Pupil Premium


Pupil Premium Funding 2016/17

 

Research

There is much research pertaining to Pupil premium Funding in the public domain.  The Sutton Trust research is one. Professor John Hattie’s ‘Visible Learning’ is another. The government has appointed a Pupil Premium champion in John Dunford to promote effective usage of this funding across the country. Allied to our own experiences, we have focused our pupil premium funding on those strategies which demonstrate the biggest gains for pupils.

 

Effective Teaching and Learning strategies

Effective teaching and learning strategies are essential and have a vital impact in raising standards, for all groups of pupils including those in receipt of pupil premium funding. WE have concentrated on those strategies that make the biggest difference in terms of outcomes for pupils. These include

  1. Developing questioning techniques for all groups of pupils. Key questioning around multi objective lessons leads to pupils accessing, developing and building on learning. Pupils encounter topics and associated objectives frequently and often, and are provided with tasks which ensure they apply those skills on a regular basis. Lessons are designed to build on existing learning and develop opportunities to apply existing knowledge, develop new skills and apply them in a wide variety of situations. This curriculum results in rapid gains for all groups of pupils, including those in receipt of the pupil premium.
  2. Effective assessment for learning is paramount to ensuring children in receipt of pupil premium make rapid gains in their learning. Effective assessment for learning includes the following:-
  1. Identifying the standards learners are achieving
  2. Planning appropriate steps to move them forward at pace
  3. Planning and delivery of a suitable curriculum which is based on what children are currently able to do and what their potential learning could be
  4. Providing appropriate feedback to ensure children develop awareness around the next steps in their learning based
  5. Teachers receiving appropriate feedback on children’s progress and amending the planning accordingly

John Hattie in his visible learning research identifies six elements of successful assessment for learning which demonstrate maximum gains for pupils. These include

  1. Development of systems of self assessment
  2. Use of clear success criteria understood by learners
  3. Task focused feedback as opposed to ego focused feedback
  4. Teaching objectives often allied to application of learning
  5. Good use of Formative assessment

Therefore the cast majority of CPD, the focus of support and lesson observations focus on those things which ensure the maximum difference for children in receipt of the pupil premium. Progress is tracked termly. Gaps are identified regularly through good assessment procedures. The curriculum is amended accordingly. Each Year group has a team leader whose main focus is teaching and learning and leading of assessment for learning within the year group. This has resulted in a curriculum which is fluid, is based around or above National expectations, and results in rapid gains across the school. Part of the monies have been used to support external consultants who can add to the Assessment for Learning practice within the school. This has been undertaken with other schools who are part of a network and have worked together for some time.

 

  1. Teachers working collaboratively is recognized both by the Sutton trust and John Hattie as having benefits to the standards pupils achieve.  Our current structure of three-form entry allows us to utilise monies to ensure each year group is released for PPA at the same time. In doing so, a member of SLT attends PPA in order to support team leaders in planning their curriculum based upon the principles outlined in a) and b). Collaborative learning ensures teachers are comfortable with rigorous challenge regularly to ensure their curriculum choices challenge pupils and are based on sound assessment for learning.
  2. Learning Support Assistants employed in the classroom are done so with the strategies of a) b and c) closely aligned to them. They are employed to specifically support with the learning and to employ the strategies of assessment for learning in order to maximize pupil outcomes. They receive appropriate CPD to this effect, both formally and within the classroom. The result is they often support pupils in receipt of the pupil premium who go on to make rapid gains in their learning.
  3. The school reports to the governing body on a regular basis with regard to the pupil premium children. Termly progress meetings ensure all staff are aware of those children in receipt of pupil premium funding and plan accordingly. Termly reports to both Full Governors and the Curriculum and Standards committee ensure robust systems of accountability. Yearly Self Assessment Reports are produced by team leaders and a meeting is held with nominated governor and the school’s external adviser in order to hold senior and team leaders responsible for progress of pupils, including those in receipt of the pupil premium.

The impact of the above is significant gains for all groups of pupils, including those in receipt of the pupil premium. Outcomes for learners are consistently well above National Averages and have resulted in outstanding progress for each of the last three years.