COLLABORATING WITH PUPIL PREMIUM TO

ADDRESSWHOLE SCHOOL

NEED

Bishop Challoner Federation of Schools

BISHOP CHALLONER & PPAt a time of growing school autonomy, the success of the London Challenge shows the huge benefits of collaboration and federation.

Making collaboration work for you. Networking and humility: openness to change. What is your setting?

“BCG analysis shows that Pupil Premium target pupils

are predominantly urban.”

THE PUPIL PREMIUM FOREGROUNDS TOUGH CHOICES

“The ideas of how to use the additional pupil premium funding is no secretive treasure trove of goodies: it is, at its core, the central work we see in any school improvement programme.”

“Thus, getting the best value for money and most impact on the target pupils will involve honest, persistent & rigorous line management alongside reviewing how your management structure works.”

OUR CONTEXTLocal authorities with highest child poverty levels Tower Hamlets, 52%Islington, 43%Manchester, 40%Hackney, 39%Westminster, 38%

OUR CONTEXT

Happily Caught between The City & Canary Wharf:

Lesson One – use who you have around you ruthlessly

We have used the Pupil Premium funding to generate more incoming matched funding from businesses in both The City and Canary Wharf

Use what you have around you to impact on pupil aspirations – but not pipe-dreams. Employ someone to help set up long-term partnerships for pupils.

POVERTY NOT AN EXCUSE

SOCIO-ECONOMIC STATUS

Social class has a strong influence on the achievement of children at age 5. The gap between the most disadvantaged children and the rest begins from as early as 22 months. By the end of the Foundation Stage, the low ability children from high socio-economic groups have overtaken the high ability children from lower socio-economic groups. (Feinstein 2003)

The Millennium Cohort Study found that at the age of 5 children from the most advantaged groups were over a year ahead in vocabulary compared to those from disadvantaged backgrounds (Hansen and Joshi 2007).

And a previous study found that by the age of 3, children from privileged families have heard 30 million more words than children from underprivileged backgrounds. (Hart and Riseley 2003)

What parents do is more important than who parents are. Parental interest in their child’s education has four times more influence on attainment by age 16 than socio-economic background (Feinstein and Symons 1999).

And parental involvement in their child’s reading has been found to be the most important determinant of language and emergent literacy. (National Literacy Trust 2007)

…generations of low and middle-income young people will miss out unless we do more to close the educational attainment gap… For reasons of economic progress, we need a second wave of mobility. But, more than that, this is a question of basic justice. A talent unfulfilled is not just an opportunity cost. It is an opportunity lost.(Alan Milburn MP, chair of the Government’s panel on social mobility, July 2009)

Children entitled to free school meals (FSM) encompass the full spectrum of needs and backgrounds in the school community, including white and minority ethnic pupils, looked after children, gifted and talented (G&T) children and those with special educational needs (SEN).

Each child in this diverse group is an individual; they need adults who take the time to understand and personalise provision, through quality first teaching (QFT), to help them to overcome barriers to learning through the systematic application of what works well.

Many do well but too many do not; there is an urgent national priority to unlock the potential of these children and to narrow gaps between those entitled to FSM and their peers.

The Ofsted report Twelve outstanding secondary schools – excelling against the odds provides an important insight into further factors that can help to narrow gaps.’The outstanding schools in the sample succeed for the following reasons:• They excel at what they do, not just occasionally but for a high proportion of the time.• They prove constantly that disadvantage need not be a barrier to achievement, that speaking English as an additional language can support academic success and that schools really can be learning communities.• They put students first, invest in their staff and nurture their communities.• They have strong values and high expectations that are applied consistently and never relaxed.• They fulfil individual potential through providing outstanding teaching, rich opportunities for learning, and encouragement and support for each student.• They are highly inclusive, having complete regard for the educational progress, personal development and well-being of every student.• Their achievements do not happen by chance, but by highly reflective, carefully planned and implemented strategies which serve these schools well in meeting the many challenges which obstruct the path to success.• They operate with a very high degree of internal consistency.• They are constantly looking for ways to improve further.• They have outstanding and well-distributed leadership.’1

FSM has particular value because it is a longstanding measure (its definition has barely changed over two decades); it is available at school as well as system level; it links objective and checked information about family income to the child’s full school record including attainment; and being binary, it focuses on a relatively small group, roughly the bottom 15% by family income. The weaknesses of FSM include the following: not all children eligible for FSM are registered accordingly, either for administrative reasons or reluctance of parents to claim; a few children are ineligible who are in fact equally poor; and there is variability in local practice concerning encouraging parental applications and in registering and recording eligibility.

Acknowledging all these weaknesses, the Department’s view is that assessments based on FSM have a fairly high level of credibility, so long as it is remembered that FSM is a proxy for deprivation and not a definition of it. This means that, especially at school level, professionals within the education service should look also at the deprivation-related needs of a broader group of vulnerable children. This group should include most or all FSM children, but also others known or believed to be in comparable circumstances.

“Schools will be able to provide a wider, more engaging curriculum offer and will be able to access more specialist teaching through working together in partnership and sharing resources. And, similarly, pupils will benefit from school staff engaging in high quality collaborative professional development, which will enable them to extend and exchange expertise and effective practice, including strategies for narrowing gaps.”

NARROWING THE GAPLeadership for Impact [2009]BREAKING THE LINK between disadvantage and low attainment: EVERYONE’S BUSINESS [2009]

OPENING DOORS WITH PP

PUPIL PREMIUM ANALYSIS

Subroup Stud

ents

% S

tude

nts

APS

Tota

l Pts

Capp

ed P

ts

%1+

A*

%3+

A*

%1+

A*-A

%3+

A*-A

%5+

A*

%5+

A*-A

%5+

A*-B

%5+

A*-C

%5+

A*-D

%5+

A*-E

%5+

A*-F

%5+

A*-G

%5+

A*-C

inc E

n &

Ma

%EB

ac

All 141 100 43.1 481 375 42.6 14.2 75.2 43.3 3.5 21.3 72.3 97.9 98.6 99.3 99.3 100 79.4 19.1Non-PP 72 51.1 44 492 381 45.8 20.8 80.6 47.2 5.6 27.8 73.6 98.6 98.6 100 100 100 81.9 23.6PP 69 48.9 42.1 470 369 39.1 7.2 69.6 39.1 1.4 14.5 71 97.1 98.6 98.6 98.6 100 76.8 14.5

RESULTS AUGUST 2013

Cohort Value Added

Measure Cohort Included Shrinkage Confidence Interval Value Added Upper Limit Lower Limit Outcome

Best 8 141 127 0.931 11.17 1021.6 1032.8 1010.4 Significantly Above

English 141 127 0.946 1.203 1001.8 1003 1000.6 Significantly Above

Mathematics 141 127 0.938 1.162 1001.8 1003 1000.6 Significantly Above

Science 79 65 0.937 1.294 996.7 998 995.4 Significantly Below

Humanities 65 51 0.889 2.098 1001.7 1003.8 999.6 Not Significantly Different

Languages 58 44 0.922 2.147 1003.9 1006 1001.8 Significantly Above

FSM VS NO-FSM BEST8

Subgroup Count Best 8 VAFemale 141 1023.2

Non-FSM 101 1028.8FSM 40 1011.1

Non-EAL 128 1021.5EAL 13 1063.6

BEST 8 VALUE ADDED 2013

PUPIL ATTAINMENT & PROGRESS

Total number of Students

5A* to C 5A* to C inc E&M

3A/A* 3LP Eng 4LP Eng 3LP Maths 4LP Maths Science x2

E&M

No % No % No % No % No % No % No % No % No % 141 138 97.9 111 78.7 61 43.3 112 79.4 58 41.1 110 78 65 46.1 120 85.1 111 78.7

ABILITY BANDING 2013Total number of Students

5A* to C 5A* to C inc E&M

3A/A* 3LP Eng 4LP Eng 3LP Maths

4LP Maths Science x2

E&M

No % No % No % No % No % No % No % No % No % High (Above L4)

41 41 100 36 87.8 41 100 33 80.5 14 34.1 31 75.6 19 46.3 35 85.4 36 87.8

Medium (At L4)

78 77 98.7 61 78.2 20 25.6 68 87.2 31 39.7 67 85.9 35 44.9 65 83.3 61 78.2

Low (Below L4)

21 19 90.5 13 61.9 0 0 18 85.7 13 61.9 12 57.1 11 52.4 20 95.2 13 61.9

THE PUPIL PREMIUM FOREGROUNDS OPEN POSSIBILITIES

Using the Pupil Premium to making ‘raising aspiration’ work

PUPIL PREMIUM WORK RELEVANT TO YOUR OWN SCHOOL SETTING

OUR CONTEXT

A Federation that is on the cusp of ‘transformation’ after years of change.

A Federation that is only now being to really grapple with what the implications of what that joining together means or

can mean.

ATTAINMENT OVER TIMEPercentage of students attaining 5+A* to C inc E/M. in 2013 79% gained 5+ including E/M, this is an increase of 12% since 2012

OUR CONTEXT

“The advent of the pupil premium has, for us, given impetus to face up to how we

bring proper change to our federation not just glossing over the cracks or gaming

the system.”

OUR CONTEXT

“The Pupil Premium, while not replacing the lost money & funding elsewhere, brings potentially greater accountability for what we do with everyone, not just the C/D borderline pupils. This is no more evident than how PP works alongside the new best8 progress measure.”

OUR CONTEXT

“The Pupil Premium nudged us to make strategic change in leadership structures, as well as changes in how we ‘do’ CPD and professional development; and in how widely we systematised our challenge and support networks for all pupils, not the most easy to move 20 or so pupils.”

OUR CONTEXTThree Schools in One Location & ContextUK’s first Federation [2001]Existing Girls’ School [rated good] New Boys’ SchoolLatter replaced a failing and closed school

OUR CONTEXTTotal number of pupils on roll (all ages) 968Percentage of boys on roll 14.40%Percentage of girls on roll 85.60%Percentage of pupils with SEN statement or on School Action Plus 6.80%Percentage of pupils with English not as first language 45.60%Percentage of pupils eligible for free school meals 30.20%Percentage of pupils eligible for FSM at any time during the past 6 yearsLink to help information 53.90%

Number in cohortPercentage of cohortLow attainersLink to help information 15 13%Middle attainersLink to help information 61 51%High attainersLink to help information 43 36%Pupils for whom English is not their first language 57 42%Pupils with statements or supported at school action plusLink to help information 7 5%

PROGRESS IN 2012

KS4 pupil progress

All pupils Low attainersMiddle attainersHigh attainersPercentage of pupils making expected progress in EnglishLink to help information 68% 33% 75% 67%Percentage of pupils making expected progress in mathsLink to help information 73% 27% 75% 81%Best 8 value addedLink to help information 1002.2 1034.9 1008.6 983Lower confidence limitLink to help information 990.8 998.7 991.3 962.3Upper confidence limitLink to help information 1013.7 1071.2 1026 1003.6

OUR CONTEXT

RECENT CHANGE OVER TIME

WHAT WE HAVE DONE… Focus on improving teaching quality Promote ethos of learning

Use the federation to achieve standard operating procedures.

Use the federation to ensure consistency of practice across our schools, and have shared professional development sessions.

WHAT WE HAVE DONE…Problem 1.

Failure to attract and retain good teachers

How are you responding?

How did we respond?

READING THE KEY“there is a strong view that poor standards of literacy are the biggest single factor leading to low attainment, with difficulties surrounding the transition between primary and secondary school also seen as very significant.”

WHAT WE HAVE DONE…Build a Reading Recovery Programme using:

Repeated filtering and testing of R.A./S.A./dyslexia…

Specialist Year 5/6 teachers Ruth Miskin Lexia Systematic reading mentoring scheme

Vertical tutoringUniversity students

A SCHOOL THAT READS ALL THE TIME

More & better range of texts in the library

Better use of libraries … Master classes in English and Maths

taught by experts Use of Pupil Premium to fund Kindle

scheme for Boys’ School and Year 11 across the school

Use of Pupil Premium to fund a novel for each child in the school.

READING ALL THE TIME“a determination that every child will learn to read, together with a very rigorous and sequential approach to developing speaking and listening and teaching reading, writing and spelling through systematic phonics.”

“SMOOTHING THE TRANSITION FROM PRIMARY TO SECONDARY

Mirroring Mossbourne’s Year 7 dedicated building to facilitate transition arrangements from primary school.Our Year 7 have their own dedicated space in the first year of secondary education.This allows staff to focus intensely on the needs of the transferring year group and ensure that they do not have as much movement around the academy as other year groups. PP funding has meant smaller class sizes here.

SEPARATE SPACE FOR YEAR 7

We have, like many, built an intensive preparation scheme for our secondary school sharing specialist teaching in areas like sport &PE, music, literacy, languages and science with primary pupils…

Our Year 7 playground provides much needed stability at a time when many pupils see their learning suffer and ‘big school’ traumatic.

SOME LITTLE NUDGES A dedicated non-teacher year leader for Year 7Pupil Premium Transition Summer SchoolExtended taster weeks around themes such as: Creative writing masterclass Parent and child food club Barbican Young Film Producers Wigmore Hall Project Cambridge Chorister Scheme Prefect system Sports Leaders into Primary Schools Meet the Head visits to Primaries. TweetCamp for teachers

QUALITY TEACHING KEY TO IMPROVEMENT “Sutton Trust has shown that English schools could improve their low position in international league tables in Reading and Mathematics and become one of the top five education performers in the world within ten years if the performance of the country’s least effective teachers was brought up to the national average.”

“A review of evidence by education economists at the London School of Economics and Stanford University showed that for poor pupils, in particular, the difference between having a highly effective teacher and a poorly performing teacher is a whole year’s learning.27 So, spreading effective practice is essential.”

What would be the impact of appointment of super-numeracy professional leaders of learning in Mathematics, Science & English?

Can you do it?

SEAL V TEACHER QUALITY“Half of teachers said that any new initiatives would have most impact if they focused on improving literacy and numeracy. They rated this much higher than, for example, social and emotional aspects of learning or any other curriculum subjects”Problem 2. What could you do? What did we do?Downsized a substantial internal counselling service: time spent focusing on increasing teacher quality

SOME CAVEATS……in-school variation – differences in standards between departments within schools – is often greater than the variation between schools.

As Federation this is our greatest problem to address…the girls’ school has the best teaching and the best teachers.

How to change this?

BUILDING TEACHER SKILLS TO SUPPORT FSM PUPILSPersonalised CPD – pilot project with TDTTeach First – Sutton Trust/EEF research has found that “benefit is greater where there are more Teach First teachers.”

Can we unpick this? Why? Suspect correlation not causation, but…

MORE LITTLE NUDGES Strong careers advice and guidance Inspiring the Future/Speakers for

Schools The virtual portal – text messaging if

late for lesson Beginning a PFA; Summer Fun Day,

Parental Literacy and Numeracy classes; ICT & enterprise courses

Why? “fewer conduct or peer problems, were more attentive at school and were more likely to behave well”.

SUCCESS OF OURATTENDANCE FOCUS 10% of GCSE-level FSM students are

hard core truants Mobility and erratic returns home to

South America, Eastern Europe or Asian – huge impact on target group at GCSE

CULTURAL ARCHITECTSThe more FSM pupils you have the fewer aspirational pupils and parents you have and ultimately the fewer cultural architects you have in your school.

The more FSM pupils you have the more funding a school receives, but not exponentially so….what does this mean for you when the FSM pupils bring deeper and more complex problems.

IMPACTING ON WHITE WORKING CLASS BRITISH & SEN – HOW WE USED RESEARCH

SMALLER CLASSES? Complex evidence- no clear link with class size and

achievement Experimental trials suggest

Classes need to be less than 17 And teachers need to change the way they teach But teaching assistants NOT as effective

The maths: £430 x 20 pupils x 3 classes = £25,800 70%+ on fsm = 1 extra teacher per 3 classes Class size reduction from 30 to 23

Overview of value for money

Cost per pupil

Effe

ct S

ize

(mon

ths

gain

)

£00

10

£1000

Feedback

Meta-cognitive

Peer tutoring Pre-school

1-1 tutoringHomework

ICT

AfLParental

involvementSports

Summer schools

After school

Individualised learning

Learning styles

ArtsPerformance

payTeaching assistants

Smaller classes

Ability grouping

Promising

May be worth it

Not worth it

IMPLICATIONS FOR PEDAGOGY

Teacher provides the best ‘leverage’ in the system

Implications for the teacher’s role in learning from this dataset

Central importance of feedback to learners and to the teacher (formative feedback)

Active role for the teacherAssessment and feedback tools to support

teachers in moving students on

TEACHERS

Clear learning intentions

Challenging success criteria

Range of learning strategies

Know when students are not

progressing

Providing feedback

Actively learn themselves

FINAL THOUGHTS

It is a new landscape out there, but…

What won’t go away is the Pupil Premium which has broad political appeal and for schools like ours it will mean upwards of £1.5 million in additional funding by 2015 so we need to get it right. A huge amount.

Make it central to all you do: but use the funding to lead you to help all teachers and all pupils to improve.