Changes from 2013
• Pupil Premium is paid to children from deprived
backgrounds, defined as any child who has been
entitled to FSM at any point in the past 6 years (ie
“FSM ‘Ever 6’”).
• Also paid to children looked after by the local
authority.
• For 2014/15 the government has introduced
different rates for primary and secondary pupils.
Changes from 2013
Primary Pupil Premium funding will rise to:
• £1,300
Secondary Pupil Premium funding sees a much
smaller rise to:
• £935
Changes from 2013
The reason for the higher level of payment to primary
was stated thus:
“...that [it] should enable more targeted interventions
to support disadvantaged pupils to be secondary
ready and achieve our ambitious expectations for
what pupils should know and be able to do by the
end of their primary education. Early intervention is
crucial: the more disadvantaged pupils who leave
primary school with strong literacy and numeracy, the
greater their chances of achieving good GCSEs.”
School Funding: Pupil Premium, 30 December 2013
Under Scrutiny
• There are growing concerns about the use and
effectiveness of pupil premium funding.
• Schools must show the impact of the spending on
closing the gap.
• “...pupils known to be eligible for free school
meals – a school is unlikely to be judged
outstanding if these pupils are not making at
least good progress.”
Page 26 School Inspection Handbook Jan 2014
Why the fuss?
• This group of pupils is underperforming when
compared to their peers.
• In some very affluent parts of the country less than
60% of disadvantaged pupils achieve level 4 or
more in English and maths at the end of KS2.
• This compares with 80% for non eligible pupils.
Why the fuss?
• In seventeen LAs less than 30% of
disadvantaged pupils achieved grade C or better
in English and Maths in 2012.
• In the same year, more than 5% of
disadvantaged pupils achieved an A or A* in
English and Maths at GCSE in only 11 LAs.
Department for Education (2013) [KS2 and GCSE results by
Local Authority and pupil characteristics.] Unpublished raw data.
Why the fuss?
• In 2013, 37.9% of disadvantaged pupils achieved
five GCSEs at grade C or better including English
and Maths compared to 64.6% of other pupils.
• In the same year, 79% of FSM pupils aged 7
achieved the expected level in reading compared
to 91% of all other pupils.
We must
close the
gap!
Catherine Davies: Senior Adviser
“Raising achievement of disadvantaged pupils
– a Strategic Approach”.
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The context of pupil premium outcomes
within West Sussex and localities.
Share information about the sources of
funding.
Consider how to use best practice to
intervene in under achievement of
disadvantaged children.
Ofsted and the Pupil Premium
Funding
HMCI - Inspections
From 25 February 2013, inspectors will report specifically on the
performance in English and mathematics of pupils supported
through the pupil premium compared to all other pupils in the
school. Inspectors will highlight any differences between the
average point scores for English and mathematics and whether
gaps are narrowing for the following pupils:
• those pupils known to be eligible for free school meals and all
other pupils (FSM and non-FSM pupils)
• children who are looked after and all other pupils (CLA and nonCLA)
Sir Michael Wilshaw ‘A good education for all’ , Feb 2013
Before the Inspection
• The inspection team will have access to the
school’s RAISEonline data (and 6th form
PANDA/L3VA).
• The Lead Inspector will analyse the information
about pupil premium pupils in detail.
• The School Information (England) Regulations
2012 require schools to publish online information
about how they have spent the pupil premium
funding and its impact on attainment. The Lead
Inspector will also look at this.
Inspections
Inspectors look separately at progress in English
and mathematics. They report on the difference
between pupil premium and non pupil premium
average point scores, considering the in-school
gap and the gap with national figures:
• at the end of Key Stage 2 for primary pupils
• at the end of Key Stage 4 for secondary pupils.
Tables showing these differences are published
towards the end of RAISEonline reports.
Secondary APS Table
3 Measures
Schools will now be held to account for:
• the attainment of their disadvantaged pupils
• the progress made by their disadvantaged pupils
• the in-school gap in attainment between
disadvantaged pupils and their peers
During the Inspection
Inspectors need to gather a wide range of
evidence to show that gaps are closing. So they
will need to:
• see any current data the school holds on the
progress of these pupils in each year group in
English and maths
• have details of the spending and its impact on
(improved) outcomes for these pupils
• Speak to Governors about the spending, the
rationale for its allocation and impact on pupil
outcomes
During the Inspection
•
•
•
•
Inspectors will need to:
in lessons, look at the work of FSM pupils to
triangulate with data presented, and/or carry out
a separate work scrutiny
speak to FSM pupils about their work and their
progress
speak to teachers, middle managers and senior
managers about the progress and attainment of
these pupils
Observe (where appropriate) interventions/
strategies used to close the gap
Outstanding Achievement
• From each different starting point, the proportions of
pupils making expected progress and the proportions
exceeding expected progress in English and in
mathematics are high compared with national figures.
For pupils for whom the pupil premium provides
support, the proportions are similar to, or above,
those for other pupils in the school or are rapidly
approaching them.
• The achievement of pupils for whom the pupil
premium provides support at least matches that of
other pupils in the school or has risen rapidly,
including in English and mathematics.
Good Achievement
• From each different starting point, the proportions of
pupils making expected progress, and the proportions
exceeding expected progress, in English and in
mathematics are close to or above national figures.
For pupils for whom the pupil premium provides
support, the proportions are similar to, or above,
those for other pupils in the school or are
improving.
• The achievement of pupils for whom the pupil
premium provides support at least matches that of
other pupils in the school or is rising, including in
English and mathematics.
Outstanding Teaching
• Much of the teaching in all key stages and most
subjects is outstanding and never less than
consistently good. As a result, almost all pupils
currently on roll in the school, including disabled
pupils, those who have special educational
needs, those for whom the pupil premium
provides support and the most able, are
making rapid and sustained progress.
Good Teaching
• Teaching in most subjects, including English and
mathematics, is usually good, with examples of
some outstanding teaching. As a result, most
pupils and groups of pupils on roll in the school,
including disabled pupils, those who have
special educational needs, those for whom the
pupil premium provides support and the most
able, make good progress and achieve well
over time.
Outstanding
Leadership & Management
• The school’s actions have secured improvement
in achievement for those supported by the pupil
premium, which is rising rapidly, including in
English and mathematics.
• Through highly effective, rigorous planning and
controls, governors ensure financial stability,
including the effective and efficient management
of financial resources such as the pupil premium
funding. This leads to the excellent deployment of
staff and resources to the benefit of all groups of
pupils.
Good
Leadership & Management
• The school’s actions have secured improvement
in achievement for those supported by the pupil
premium, which is rising, including in English and
mathematics.
Inadequate
Leadership & Management
Leadership and management are likely to be
inadequate if any of the following apply:
• The progress in English or in mathematics of
pupils for whom the pupil premium provides
support is falling further behind the progress of the
other pupils with similar prior attainment in the
school.
DfE – April 2013
“Ofsted will no longer award schools the coveted
‘outstanding’ status if they are failing to close the
attainment gap. From September, such schools
could be classed as ‘requiring improvement’. If
they do not improve, they will have to bring in a
head teacher from a school that has closed the
gap to advise them.”
DFE Press Release, April 2013
Reviews - from Sept 2013
“The government has announced that schools that
are judged by Ofsted to require improvement, and
where there are significant issues regarding the
attainment of disadvantaged pupils, will be
expected to commission an externally led pupil
premium review by a pupil premium system leader
in order to improve provision for their
disadvantaged pupils.”
http://www.education.gov.uk/a00226369/policy-summary-review
What will inspectors look for?
•
•
•
•
•
Possible indicators that a school is making effective use of its
pupil premium:
Closing the gap is a major priority in the school’s
development/improvement plan
There is a clear action plan in place to close the performance
gap between the lowest and highest performing pupils
Leaders have a clear understanding of the nature of the gap
between the performance of lowest and highest performing
pupils.
They analyse data thoroughly and know who is underachieving
in which areas and why
Progress in English and mathematics is tracked and monitored
particularly closely
What will inspectors look for?
• Data is analysed by year group and also for vulnerable
groups, evaluated and clear strategies put in place to
address underachievement
• The school has researched the most effective strategies to
close the gap carefully
• Funds are allocated to where they will have maximum
impact and this is reviewed year-on-year
• All staff are aware of the planned use of the funds, the
purpose and who is eligible in their classes
• Governors are aware of how and why the funding is spent
and evaluate its impact and effectiveness
• The school has a culture of every child succeeding, with no
child left behind
What if the gap isn’t closing?
• If you have identified that there is an issue with
pupil progress, Ofsted will want to see that you
are addressing it quickly
• A positive impact of changes made as a result
will need to be demonstrated
• This should happen within a very short time
frame – usually a six to eight week period
The Teaching and Learning Toolkit - The
Education Endowment Foundation
Useful Links
• The Teaching and Learning Toolkit - The Education
Endowment Foundation:
http://educationendowmentfoundation.org.uk/index.p
hp/toolkit/
• SecEd Pupil Premium Articles: http://www.seced.co.uk/search/?query=Pupil+Premium
• SecEd Seven Pupil Premium Challenges for
Secondary Schools:
http://www.sec-ed.co.uk/best-practice/seven-pupilpremium-challenges-for-secondary-schools/
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Achievement for All: Millais, Imberhorne
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An example: St Andrews
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What is your locality experience? What do you
inherit from KS2.
What is your 3 year trend?
Who is your lead – do they work with the BM?
Do all staff know who PPG students are?
Do all staff know who 7CU are?
Would you/do you target PPG/7CU for 4LoP?
Do you invest in staff or resources?
How do you measure impact?
What have you changed/ would you not do again?