Common template for deployment (CTD)
Pupil Premium Reviewer (PPR) Details
PPR:
School:
Contact details:
Name(s) of any staff the
PPR will deploy for the
review and role:
School to be reviewed
School:
Headteacher/Principal:
Phase:
COG/COD:
COG/COD contact
details:
School contact details:
Rationale for review
request:
Website:
Charges for the review
(to include analysis and
challenge phase)*
This will be reduced if this
phase is not deemed
necessary by the PPR upon
reviewing the evidence /
following the school visit –
state reduction)
Number of days this
charge covers:
Signed headteacher/principal: ___________________________________________________ Date: ______________________________
Signed PPR: _________________________________________________________________ Date: _______________________________
Signed chair of governors/directors: _______________________________________________ Date: _______________________________
Review Process Outline
Phase
Request a PPR
Pre review
Self-evaluation
School Visit
PPR actions and responsibilities
 Receives request and completes the CTD when
making initial contact.
 To make contact with the HT after agreeing to do the
review and request information as below
 To review website, statement, policies, data (including
RAISEonline, current data etc), OFSTED reports,
development plans, SEF, staff list and roles
 To contact the HT and discuss the above and plan an
itinerary with the HT
 To complete planning and preparation Form 1 and
send a copy to the HT
 To check the day visit schedule provided by the HT
once they have received Form 1 above
 To send the HT the self-evaluation Form 2
documentation for completion at least 2 weeks prior to
the review
 Reviews Form 2 once received from the HT and
contacts the HT to discuss if needed
 Provide enhanced DBS
 During the visit, the reviewer may work with the school
on all or some of the areas within Form 3
 the school visit template
 Follow agreed itinerary
 Focus on reviewing the strategies which the school has
chosen to follow.
 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.
 Discuss initial findings with the HT and whether an
analysis and challenge phase may be required.
 Share draft Form 3 to the HT following the visit and
finalised version
Headteacher/Principal actions and responsibilities
 HT and COG signs the CTD and returns to the PPR
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To provide the PPR with all requested documentation and
take part in a pre-visit telephone meeting
To check the planning and preparation Form 1 and liaise
with the PPR where needed
To plan the itinerary schedule for the day visit from the
information in Form 1 and send this to the PPR at least 3
days prior to the day visit.
Completes the self-evaluation Form 2 and sends this to the
PPR at least 3 working days before the review
Host the PPR/PPR team
Check enhanced DBS
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.
To discuss the initial findings and agree to an analysis and
challenge phase where recommended by the PPR
To share the final version of Form 3 with the leadership
team and other relevant staff as well as the COG /
commissioning body
Analysis and
challenge (may
be required)
Action planning
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Form 4 will be used by the PPR and then shared with
the HT for discussion/amendment
 Before drawing up an action plan reviewers might find it
helpful to undertake further analysis and challenge of
the self-evaluation and chosen strategies, by drawing
on the evidence and observations gathered during the
school visit, to ask:
 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?
The analysis and challenge template Form 4 will be used
to summarise the revised list of strategies which will form
the basis of the action plan.
At this stage reviewers might recommend that the school
stops some of its existing strategies, especially if there is a
better range of strategies which evidence suggests might
deliver improved outcomes and make the most of the
school’s pupil premium funding.
 To draw up a clear and concise pupil premium action
plan using Form 5, which will include an executive
summary and a list of key strategies which have been
chosen to improve the school’s use of pupil premium,
and impact positively on outcomes for disadvantaged
pupils.
 To ensure the plan clearly identifies individuals
responsible for implementing each strategy as well as
key steps and future dates when evaluation of the
impact of each strategy will take place
 The plan should also include a date for a follow-up visit
by the reviewer
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Provide an further information needed by the PPR to
complete Form 4
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To liaise with the PPR in the development of the action
plan and share this with key staff, including the COG
To ensure that the recommendations are implemented and
evaluation is on-going
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Follow-up visit
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To send a copy of the final action plan with the COG /
commissioning body
To take place 2-6 months after the review visit.
The PPR and HT, working alongside the individuals
responsible for delivering each strategy, may wish to
scrutinise the emerging evidence of impact, as they
evaluate the success of each strategy in meeting the
success criteria and leading to defined outcomes.
The PPR may recommend alternative strategies, or
changes to improve the effectiveness of existing
strategies, and may need to adapt the action plan.
Following the final visit the Pupil Premium Reviewer
Deployment Evaluation Form 6 is completed and
shared with all parties.
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To host the PPR and work alongside the PPR in evaluating
the impact of each strategy
Following the final visit the Pupil Premium Reviewer
Deployment Evaluation Form 6 is completed and shared
with all parties.
Pupil Premium Review Form 1
Planning and preparation template
[Insert school name] School’s Pupil Premium Profile [Insert school year]
Headteacher:
PPR:
Date:
Total number of pupils in
the school:
Number (%) of PP
eligible pupils:
Amount per pupil:
Total pupil premium
budget:
Evidence sources used in the planning
phase:
Website
PP statement
PP policy
RAISEonline data
Current cohort progress data
OFSTED report
Development plan
Discussion with headteacher prior to visit
Other
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Comment if needed
Evidence of school performance
Key statements from
Ofsted report(s)
relating to the
performance of
disadvantaged pupils:
Summary of school’s
performance data:
Does the school’s performance data indicate that attainment and progress for disadvantaged pupils are improving,
and that gaps are closing, both within the school and compared to the national average?
School’s pupil premium
statement:
Does the school’s published pupil premium statement clearly describe how the school is planning to allocate
funding to raise attainment and progress for disadvantaged pupils, and close gaps?
Itinerary for school visit phase of the review* from discussion with the headteacher:
Activity e.g. pupil voice, work scrutiny, meeting with headteacher,
chair of governors/directors, governor with responsibility for PP, PP
champion, subject leads for English and Maths, SENCO, teaching and
learning leads etc.
Time
needed
Comment
Signed: ______________________________________ (PPR) Once completed, copy to the commissioning body and Headteacher.
Pupil Premium Review Form 2
Self-evaluation template
[Insert school name] School’s Pupil Premium Profile [Insert school year]
Headteacher:
PPR:
Date:
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. Use Annex 6a in the TSC guide to support this.
Focus
Barriers to
learning
Desired
outcomes
Success Criteria
Chosen
Strategies
Evaluation of impact
e.g. Improving
reading levels
for
disadvantaged
pupils
Disengagement,
inability to relate
to texts
Improved
engagement
and
attainment
Gap in expected level
in reading, between
disadvantaged pupils
and others reduced
by
6-9 percentage points
Reading
comprehension
and peer
tutoring
As a result of
additional
support, expected
reading
levels have risen for
all
pupils, but at a faster
rate for
disadvantaged pupils.
The
gap between
disadvantaged
pupils and others has
reduced by 7
percentage points
Focus
Barriers to
learning
Desired
outcomes
Success Criteria
Factors to consider
1
Chosen
Strategies
2
3
4
Evaluation of impact
Evidence
Next Steps
1
Knowing the
vulnerabilities of all pupils
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2.
free school meals
(FSM),
children looked after
(CLA),
children whose parents
are serving in the armed
forces
Assessment and tracking
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3
Monitoring and evaluating
impact and analysing data
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Identify leadership and management responsibilities
Develop a shared understanding of what counts as
vulnerable and how identified
Identify potential barriers to learning for pupils
eligible for FSM, CLA, children whose parents are
serving in the armed forces
Identify and analyse patterns of vulnerability
Assess and track the progress of pupils in these
groups and overlay with attendance data – are there any
patterns?
Check to see if these pupils are also in other vulnerable
groups for example: SEN, EAL, G&T
Ensure that all staff and governors are aware of the
expected rates of progress of all pupils.
Ensure all staff and governors are aware of any within
school gaps
Support all staff to have high expectations and
aspirations for all pupils especially those known to be
vulnerable
Rigorously and consistently analyse data of these pupils:
on track, exceeding, falling behind
Look for patterns to inform action
Use evidence from data to make decisions about
future provision
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4
Identifying the right
provision for all pupils
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5
Developing the quality of
provision
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6
Developing the workforce
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7
Parental engagement
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Plan and implement appropriate interventions
Make decisions about future provision that includes
quality first teaching
Adapt high quality whole class teaching, including
guided work, to meet the needs of all pupils and
address potential underperformance
Identify staff with relevant knowledge,
understanding and skills to provide additional
provision
Ensure pupils have opportunities to apply and
consolidate what they have learned from group and
individual provision to a variety of contexts in whole
class teaching
Involve pupils in discussions about the provision they are
being offered
Gather evidence of successful practice in raising
attainment of pupils who may be vulnerable
Evaluate impact of provision through qualitative and
quantitative data, including pupil voice and
parent/carer feedback
Share successful practice with all staff and use to further
develop provision for current and future pupils
Identify professional development opportunities to
strengthen current practice
Develop systems and structures to respond to changing
needs of pupils
Engage with parents/carers to support high aspirations
and high expectations
Regularly listen to and share information with
parents /carers about their child’s progress and
discuss provision
Once completed, copy to the PPR at least 3 working days prior to the PPR day visit.
Pupil Premium Review Form 3
School Visit Template
[Insert school name] visit [Insert date]
Headteacher:
PPR:
Summary of school’s
existing areas of focus
and strategies:
Area one:
Focus: e.g. Improving reading levels
Strategies: Reading comprehension and peer tutoring
Success criteria: Gap in expected level in reading, between disadvantaged pupils and others
reduced by 6-9 percentage points
Area two:
Focus:
Strategies:
Success criteria:
Summary of how
effectively school uses
evidence to identify
effective strategies:
Area one:
E.g. 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.
Names of key people to
speak to and outline
itinerary (to be provided
by headteacher using
detail on Form 2):
Discussion points to be
noted.
Area (including sources
of evidence)
Suggested questions and areas to
explore Strengths Areas for
development
Pupil characteristics
 Interview with pupil premium
co-ordinator (PPCo)
 Published data
What is the overall number and
proportion of pupil premium eligible
pupils within the whole school
population?
What is the two/three year pattern in
eligibility for pupil premium?
How well does the school know the
eligibility data and patterns?
Achievement1
 Interview with PPCo
 Published data
 Current progress data
 Lesson observation and
work scrutiny
How well does the school make use
of evidence including the EEF toolkit?
Do evidence-based systems for
evaluation of impact exist?
What is the progress of
disadvantaged pupils relative to their
starting points?
How quickly are attainment gaps for
disadvantaged pupils closing
compared to the national average?
What story does the current data tell?
Leadership &
Management
 Interview with Headteacher
(HT) and Chair of Governors
(CoG)
How well does the school make use
of evidence
including the EEF toolkit?
Do evidence-based systems for
 Interview with PPCo
 Scrutiny of pupil premium
policy documents
 Scrutiny of SEF /
development plan
 Most recent OFSTED report
Published and current data
evaluation of impact
exist?
How effectively does the school
identify priorities for pupil premium
funding?
How well matched are the school’s
strategies with the perceived barriers
to learning for disadvantaged pupils?
How ambitious are the targets for
disadvantaged pupils?
How does the school divide its use of
funding between activities which have
a clear and direct impact on pupil
progress and those which focused on
providing wider opportunities or
meeting social/emotional needs?
How effective are the strategies used
and how does the school evaluate
them?
Teaching
 Lesson observation/learning
walks, to include work
scrutiny and discussion with
teachers
 Observation of out of class
interventions and tracking of
intervention
 Current progress data
 Work scrutiny and lesson
observation records
 Moderation of assessment
 Assessment and homework
policies
Behaviour & safety
 Learning walk and
discussion with PPCo
 Scrutiny of behaviour
records
 Scrutiny of attendance data
Evaluation of impact,
drafting action plan and
next steps
 Discussion with HT/ CoG/
PPCo
How well is pupil premium funding
used to:
 Ensure quality first teaching and
above expected progress?
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Support effective interventions?
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Widen opportunity?
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What support can the reviewer
offer for action planning and
ongoing monitoring of the plan?
1 When
reviewing special schools reviews may also wish to consider the area of ‘enrichment’, and the following question: How will pupil premium eligible pupils
benefit from the funding and how is its impact monitored as far as enriching their opportunities is concerned? What is the impact of this on their attainment?
Signed: ____________________________________________________ PPR
Pupil Premium Review Form 4
Analysis and challenge template
After the visit, the reviewer might undertake a more detailed analysis of the school’s self-evaluation, and draw on evidence of their findings to
consider whether answers to the following questions require a revision of the strategies that the school is following:
 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?
This template can be used to summarise the revised list of strategies that will form the basis of the action plan.
Revised strategies following the school visit
[Insert school name]
Headteacher:
PPR:
Focus
Barriers to
learning
Desired
outcomes
Signed: ___________________________________________ (PPR)
Success Criteria
Chosen Strategy
Evaluation of
impact
Pupil Premium Review Form 5
Action Plan template
An action plan similar to the one below should help to provide a refreshed focus on the school’s pupil premium strategy. The headteacher and governors
should own the plan, which should identify the main strategies, owners and milestones, with dates to review and evaluate the success of each strategy.
[Insert school name] School’s Pupil Premium Action Plan [Insert school year]
Headteacher:
Signature:
Chair of
Governors:
Signature:
PPR:
Signature:
Date of review:
Pupil Premium Profiles [insert school year]
Number of eligible pupils:
Amount per pupil:
Total pupil premium budget:
Follow-up Visits
Agreed follow-up visit date:
Recommended next review date
Executive summary
Reviewers may wish to include the following:
 A brief overview of the school’s strategies so far, what has worked and what hasn’t
 The core strategies that will now be implemented and how these will contribute to closing gaps
 The overall aims of the plan, i.e.:
 Reduce attainment gap between the school’s disadvantaged pupils and others nationally by 10 percentage points
 Raise the in-school attainment of both disadvantaged pupils and their peers
Action Plan Strategies
Strategy
e.g. Reading
comprehension
and peer
tutoring
Outcomes and
success criteria
- Improved
engagement and
attainment of y5
disadvantaged pupils
- Reduce gap by 6-9
percentage points
Owner
Milestones
Completed
Review
date
Design and deliver
training to teachers
and
TAs
Identify and work with
peer tutors
01/12/2014
01/02/2015
Cost per
pupil
£100
04/01/2015
Total pupil premium expenditure:
Total cost
£1500
Pupil Premium Reviewer
Deployment evaluation Form 6
To be agreed by all parties.
If helpful, two copies of this form may be completed separately by the PPR (as a self-evaluation) and by the
school, before bringing the two sets of comments and ratings together for discussion and final agreement.
Deployment details
PP Reviewer details:
Name:
School name:
Reviewed school details:
School name:
Headteacher name:
URN:
Name of commissioner:
Review start date:
Time commitment agreed
(eg length, number of
days a week):
Review of progress achieved during the review
Please evaluate the following using a RAG rating
Rating (red, amber or
green)
Progress towards action plan as evidenced in the post review meeting
The PPR’s role in facilitating support and influencing change
The overall success of the deployment
Additional comments (Where unsatisfactory progress has been made, please give reasons):
Please suggest how the school can continue to make improvements the requirements for any
additional support:
Signatures*:
PPR
Headteacher/Principal
Director of Teaching
School (where
applicable)
Chair of Governors/
Directors
*On completion, please copy for each partner/commissioning body.
Request a PPR
CTD completed by the PPR and sent to the school
School signs and returns to PPR and sends pre-review evidence to PPR
Pre-review Phase (0.5 days PPR) and Self-evaluation (1 day HT)
PPR reviews pre review evidence; Form 1 completed by PPR and sent to HT at least 2
weeks prior to the review; contacts HT
HT completes Form 2 and plans itineray based on Form 1 discussions then sends to
PPR at least 3 working days prior to school visit
School Visit (1 day)
PPR takes an evidence based approach; shares initial findings with the HT and
completes school visit Form 3 - action plan developed and shared Form 3 shared
Hosts PPR and HT ensures itinerary is followed and all staff are briefed about the PPR
Analysis and Challenge Phase (0.5 days)
The PPR may feel Form 4 is needed to help inform the action plan Form 5; the PPR may
recommend the school stop some strategies at this point
HT recieves and acts on Form 4 where done
Action Planning (0.5 days)
Form 5 is used to devlop an action plan, written by the PPR and discussed with the HT
prior to final draft sent to HT and COG (and commissioning body where different)
Liaises with PPR to support developmnet of the action plan Form 5. Shares action plan
with staff and uses this to develop school development plan; implement plan
Follow-up visit (0.5 days) 2-6 months later
PPR returns on agreed date and reviews progress towards action plan Form 5. At this
point further recommendations may be made. Action plan evaluation. Form 6 done.
The PPR and HTworking alongside the individuals responsible for delivering each
strategy, may wish to scrutinise the emerging evidence of impact. Form 6 completed
School continues to evaluate strategies
Only involved by arrangement
Action plan may be reviewed by COG / OFSTED / commissioning body