PP funding is spent on additional classroom assistants, so schools should use the research report on the deployment and impact of support staff ( http://fdslive.oup.com/www.oup.com/oxed/primary/literacy/osi_teaching_assistants_report_web.pdf?region=uk ) to help them evaluate the effectiveness of learning assistants and ensure that they are working in the most effective way.
Step 6. Research the evidence of what works best.
Schools need to look outwards for evidence of what works well elsewhere. I recommend three places to look initially.
First, seek out excellent practice in other schools, using http://apps.nationalcollege.org.uk/closing_the_gap/index.cfm and http://www.pupilpremiumawards.co.uk and consider how you might adapt their successful PP strategies to the context of your school.
Second, use the excellent Education Endowment Foundation Toolkit http://educationendowmentfoundation.org.uk/toolkit/, looking first at the strategies that make the most difference (feedback, metacognition, peer tutoring, etc) and think about how these could best be used in your school.
Third, study the Ofsted report on pupil premium, published in February 2013, where there is a list of successful approaches on page 3: http://www.ofsted.gov.uk/resources/pupil-premium-how-schools-are-spending-funding-successfully-maximise-achievement. Evaluate PP strategies in your school in the light of the points made in this report.
Step 7. Decide on the optimum range of strategies to be adopted.
Using the evidence gathered from other schools and through your research in the EEF Toolkit and elsewhere, involve the leadership team, staff and governing body in deciding on the best strategies to use in the context of your school.
These should not be seen as separate from your other efforts to raise attainment and accelerate progress. Make sure that the PP strategies are embedded in your overall school improvement plan.
Consider too how you can adapt the curriculum to benefit disadvantaged pupils. The question 'What curriculum does most for disadvantaged pupils?' promotes rich discussion among staff and governors about the knowledge and skills that will maximise the life chances of young people from less well-off backgrounds. See the Whole Education website (www.wholeeducation.org) to learn about how Whole Education Network schools are developing a fully rounded education for their pupils as part of their 'closing the gap' and raising achievement strategies.
Don't forget the needs of bright PP-eligible pupils. You can spend funding on them to push them further and also to broaden their expectations and opportunities. Oxbridge visits and music tuition are fruitful examples.
Another group that especially needs additional help and support is the group of looked-after children, who have historically generally obtained very poor qualifications. Each school may have few of them, but heads need to work with the local 'virtual head' to deploy resources effectively for these children with their varied backgrounds and needs.
And, don't forget, excellent teaching can be the best strategy of all for raising the attainment of PP-eligible pupils and closing the gap.
Step 8. Staff training.
There are no short cuts to success with the strategies you adopt. If they are to be successful, in-depth training for all staff must take place
Step 9. Monitor the progress of PP-eligible pupils frequently.
Collect, analyse and use your data to maximum effect in monitoring the progress of every PP-eligible pupil. This should be done frequently, so that interventions can be put in place quickly, as soon as a pupil is starting to slip.
Step 10. Put an audit trail on the school website for PP spending.
The school needs to put in a prominent place on the website an account of PP spending. The head and governing body are held to account for the impact that the school is making with PP funding. This can be done in tabular form, listing each strategy, its cost, evaluation reports on its effectiveness, and its impact. In addition, schools can use anonymised case studies of the difference that PP funding is making to the lives of pupils.
This also fulfils the governing body's legal obligation to report to parents on how the PP is being spent and the impact that is being made with it.

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Ten-point plan for spending the pupil premium successfully

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Schools need to adopt effective strategies to raise the attainment of disadvantaged pupils. There is plenty of evidence about what works well, but not all these successful strategies will be appropriate to the particular context in which a school is working. The methodology described below sets out a process to help schools decide on the...

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*John Dunford PP Champion Blog

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As my two-year stint as National Pupil Premium Champion draws to a close, it feels like the right time to take stock. The champion role, as set out by David Laws, has given me the opportunity to act as an independent conduit between the government and schools. On the one hand, I have fed back to the Department for Education the messages that school leaders have given me about issues they are facing in making an impact with the pupil premium (PP); on the other hand, I have spoken to nearly 15,000 school leaders at 150 conferences and meetings about how best to develop a strategy that fits their schools' specific needs.

What lessons have I learned during this time? What progress has been made by schools with the PP? Should the government change the PP policy? What are the main challenges for the future? Can the gap be substantially narrowed - at age 11, at age 16, and in the life chances of young people?

What lessons have I learned during this time?

Schools that are most successful in their use of the PP adopt a range of strategies, well targeted at the needs of their pupils. I have noted 12 areas of focus for PP policy and practice in these schools:
- Excellent collection, analysis and use of data relating to individual pupils and groups.
- Unerring focus on the quality of teaching.
- Identification of the main barriers to learning for PP-eligible pupils.
- Frequent monitoring of the progress of every PP-eligible pupil.
- When a pupil's progress slows, interventions are put in place rapidly.
- Every effort is made to engage parents and carers in the education and progress of their child.
- If poor attendance is an issue, this is addressed as a priority.
- Evidence (especially the Education Endowment Foundation Toolkit) is used to decide on which strategies are likely to be most effective in overcoming the barriers to learning.
- Staff (teachers and support staff) are trained in depth on the chosen strategies.
- 100 per cent buy-in from all staff to the importance of the PP agenda is essential, with all staff conveying positive and aspirational messages to PP-eligible pupils. Performance management is used to reinforce the importance of PP effectiveness.
- Effectiveness of teaching assistants is evaluated and, if necessary, increased through training and improved deployment.
- Governors are trained on PP.

Apart from noting these common characteristics of PP practice in successful schools, I have resisted the temptation to tell schools how to spend the PP, but instead have set out a process for deciding what policies best suit each school's individual circumstances. This process is summarised in my blog: "Ten point plan on spending the pupil premium successfully" at https://johndunfordconsulting.wordpress.com/.
The ten steps in this plan are:
Step 1. Set an ambition for what you want your school to achieve with PP funding.
Step 2. The process of decision-making on PP spending starts with an analysis of the barriers to learning for PP pupils.
Step 3. Decide on the desired outcomes of your PP spending.
Step 4. Against each desired outcome, identify success criteria.
Step 5. Evaluate the effectiveness and impact of your current PP strategies and change them if necessary.
Step 6. Research the evidence of what works best.
Step 7. Decide on the optimum range of strategies to be adopted.
Step 8. Staff training in depth.
Step 9. Monitor the progress of PP-eligible pupils frequently.
Step 10. Put an audit trail on the school website for PP spending.

What progress has been made by schools with pupil premium?

Attainment of PP-eligible young people is rising and the gap between their attainment and that of more advantaged pupils is closing. This is happening more quickly at age 11 than at 16, where many other policy factors come into play. The 2015 National Audit Office report on pupil premium (1) made a fair assessment of progress, noting the autonomy that schools have to spend PP and the increasing use of evidence to inform their PP strategies. (The NAO report also noted the £2.4 billion per annum that is allocated by local authorities as deprivation funding, but without the direct accountability that exists for the £2.5 billion PP funding.)

Schools have become more analytical in their use of PP funding, moving away from spending largely on additional teaching assistants and subsidising school trips that Ofsted noted in its 2012 report on PP (2) and addressing the individual needs of pupils in order to increase their readiness to learn.

Schools have also increasingly used the finding of the 2011 Sutton Trust report on teacher impact being proportionately greater for disadvantaged children to spend PP funding on raising the quality of teaching. (3) "Individual need and classroom rigour" is the excellent mantra for one school that is highly successful in raising the attainment of disadvantaged children.

As National Pupil Premium Champion, I have emphasised the need to put special effort into two categories of PP-eligible pupils - looked-after children and bright disadvantaged young people.

The statistics for looked-after children are a scar on our society. 12% of looked-after children achieved 5+ GCSEs at A*-CEM, compared with 53% of others. 33% of care leavers become NEET, compared with 13% of all young people. 6% of care leavers go to university - which is less than the percentage of care leavers who go to prison - compared with 40% of others.

Too many bright PP-eligible children have low expectations thrust upon them and fall behind their less bright advantaged peers. 15% of highly able pupils who score in the top 10% nationally at age 11 fail to achieve in the top 25% at GCSE. Boys, and particularly PP-eligible boys, are most likely to be in this missing talent group. (4)

Should the government change the PP policy?

My short answer to that is No. Pupil premium is a Heineken policy, reaching the disadvantaged children - particularly in small towns and rural areas - that previous policies, such as Excellence in Cities, did not reach.

The government does not tell schools how to spend the money, but holds them to account for the impact they make with it on the progress and attainment of disadvantaged young people. That is a rare example in education of intelligent accountability.

The 2015 Conservative manifesto said that it would continue PP funding, but whether ministers will want to put a Tory gloss on a coalition policy remains to be seen. The new early years PP will - and should - be a priority area.

What are the main challenges for the future?

Headteachers are rightly worried at the effect of other government policies, such as the bedroom tax and the benefits cap, increasing child poverty and making it tougher for schools to close the gap. Cuts in other local support services for disadvantaged young people have made the task of schools more difficult too. It is as if the Department for Education, through the PP, is trying to increase social mobility, while some other government departments are reducing it.

The increasingly difficult school funding situation represents a further major challenge and the temptation for schools to use pupil premium funding to plug other budget gaps should be resisted if disadvantaged children are to receive the additional support that they need.

Can the gap be substantially narrowed - at age 11, at age 16, and in the life chances of young people?

Schools have shown that, with the extra resources of the PP and a strong determination to improve the life chances of all disadvantaged young people, the gap can be narrowed.

Schools need to evaluate regularly the impact of their PP spending and may benefit from an external review. Both for internal and external reviews, school leaders have found the Teaching Schools Guide useful. (5)

The evidence of what works is there for all to see, but it needs to be disseminated. There will be no National Pupil Premium Champion to do this, as I have tried to do since 2013. The Education Endowment Foundation will continue to fly the pupil premium flag, but Regional School Commissioners, local authorities, multi-academy trusts and teaching school alliances will need to have pupil premium at or near the top of their priorities if individual schools are to be adequately supported in their work with disadvantaged young people.

The social, moral and educational case for giving additional support to children born less fortunate than others remains as strong as ever. Every school needs a Pupil Premium Champion.

John Dunford was National Pupil Premium Champion from September 2013 to August 2015

References
(1) National Audit Office, http://www.nao.org.uk/wp-content/uploads/2015/06/Funding-for-disadvantaged-pupils.pdf, June 2015
(2) Ofsted, https://www.gov.uk/government/publications/the-pupil-premium-how-schools-used-the-funding The most useful Ofsted report on pupil premium appeared in February 2013 and is at https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/413197/The_Pupil_Premium_-_How_schools_are_spending_the_funding.pdf. See also the July 2014 report at https://www.gov.uk/government/publications/the-pupil-premium-an-update
(3) Sutton Trust, http://www.suttontrust.com/wp-content/uploads/2011/09/2teachers-impact-report-final.pdf
(4) Sutton Trust, June 2015, http://www.suttontrust.com/researcharchive/missing-talent/
(5) Teaching Schools Council, http://tscouncil.org.uk/guide-effective-pupil-premium-reviews/

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The pupil premium journey: lessons learned during my two years as National PP Champion

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As my two-year stint as National Pupil Premium Champion draws to a close, it feels like the right time to take stock. The champion role, as set out by David Laws, has given me the opportunity to act as an independent conduit between the government and schools.

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*Primary school in Leeds with very high number of DP

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Parklands has officially the highest number of children eligible for Pupil Premium money in Leeds at 72%.
Current Allocation:
In 2016/17 Parklands Primary School will receive £260040 in Pupil Premium.
Main Barriers to Educational Achievement:

46% of children are eligible for Free School Meals (FSM), compared to 17% for Leeds primary Schools and 15% for state-funded primary schools nationally. 72% attract Pupil Premium funding; the joint highest of any primary school in Leeds.

25% of children from Black and Minority Ethnic (BME) backgrounds, compared to 33% for Leeds primary Schools and 31% for state-funded primary schools nationally.

11% of children have English as an additional language (EAL), compared to 20% for Leeds primary Schools and 20% for state-funded primary schools nationally.

32% of children have special educational needs (SEN), compared to 14% for Leeds primary Schools and 13% for state-funded primary schools nationally.

83% of children live in an area classed as being amongst the 10% most deprived in England.

Low aspirations of the parents.

Low attainment on entry.

Attendance and punctuality.

Allocation Spend to Address Barriers:
Pupil Premium 2016 / 17

Summary of expenditure:
Measuring of Impact of the Pupil Data Source: School & National - RAISEONLINE 2016, unvalidated data. Leeds - Perspective Lite Data Source: School & National - RAISEONLINE 2016, unvalidated data. Leeds - Perspective Lite Premium (from Stokes Report V3 Sept 2016; updated Nov 2016 after Raise on Line released):
*88% of the year group are eligible for Pupil Premium (PP) funding, either due to historical FSM eligibility or Looked After status - and therefore identified as 'Disadvantaged'.

*The attainment of the 3 'Other' children is very high, meaning that there are sizeable in-school gaps

* This should not distract attention from the fact that the attainment of the Disadvantaged children is much higher than that of Disadvantaged children nationally

* That their performance is consistently in line with that of 'Other' children nationally.

* 12 children (36% of the cohort) were identified as eligible for Free School Meals.

* 7 (58%) achieved GLD; this proportion is higher than the 46% achieved by FSM children across Leeds and the 51% achieved by FSM children nationally in 2015.
Data Source: School & National - RAISEONLINE 2016, unvalidated data. Leeds - Perspective Lite
* It should also be noted that the proportion of non-FSM children who achieved GLD in this cohort (62%) was lower than achieved by 'similar' children in Leeds (66%) and nationally in 2015 (69%). Consequently, the in-school gap between FSM and non-FSM is much smaller than average, at just under 4%pts; compared to a Leeds gap of 20%pts and a national gap in 2015 of 18%pts.

*An additional 4 children were identified as eligible for pupil premium (PP) funding, meaning there was a total of 16 children in this group. 10 (62.5%) achieved GLD; this is higher than the GLD figure for 'Other' children in the year group (59%) and much higher than for PP children in Leeds (46%). National figures for PP children are not currently available.

* The group of children eligible for Pupil Premium funding is 60% of the year group.

* These children are identified as 'Disadvantaged', either due to historical FSM eligibility or Looked After status.

* The results for this group see large in-school gaps (ranging from 23%pts to 35%pts) between Disadvantaged and 'Other' children.

* There are also large gaps between the school's Disadvantaged children and Disadvantaged children nationally (ranging from 27%pts to 34%pts).
How has the use of Pupil Premium benefitted pupils who are not eligible for funding:
* 2016 / 17 has seen a 3 rd class formed in Y2 to create small class sizes. In Y3 to narrow the gap a 3 rd teacher is employed (0.4).

Next Pupil Premium Strategy Review: Termly in Teaching and Learning Committee Oct 31 st; March 2017; July 2017

* In a school where PP is so high (Y6 30 children Pupil Premium, 3 non PP), it is difficult to exclude the few. Therefore ALL the children benefit from small class sizes, Speech Therapy and interventions.

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Pupil Premium - Parklands Primary School

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Parklands has officially the highest number of children eligible for Pupil Premium money in Leeds at 72%. Current Allocation: In 2016/17 Parklands Primary School will receive £260040 in Pupil Premium. Main Barriers to Educational Achievement: 46% of children are eligible for Free School Meals (FSM), compared to 17% for Leeds primary Schools and 15% for state-funded primary schools nationally.

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*List of cost effective starategies

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An accessible summary of the international evidence on teaching 5-16 year-olds