Pupil Premium Leaders’ Network Meeting

26th February 2015 Agenda • Closing the gap through extended services - Cat Allen (Extended Services Co-ordinator, Town East) • Developing pupil premium provision at – Tracy Lucas (Assistant Headteacher) • Pupil premium provisions at Rivermead Primary School – Brian Prebble (Headteacher) and Gemma Sloan (Deputy Headteacher) • ‘Effective pupil premium reviews ’ – Barbara Hunter, West LA Extended Services

‘The most successful schools ensure that pupils catch up with the basics of literacy and numeracy and offer support, where necessary, to improve pupils’ attendance, behaviour, confidence and resilience. ‘

(‘The pupil premium: an update’, Ofsted, July 2014) Wokingham Town East Cluster

Extended Services Cluster Co-ordinator

Cat Allen St. Crispins’s Secondary School

Junior School Wescott Infant School Infant Wescott

Westende Wokingham Town East Cluster Keep Hatch Primary School All Saints Primary School Southfield Secondary School

St Teresa’s Primary School What are the aims?

• Schools - variations within the cluster schools • All clusters are very different with different issues arising, such as location, EAL, T ravellers • Level of problem being addressed • All round approach – who is targeted • Why do events across a cluster? • Community links Events

• Parenting • Oakwood • JAC • Swimming lessons • Foundation Orchestra • Author Visit – Jeremy Strong • K’Nex • Free Swimming • Kickz and Cheerleading – free for year 6 and above • G&T / Enrichment • Playscheme – summer holidays Case Studies

JAC: Just Around the Corner – emotional literacy work with horses

-primary and secondary -group and individual work

Impact on educational attainment Waingels College

‘Every effort is made to ensure that pupils eligible for the pupil premium have access to the best teachers and are supported by skilled and well- trained additional adults . These schools ensure that the work of additional adults is closely monitored and thoroughly evaluated.’ Waingels College Use of Support staff ￿In 2012 we restructured our support staff- new system. ￿Keyworkers. ￿IIPs–English coursework/exam skills/ revision skills. ￿IIPs–maths trios/1-2-1/before school /drop ins. ￿IIPs–assigned to departments- subject skills development – intervention/dept meetings. ￿IIP training – data/understanding progress. Pupil Premium bank – Barriers to learning. Tracking through RAP meetings –fortnightly by SLT lead. Careful data tracking sheets Provision map. Individualised programmes. 90% attendance target. Parental engagement. Careful overview of who is teaching which groups. Right teachers with right groups. Students in right groups. Careers advice and guidance. Young lady- during year 10 developed depression and anxiety due to being attacked on the bus to school. Poor attendance issues arose due to mental health issues ,wanted to attend school but too afraid to use the bus, parent did not drive. School paid for a taxi for her to come to school when she was well enough, 1-2-1 tutoring and counselling. She achieved 6 A*- C grades and is now out college doing Level 3 health and Social care. Young lady – came to the school in year 7 as a refugee. Her english was not good. By the end of year 11 she achieved 11 A* - C grades and is currently in our 6th form and will be going on the university. The key support was EAL intervention in Ks3 and work with Wellington College around aspiration. Parent had weak english. Progress in maths - L3 on entry + L5s English progress – L4cs and L3s Value added /APS – Foundation subjects Progress 8 / EBACC Focus on progress in Ks3 – use of GL assessments to track carefully. Strengthened support for PP- 5 year plans – yearly cycle – ‘holistic approach’ - keyworkers / IIPs/ tutors. Option choices at Ks4 – in house course development. Strengthen support for our most challenging students of which many are PP – intensive / flexible support. Focus on foundation subjects and PP progress – intensive support at key times. Mixed ability at KS3. IIP training – impact measures. IIP training around Progress 8. Rivermead Primary School ‘There is very little difference in the types of spending reported on in the best schools compared with those that are judged as requires improvement or inadequate. However, the major differences are the extent to which leaders ensure that the funding is very carefully targeted at the types of activities that best meet the needs of their pupils, and the rigour with which these activities are monitored, evaluated and amended. ’ Pupil Premium Provisions at Rivermead Primary School

Pupil Premium Network meeting Brian Prebble and Gemma Sloan 26.2.15 Background

• School philosophy – achievement and success for all: social, emotional and academic.

• Happy child, happy learner

• Maslow’s hierarchy of needs

• School’s hierarchy

Action Planning

• How do we measure progress of all pupils?

• What actions and outcomes are successful?

• What could be improved , developed and implemented further? Action Planning

• Overcoming barrier

• Using data to identify areas

• Evidence based support and interventions

Teacher and TA training and professional responsibility • Accountability – Making more than expected progress • Performance management • Pupil progress meetings • Staff training and CPD • Learning walks and feedback • Planning • Subject leader action plans • Governors – Pupil premium lead governor – link visits, S & A committee. Transition

• Pupil profiles • Interviews and meetings • Observations • Hand over of wave 3 interventions and support • Inset day • Autumn term review Planning personalised provisions • Pupil profiles • Data • Attendance • Team planning meeting • Provision overviews - support and interventions - Considering the whole child, • Duration, frequency, adult, ratio = cost • Additional support – trips, clubs, uniform, breakfast etc Tracking impact of provisions

• Target setting – data, scaling • Session content and outcome evaluated. • Cost of intervention • 6 week review • Evaluation of outcomes - 1, 2, and 3 - evidence based. • Continue and/or change. • PP profile pages termly • Termly intervention evaluation collated • Interventions average, • Individuals • Subject leaders • Cost effectiveness

• Maths • Reading • Writing • Phonics • Memory • Sensory • Social and communication • Emotional • Parental engagement

Area, wave, intervention, ratio, staff, length and frequency.

Analysis of Pupil premium data • Termly –Cohort • PP Vs NPP – % working below, at and above expected. • PP Vs NPP - points progress during the year/ since KS1 • Average points progress PP Vs NPP • Data used to inform PP Summary for website • Governors – S & A • Ofsted Pupil voice

• Transition

• Questionnaires

• Termly interviews

• Focused daily check-ins – Tracked, register

• Learning walks and observations Parental engagement

• Provisions and support shared

• Support at home

• Feedback about in school support

• Achievement for all – Adopted successful elements of the programme

• Structured conversations Summary

• Training

• Transition

• Effective evidence based interventions and support

• Tracking and evaluating – progress, data, finance

• Whole child – Emotional, social and academic needs. ‘Effective Pupil Premium Reviews’

NCTL/TSC – ‘Effective Pupil Premium Reviews’ About the Guide q Rigorous and tested six-step framework q Use of an evidence-based approach to assess how a school is spending its PP funding and identify the most effective interventions and overall strategy q Self evaluation (step 2) should be undertaken by leaders at the school before the reviewer visits and is an integral part of the review Who is it for? q Pupil premium reviewers q School leaders of schools receiving a review recommendation q School leaders of schools already raising attainment for disadvantaged pupils, who either want to commission a review to improve their strategy or undertake their own self- evaluation without commissioning a review. Taking an Evidence-based Approach q Whilst it is true that each school is unique, it is equally true that outstanding teaching and leadership and a relentless focus on improvement will make a real difference – whatever the context of, or degree of challenge within, the school. q We know this because there is compelling evidence which demonstrates that high quality teaching and leadership are vital in raising attainment . We also know that schools that are most effective in improving outcomes for disadvantaged pupils always use evidence about what makes a real difference to change their practice. A six-step process q Planning and Preparation q Self-evaluation q School Visit q Analysis and Challenge q Action Plan q Follow-up visit School Visit q Supporting the school to look more closely at the evidence which has led to the selection of each strategy as well as any evidence of positive impact, to identify where improvements can be made. q The visit can also be an important opportunity to gain cross-school buy-in to a renewed drive to make more effective use of the school’s pupil premium funding. Self Evaluation

6 Areas; q Focus q Barriers to Learning q Desired Outcomes q Success Criteria q Chosen Strategies q Evaluation of Impact Focus

What is the current position at your school? q Where are the current gaps both within your school and compared to national levels?; use evidence of what works; focus relentlessly on quality teaching and learning What are the barriers to learning for disadvantaged pupils in your school? q Only when all of the barriers are known and understood, can schools begin the process of defining your outcomes, success criteria and the strategies which will help to overcome them. What are your desired outcomes for pupils? q Ultimately, the impact of the school’s work should lead to improved attainment for disadvantaged pupils and gaps being closed. However, important outcomes which will lead to this might include: increasing rates of progress; improving attendance; reducing exclusions; improving family engagement; developing skills and personal qualities; extending opportunities; reducing NEETs. How will success be measured? q For each desired outcome, schools should decide how success will be measured and set ambitious targets, as well as ensuring that school leaders and governors buy-in to the challenge of achieving them. Which strategies will produce these outcomes? q Use evidence of what works: decide on what staff training is needed; monitor pupil progress regularly; get the balance right between short- term and long-term as well as between whole- school and targeted strategies. Which strategies are effective and which aren’t? q Focussing on the success criteria; schools may wish to make improvements, decide what else needs to be done, or what needs to be done differently. It is also important for schools to create an audit trail on their website to demonstrate their commitment, and its impact, in improving outcomes. An Illustration of Self- Evaluation q In this illustration, a school identifies a combination of strategies to improve reading for disadvantaged pupils in upper key stage 2. Reading Comprehension q Data shows that disadvantaged pupils in Year 6 consistently underperform relative to their peers nationally. The gap in reading is 12 percentage points. q The school will focus on this with current Year 5s. Disengagement q Discussions with classroom teacher, TAs and disadvantaged pupils confirm that children are disengaged, struggle to relate to texts and are making less than expected progress in reading. Strategies such as phonics and guided reading appear to have had limited impact for this group of children. However, children say they enjoy working in groups. Improved engagement and attainment q Improve pupils’ engagement with, and understanding of texts, leading to improved learning across the curriculum and raised attainment in reading. Closing the gap q Gap in expected level in reading between disadvantaged pupils in school and other pupils nationally reaching will reduce by 6-9 percentage points. Reading comprehension strategies and peer tutoring q Evidence from the EEF toolkit shows that both these strategies are effective relative to their costs, and when combined result in even greater impact - particularly for upper primary children. Training will enable all teachers and TAs to use reading comprehension strategies effectively and this will be combined with peer tutoring to address disengagement. Evidence of impact leads to extension of approach q Pupils’ written and verbal responses demonstrate an improvement in reading comprehension and peer tutoring has been successful in addressing disengagement. As a result leaders have decided to extend the approach across the key stage. Self Evaluation Template

Self-evaluation template The table below can be used to summarise the identified areas of focus, barriers to learning, chosen strategies and success criteria needed to improve outcomes for the school’s disadvantaged pupils.

Focus Barriers to Desired Success Criteria Strategies Evaluation of learning outcomes impact e.g. Improving Disengagement, Improved Gap in expected level comprehension As a result of reading levels for inability to relate to engagement in reading, between and peer tutoring additional disadvantaged pupils texts and attainment disadvantaged pupils support, expected and others reduced reading levels have by risen for all pupils, 6-9 percentage points but at a faster rate for disadvantaged pupils. The gap between disadvantaged pupils and others has reduced by 7 percentage points New Additions to WB PP reviews q Added the Planning and Preparation Template q Sending the Self Evaluation document in advance to ensure schools are focused on what strategies they are actually using q Ensured any useful questions are incorporated New Questions q How well matched are the school’s strategies with the perceived barriers to learning? q How is the use of funding divided between activities which have a clear and direct impact on pupil progress and those which are focused on providing wider opportunities or meeting social/emotional needs? q Where support is focused on wider issues in pupils’ and their families’ lives and/or to widen opportunity, is there evidence that this is improving engagement and contributing to closing performance gaps? Cont. q What strategies/interventions are you using? Re: Achievement Behaviour and Behaviour for Learning Attendance Self-esteem Cont. q Are you tracking your take-up? Do you know what the 2/3 year pattern is? q What are the systems/arrangements for transition of PP pupils? (From pre-school to FS, FS to KS1, KS1 to KS2, Primary to Secondary, class to class and from another school mid- year?) Summary of Findings

Context and Commentary on PP Pupils’ Achievement

Analysis of Strategies

 Is there clarity around the barriers to learning, desired outcomes and success criteria?  Has there been an evaluation of current strategies and could better strategies be used?  Which strategies are already working well?  Which strategies are not yet having the desired impact, but will deliver impact if things are done differently, or staff receive support to develop?  Which strategies are unlikely to deliver impact and should be withdrawn?

Area Area of Focus Comments and Recommendations Closing the Gap with the New Primary National Curriculum q The statutory guidance to the new national curriculum updated in July 2014 makes it clear that schools must continue to be rigorous in ensuring all groups of pupils are sufficiently and appropriately challenged. It states: q ‘Teachers should set high expectations for every pupil. They should plan stretching work for pupils whose attainment is significantly above the expected standard. They have an even greater obligation to plan lessons for pupils who have low levels of prior attainment or come from disadvantaged backgrounds. Teachers should use appropriate assessment to set targets which are deliberately ambitious’ q This report is the result of work undertaken by 12 teaching school alliances (TSAs). The project was initiated to enable teaching schools to develop good practice which would be of value to other schools, and ensure that they continue to close the attainment gap as they undergo the challenges of implementing and embedding the new national curriculum. It contains a number of themes which emerged from the projects and is intended to be a central piece of advice containing good practice for schools to use. The findings from the research may be used in several ways by schools. For example to: n inspire and motivate schools to engage in action research projects of their own which will lead to closure of attainment gaps n inform school improvement planning n form the basis of professional dialogue and continuous professional development (CPD) for teachers Key Themes q Addressing barriers to learning q Building resilience q Using a multi-sensory approach q Investigating outstanding practice q Making effective use of classroom support q Improving literacy Next steps and recommendations q Collaboration between schools is vital if the goal of closing the attainment gap for all pupils is to be achieved. It is hoped that this document will provide the stimulus for developing effective partnerships as schools design their own research or make use of the findings to generate an impact on closing attainment gaps for vulnerable children in their own settings. q From the research it would seem that when planning programmes to close gaps in the future, schools need to be mindful of how they identify individual pupil needs. There is evidence in a lot of the research presented that sensitive and accurate identification of individual need is important to the process . Schools that address this rather than grouping children together, for example ‘the FSM group’, appear to have more success at closing gaps . q In a similar way, schools with a history of closing gaps made the early identification of barriers to learning part of the whole school vision. Identifying why children were not learning and then putting in compensatory measures without attaching blame to the child almost became the moral purpose for successful schools. q Put children at the centre of the learning process by involving them in marking work alongside the teacher, or enable them to decide upon a stimulus for writing or agendas for reading clubs. Schools that established high levels of pupil self-esteem by celebrating even the smallest of gains or by the practice of ‘pre teaching’ a concept or skill to a group or individual prior to whole class teaching, were able to demonstrate positive outcomes for pupils. As were those which concentrated on improving pupils’ attitudes to learning. q When considering how to proceed in the light of the new curriculum the research suggests that there needs to be a whole school approach to closing gaps. Equity of outcomes and provision for all pupils should be part of the whole school vision and driven by effective leadership at all levels. Just having ‘a bolt on’ approach to interventions is not successful and could waste resources. It is not difficult to conjure up images of children who have been involved in ‘every intervention going’ but still remain stuck. q In addition to this, evidence from the research indicates that it is the involvement of all stakeholders including parents that makes the difference to the work that schools do to close learning gaps. Schools cannot effectively close learning gaps in isolation. It is the dogged determination to engage with families even to the point of identifying and assisting with parents’ own learning gaps that seems to be a vital ingredient in the process.