This blog is heavily based on the reading of Sir John Dunford’s blog- the former Pupil Premium (PP) Champion. This is the second part of two blogs about Pupil Premium; Part 1 can be read here. I have written this blog to rally together my thoughts and create an action plan to drive up the attainment for Pupil Premium students. at my school.
*UPDATED- additions in red* (January 2016)
I have recently gone through the 10 point plan with my SLT. The reason I have posted this online is because I am hoping to have the public eye cast over it and suggest any alterations/amendments/additions?
10 Point Plan for Pupil Premium Improvement. September 2015
What is realistic?
Currently only 17% of schools achieve better than the National Average in attainment for their PP students.
Our three year data shows:
|5 A* – C incl. En & Ma||Number of Students||2013||2014||2015|
|PP National Average||41%||36%||36%|
|Non PP cohort||154||152||161||77%||70%||75%|
|Gap- PP against all||29%||23%||27%|
|Gap- PP against non PP||43%||34%||39%|
- DfE figures show that our three year national average for PP attainment is 35%.
- Non-PP attainment of 74%.
- Our overall GCSE attainment average is 62%.
Thus leaving us with a three year average gap of PP against all pupils attainment of 27%.
Our PP average against Non PP average leaves us with a gap of 39%.
Our PP spending:
What is the aim of it?
Are our allocations achieving them? Are we committed to too much already before we allocate our funding?
Are we trying to:
Raise attainment of PP-eligible pupils; close the gap between PP pupils and others in the school; close the gap between the school’s PP pupils and all pupils nationally; improve attendance; reduce exclusions; accelerate progress by all PP pupils; increase the engagement of parents with their children’s education and with the school; increase opportunities for PP eligible pupils and broaden their experience.
Currently, what percentages of this spend is based on Year 11? Or Year 6? Is this fair? Correct?
Now, we would like to say them all, we would like to assume we can do them all. However, over the year or so, I have noticed that a scattergun approach to allocating funding and an attitude that we can help with all the above at once, is not helpful. I feel, isolating our core aim, core purpose will help us focus on the crucial areas of improvement.
In order to support this, Cheney Will was developed asking for insight from all. Here is what we ended with.
10 areas to focus on for 2015-2016:
Identify clearly what the barriers to learning our students’ have. Make it an aim to speak to every single underperforming student- create a bespoke interview/questionnaire. This will be completed by PP mentors/tutors/key staff.
Are the barriers- poor parenting, limited access to language, poor literacy levels, poor attendance, low aspirations, low expectations, narrow experience of life outside school. How do we know? And if so, then what?
I have created a google doc for all tutors to record these conversations in. I have also ensured our PP/SEND students are listed clearly for all to see via SIMS. I have created photo tutor lists of PP students. Beneath these photos is information about any additional need the student may have too. We have also grouped our PP students once this information has been collated. They have been separated into the category that they need most support with. Interventions are then put in place accordingly, not just simply because a student is PP.
Monitor robustly the progress through data tracking/analysis. The gaps should trigger conversations between mentors and students based on every Assessment Point data entry. An Internal data document used as a conversation between SLT links and HOFs shall be used. Do we know who the best teachers for PP students are? Are these teachers with our target groups? What is the makeup of the groups? Are we asking these questions?
Allocation of teaching staff has been tasked to all Heads of Faculties. SLT have also been asking why is teacher x working with class y? We are having these conversations to simply asecertain whether there is a clear reasoning and rationale behind groups/teachers. All SLT are also using a standardised data document to have conversations with the Heads of Faculties and set actions and timescales for reviews. We bring these to our short termly extended leadership meetings to review. We focus on two year groups at a time and invite the heads of years to discuss actions.
Launch Premier Pupil initiative- letting students know of their eligibility for support. How do we sustain this drive? Individual conversations between teachers and these students? Remember that some things are not measurable. Use of Boxall questionnaires, or QCD assessments is vital too.
These have been organised. Assemblies organised in year groups in the sixth form area have been lead by myself, the Head, the head of sixth form and our PP lead. We have been explaining what students who are PP are eligible for as a Premier Pupil. We have made this an uplifting event. This information is also in all students planners. We have also asked the students themselves, what their barriers are, who they would like to be mentored by and carried out the #IWishMyTeacherKnew activity. All the information collated from this student voice has been put together and shared with all Heads of Faculties to action items as a result of the student insights.
Create a clear and robust performance management system for all staff, and include discussions about pupils eligible for PP in performance management meetings. Include Support Staff in this.
Performance Management INSET was held on Friday the 25th of October 2015. SLT discussed PM targets and the necessity to emphasise the additional needs of PP students. We created a student achievement target and a Head of Faculty target too. All Heads of Faculties were also tasked with ensuring PP featured in their department targets. PP performance is also now a specific responsibility for all members of SLT and not just me, as lead. I will feedback once we have had half year reviews.
Use of Peer mentoring- Cheney Heroes and Sixth Form mentors- who will oversee this?
We have embedded the use of Sixth form mentoring to good effect. However, I need to be more strategic with this. I need to ensure that the mentors know when key events are occurring at school. They need to tie these together to ensure we get the best from them. Do we need more training for our mentors? How do they benefit from it? We also need to ensure the great work Humanutopia have carried out with our students in their heroes journey is sustained.
IAG- Information advice and guidance- Currently the NEET figure is looking promising again. 1% compared to the national average of 8%. However, do we do enough? Who oversees work experience placements specifically for PP students? Mock Interview days? Careers fairs?
I have met with our in house Careers Advisor and have organised a Speed Dating event for all of our PP/SEND students for March 2016. I have also asked him to monitor the placements of work experience for PP students along with organising a series of Business Mentors. This is where tutors need a greater role, are the placements appropriate? If not, why not? Are we challenging our students to aim higher?
Whole School literacy support. OFSTED listed this as a priority.
Accelerated Reader is now in place. Extremely successful initiative so far. All students involved in Year 7. There have been prizes for ‘Millionaires Club’ and the increase in students borrowing books from the library is noticeable. However, we have not increased the size of the literacy team? As a result of suggestions our learning walk pro forma now explicitly mentions Literacy and PP attainment. Therefore we have much more concrete information to work with.
Create better facilities for supported/self study- support in the library in AM…? Extend the school day? Year 11s to access a work room?
This is something we are still working on; with the completion of our new science block in May 2016, we are planning on introducing a quiet study zone. In the interim we have opened up classrooms at lunch time and allowed for year 11s to join the sixth formers in their study spaces during break times. The school day proposal is also being considered.
Attendance- how can we improve? Should we collect students? Parental involvement- how can this improve? Parents evenings- what will we do differently?
This is currently a big drive… The Head has met all year groups and shown them attendance data. We are also making this a whole school issue, with every teacher challenging and supporting lack of attendance. I have written about ways we can support students with poor attendance here too. Moving to heads of years has shown a massive improvement in attendance to parents evenings already.
Focus on quality of teaching- Weekly Wednesday briefing- where tips will be shared. Relationships/CPD? What percentage of PP money are we spending on developing teachers and retaining good quality teachers?
Weekly briefings have stared, where I am sharing top tips for staff. This will develop into each faculty taking a weekly slot. We are also tapping into our newly purchased IRIS product to demonstrate effective T&L. CPD sessions have also been allocated. I have 6 out of 10 hours of twilight CPD time. Also, staff have been encouraged to visit a school with strong PP outcomes.
Here is the training I have offered to all staff about raising attainment of disadvantaged students.
- Know your students
- Hold people to account
Looked After Children- PP+
12% of looked after children achieved 5+ GCSEs at A*-C EM, compared with 56% of others in 2014. 33% of care leavers become NEET, compared with 8% 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 other students.
What are we doing about ensuring our LAC do not suffer these worrying statistics.
We have a dedicated education inclusion tutor who oversees our 10 LAC students provision. We are also ensuring we know each and every single one of them, really well. We have shared crucial information and attended our trainings offered by our Virtual School. We are dedicated to ensuring our LAC children overcome these harrowing statistics.
Focus on missing talent- who are out Gifted and/or talented or higher attainer PP students- ? For more information: http://www.suttontrust.com/researcharchive/missing-talent/ – Sutton Trust’s Mobility Manifesto
We are putting in place a latin programme for PP students only! Watch this space.
What do we do well? Do less of? Need more of?
- SPOT folders – Are these working? If so, why? And how?
- Revise Learning Walks google doc form- Done!
- Buying uniform? Bus Passes? Trips? More or less?
- TA hours? Do we need to revise them to include dept. planning time? Homework support? Morning support? Stagger the start times? Alternative lunch times?
- Train all Governors on PP?
Factors to consider:
- The overlap of SEND and PP, how does SEND play a role in the attainment of PP students?
- Does a relentless focus on PP detract from SEND?
- How do we ensure we have ‘got all the right students.’ Is the applying for FSM the right model? How do we make this more streamlined?
- Cheney + provision- knowing there will be students not being entered for 5 qualificaitons.
- Are staff aware of complete expenditure?