advantaging the disadvantaged - school wellbeing...data taken from ncer –not yet final primary...

Primary learning improvement

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Diminishing differencesAdvantaging the disadvantaged

Primary learning improvement

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Disadvantaged Pupils?

Disadvantaged pupils are defined as:

• those known to be eligible for free school meals (FSM) in the previous six years, as indicated in any termly or annual school census;

• children looked-after by the local authority for one day or more;

• those adopted from care, or all those who left care through other routes.

DFE/Ofsted

Primary learning improvement

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Why Free School Meals?

Pupil Premium has been targeted at pupils from low income homes using known eligibility for FSM as a proxy, since all the evidence and facts make it abundantly clear that poverty is the single most important factor in predicting a child’s future life chances.

DFE Oct 2012

Primary learning improvement

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Early childhood

The research shows that educational deficits emerge early in children’s lives, even before entry into school, and widen throughout childhood. Even by age 3, there is a considerable gap in cognitive test scores between children in the poorest fifth of the population compared with those from better-off backgrounds.

Primary learning improvement

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Foundation Stage

GLD34 points

Key Stage 1 Key Stage 2 Key Stage 4

17 points (Leeds Bottom

20%)

EXS+

WTS

>100SC

90% chance of Basics level

5+ in Eng & Maths

Bs and Cs at A Level

and Higher Ed

< 100SC

35% chance of Basics

level5+ in Eng &

Maths

Unlikely to be accepted

into Sixth Form

Key Stage 3 Key Stage 5

Adapted from: FFT “Type A” Estimates, 2014

Likely outcomes for children based on average and bottom 20% scores at Foundation Stage

Primary learning improvement

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Disadvantaged learners in Leeds

• Leeds is in line with national for ‘other’ or ‘advantaged’ learners

• Progress overall is good

• The majority of schools are graded as good

• Yorkshire and the Humber are the lowest performing region for disadvantaged outcomes (Primary)

• Leeds is the lowest performing authority in Yorkshire and the Humber for the disadvantaged (KS2)

Primary learning improvement

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Disadvantaged outcomes KS1

Nationaldis(%)

Leeds dis (%) Leeds other (%)

National other (%)

EXS for RWM 49 37 61 68

EXS for R 63 53 74 79

EXS for W 54 41 66 72

EXS for M 62 53 74 79

Primary learning improvement

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Disadvantaged outcomes KS1Measure disadvantaged performance against ‘other’ – in-school and nationally

• National gap for reading is 16%

• Leeds gap against national other for reading is 26%

• National gap for writing is 18%

• Leeds gap against national other for writing is 41%

• National gap for maths is 17%

• Leeds gap against national other for maths is 26%

• National gap for RWM is 19%

• Leeds gap against national other for RWM is 31%

Primary learning improvement

www.leedsforlearning.co.uk

Disadvantaged outcomes KS2

Nationaldis(%)

Leeds dis (%) Leeds other (%)

National other (%)

EXS for RWM 47 39 65 66

EXS for R 59 52 75 76

EXS for W 65 56 78 80

EXS for M 63 56 79 79

Data taken from NCER – not yet final

Primary learning improvement

www.leedsforlearning.co.uk

Disadvantaged outcomes KS2Measure disadvantaged performance against ‘other’ – in-school and nationally

• National gap for reading is 17%

• Leeds gap against national other for reading is 24%

• National gap for writing is 15%

• Leeds gap against national other for writing is 24%

• National gap for maths is 16%

• Leeds gap against national other for maths is 23%

• National gap for RWM is 19%

• Leeds gap against national other for RWM is 27%

Primary learning improvement

www.leedsforlearning.co.uk

Sir John Dunford: 7 steps

• Identify the barriers to learning

•Decide on the desired outcomes

•What is the success criteria?

• Identify the strategies

• Implement with training

• Evaluate

• Tell the story

Primary learning improvement

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Possible barriers to learning

Barrier Enablers

Primary learning improvement

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Less likely to

read at home

More likely to have a

limited vocabulary

May have increased

social support needs

May have increased emotional support needs

More likely to have delayed

language skills

Parental aspirations

likely to be low

Parents may not feel in control /

able to participate in school life

May lack self confidence and

self esteem

More likely to have a poor home learning

environment

Parents may feel unable to provide

support for learning

limited higher order reading

skills (such as skimming,

scanning, synthesis, empathy).

Independence and resilience -

pupils who give up easily, find

it difficult to work

collaboratively, find it difficult

to manage their time.

Aspiration and engagement -

pupils who lack self-belief,

are easily distracted from the

business of learning or have

difficulties in understanding

its relevance.

Primary learning improvement

www.leedsforlearning.co.uk

EducationEndowment FoundationTeaching andLearningToolkit

Primary learning improvement

www.leedsforlearning.co.uk

Education Endowment Foundation Teaching and Learning Toolkit