Designated Teachers NetworkWest Hampshire

Autumn term 2013Michelle CainLynette Reed

The Virtual School - WestDerek Myers (Head of VS)

Michelle Cain (Area Lead West)Lynette Reed (MVC West)Attached HIAS inspectors

Sarah KielSarah MantellSue Savory

EWOSFiona Smith

Indira JayawardenaEmily Troy

ESWAlison Burney

Virtual School Focusworking with schools and C&F

• Tracking pupil progress, attainment and attendance

• BPP• DM meetings• School visits• Literacy Projects• Training/networks• Attending intial PEPs• Quality assurance of PEPs

APPG Recommendations • PEPs should be reviewed each term rather than biannually

to match the school planning structure. This does not affect statutory timescales.

• PEPs shouldn't be restricted to the period of compulsory education and should transcend a child's time in care. The 0-25 model adopted by Hackney should be the norm.

• The size of PEPs also needs cutting down to help improve portability. Although a ‘national PEP’ has its advantages and attractions, it could also stifle the close tracking of individual and personal progress. A basic model template (electronic if possible, an ePEP) could provide consistency and portability without preventing personalization.

APPG Recommendations • Attendance at a Personal Education Plan review must include the

school and carers.• The social worker must attend the initial Personal Education Plan but it

may well be more appropriate for a lead professional to attend the Personal Education Plan meeting in lieu of a social worker.

• Other relevant professionals should be invited to a Personal Education Plan meeting provided that they are able to make a significant contribution to the plan.

• Children and Young People must have a say in the planning for their education, but it needn't be obligatory for them to attend the formal PEP meeting.

• Ofsted should consider the unannounced inspection of PEP files.• The PEP, although part of the care plan, should always be regarded as a

core document in its own right within any care proceedings and be submitted as part of the original application.

Nick Clegg, Deputy Prime Minister May 2012• ‘Take it, use it as you see fit. But know that

you will be held accountable for what you achieve. Schools cannot just absorb this money and spend it on other things’

• ‘Schools need to know that, in assessing their performance Ofsted will be looking forensically at how well their pupil premium do. – The message should be clear: if a school’s Pupil Premium population is failing, more likely than not the whole school will be judged to be failing,’

FundingDedicated Schools Grant (DSG)

• Paid in respect of all LAC (irrespective of belonging authority) attending Hampshire schools.

• April 2013 each school gets £1,983 (+£300) based on LAC March 31st 2012 on roll during the previous calendar year, i.e., spring, summer and autumn term. This means that a school might be 'out of pocket' one year if they admit more pupils in the following year and don't lose any, and vice versa. In respect of LAC who only attend for part of a year, the school will get a pro rata payment.

• Purpose – priority is to raise the attainment and attendance of LAC, either directly or indirectly.

• Use of DSG should be agreed via the PEP process, clearly recorded on the PEP and should link with child’s needs (also recorded on PEP).

• Hampshire LAC educated out of county are not eligible for DSG

Pupil Premuim • Currently Pupil Premium is £900 per young person.  As from 1st

April next year that is rising to £1900 for all LAC.

• Pupils who are LAC and who have previously claimed free school meals (FSM) are entitled to double the amount. This is known as Ever 6 – which means if they have ever claimed FSM in the previous 6 years before coming into care. Schools can look eligibility up using the ‘key to success website’.

• Schools are supposed to ring fence the money and show separately in the school budget

• Schools have to report back on the accelerated progress for each student they have received money for

• Schools can use the money for more sustainable things such as training teaching assistants and teachers to give more effective feedback which of course will benefit young people who do not attract funding (see the Sutton Trust Toolkit)

What works? Sutton Trust EEF Teaching and Learning Toolkit

1. Effective feedback2. Metacognition and self regulation3. Peer tutoring4. Early intervention 5. One to one tutoring6. ICT7. Phonics8. Parental involvement

Ofsted Subsidiary guidance September 2012, No. 110166• 90. It is for schools to decide how

the pupil premium is spent. However, they are accountable for their use of this funding. From September 2012, schools are required to publish online information about how they have used the pupil premium. This is intended to ensure that parents and others are made fully aware of the attainment of pupils covered by the pupil premium

Ofsted guidance con (2012) • 92. When evaluating the effectiveness of

leaders, managers and governors, inspectors should gather evidence about the use of the pupil premium in relation to the following key issues: – the level of pupil premium funding received by the

school in the current academic year and levels of funding received in previous academic years

– how the school has spent the pupil premium and why it has decided to spend it in the way it has

– any differences made to the learning and progress of pupils eligible for the pupil premium as shown by performance data and inspection evidence. '  

What Ofsted will be looking for - continued When evaluating the achievement of pupils, inspectors will

also consider how well:– Pupils are prepared for the next stage of their

education, training and/or employment.– Disabled pupils and those who have SEN have achieved

since joining the school.– Gaps are narrowing between the performance of different

groups of pupils, both in the school and in comparison to those of all pupils nationally.

– Pupils are attaining, taking into account the standards they attain by the time they leave the school, including their standards in reading, writing and mathematics.

– Pupils who are eligible for the Pupil Premium have achieved since joining the school.

Recommendations• Schools should be reminded that the Pupil Premium for

Children in Care should be used to fulfil action plan targets

• Remind schools that for FSM and CIC the pupil premium is to increase attainment

• Activities which support pupils’ emotional health, develop resilience, raise self esteem and connection with school should also be considered e.g. involvement with Rock Challenge

• Support training for school leaders and designated teachers around the best use of the Pupil Premium, how to track and evidence progress

Recommendations• Schools should be encouraged to access the Key to Success

website to identify Ever 6 pupils• Schools should be made aware that good evidence of impact

would include:– Statistics showing improved attendance compared with

national targets, the school average and previous attendance rates of the child or group of children

– Data showing accelerated progress leading to attainment above or in line with their peers (school or year group average), national expectations/benchmarks

– Statistics and qualitative evidence of improved behaviour which might include exclusion data

– Statistics showing improved engagement in learning such as attendance at after school sessions or engagement with 1:1 tuition or completion rates of homework or coursework

– Qualitative evidence backed up by empirical data

How can schools account for LAC children not falling behind

• Some FSM/LAC may not be falling behind so consider:– Ensure relevant pupils are identified on

tracking system– Demonstrate how whole school activities

will have impacted on them– Evidence curriculum enrichment activities

not directly linked to literacy and numeracy they have benefitted from thanks to Pupil Premium

– Show how you have raised aspiration – mentoring/visit to university

Gathering the data on eligible children• Speaking and listening levels• Literacy and maths achievement• Absences or exclusions• Personal and social development• Level of parental/carer involvement…….then you can plan and target

interventions!

Tracking progress• Identify the gaps – data, teacher

assessment, RAISE online (compare to national). Identify the different groups, identify common needs – agree priorities

• What works – match strategies to needs• Evaluate the impact – pupil progress

meetings, consult data, identify and share success

• Consider working across schools – keep governors informed

Ofsted Report February 2013 • Pupil Premium: How schools are spending the

funding successfully to maximise achievement is the follow up to the report published in September 2012. The report is based on visits made by Her Majesty’s Inspectors to 68 primary and secondary schools to see how effectively they are spending their Pupil Premium funding. It is accompanied by a series of tools that schools can use to help them to analyse where there are gaps in achievement between pupils who are eligible for the Pupil Premium and those who are not, and to plan the action they need to take.

• The report can be found on the Ofsted website: www.ofsted.gov.uk

Successful schools shared the following characteristics:• carefully ring-fenced the funding so that they always

spent it on the target group of pupils • never confused eligibility for the Pupil Premium with

low ability, and focused on supporting their disadvantaged pupils to achieve the highest levels

• thoroughly analysed which pupils were underachieving, particularly in English and mathematics, and why

• drew on research evidence and evidence from their own and others’ experience to allocate the funding to the activities that were most likely to have an impact on improving achievement

• understood the importance of ensuring that all day-to-day teaching meets the needs of each learner, rather than relying on interventions to compensate for teaching that is less than good

Successful schools shared the following characteristics:

• allocated their best teachers to teach intervention groups to improve mathematics and English, or employed new teachers who had a good track record in raising attainment in those subjects

• used achievement data frequently to check whether interventions or techniques were working and made adjustments accordingly, rather than just using the data retrospectively to see if something had worked

• made sure that support staff, particularly teaching assistants, were highly trained and understood their role in helping pupils to achieve

• systematically focused on giving pupils clear, useful feedback about their work, and ways that they could improve it

• ensured that a designated senior leader had a clear overview of how the funding was being allocated and the difference it was making to the outcomes for pupils

Successful schools shared the following characteristics:

• ensured that class and subject teachers knew which pupils were eligible for the Pupil Premium so that they could take responsibility for accelerating their progress

• had a clear policy on spending the Pupil Premium, agreed by governors and publicised on the school website

• provided well-targeted support to improve attendance, behaviour or links with families where these were barriers to a pupil’s learning

• had a clear and robust performance management system for all staff, and included discussions about pupils eligible for the Pupil Premium in performance management meetings

• thoroughly involved governors in the decision making and evaluation process

• were able, through careful monitoring and evaluation, to demonstrate the impact of each aspect of their spending on the outcomes for pupils.

Inspectors found where schools were less successful in spending the funding, they tended to have at least some of the following characteristics. They:

• had a lack of clarity about the intended impact of the spending

• spent the funding indiscriminately on teaching assistants, with little impact

• did not monitor the quality and impact of interventions well enough, even where other monitoring was effective

• did not have a good performance management system for teaching assistants and other support staff

• did not have a clear audit trail for where the funding had been spent

• focused on pupils attaining the nationally expected level at the end of the key stage (Level 4, five A* to C grades at GCSE) but did not to go beyond these expectations, so some more able eligible pupils underachieved

Inspectors found where schools were less successful in spending the funding, they tended to have at least some of the following characteristics. They:• planned their Pupil Premium spending in isolation to

their other planning, for example, it was not part of the school development plan

• compared their performance to local rather than national data, which suppressed expectations if they were in a low-performing local authority

• compared the performance of their pupils who were eligible for free school meals with other eligible pupils nationally, rather than all pupils, again lowering expectations

• did not focus their pastoral work on the desired outcomes for pupils and did not have any evidence to show themselves whether the work had or had not been effective

• did not have governors involved in making decisions about the Pupil Premium, or challenging the way in which it was allocated.

Narowing the Gap ProjectImpact on student learning:

Warblington School Pupils more in control of their learning;Some reflected on their contributions in lessons and how they could be more effective students.The Burgate School Pupils had clearer understanding of what to do in lessons and why;Improvements in work due to better feedback and marking;Pupils more able to talk about their learning;Pupils are beginning to develop metacognitive skills which are transferable across the school and life in general.

Impact on student learning:Wyvern College Improved confidence;

The seating plan changes have improved confidence and attitude to learning;Pupil feels like teachers are purposefully involving them;Pupil feels more engaged in discussion.Priestlands School LAC recognise the support that was available to them;Provided opportunities for LAC to discuss issues and ways in which to personalise their learning;Pupils responded well in lessons to strategies trialled and small improvements were made within the comparison of lesson observations.

School sustainability of this work:

Warblington School Early identification of needs through tracking and observation methods;Use the needs analysis tool and PEP to identify needs and establish strategies;Set up an easily accessible area for teachers to gather information on LAC in order to plan inclusive lessons.

School sustainability of this work:The Burgate School INSET: to share the project and

the impact INSET: on metacognitive techniques, the PEP toolkit and how LACs learn;Roll out the 6 key questions across the school;Integrate the VF indicator into school mark policy;LSAs and teachers will use more metacognitive approaches and open questions in class – laminated copies of question techniques have been issued to all teachers;Keep more detailed logs/records of LAC work and achievements from entry onwards;Develop a toolkit for teachers on how to ensure LAC make excellent progress.

School sustainability of this work:Wyvern College Developing a database of profiles

on LAC with learning support team;Raise awareness of importance of understanding how to cater teaching and learning techniques to suit individuals in the classroom;INSET – on project research and impact;Slot in new staff induction on best practice tailored to LAC – will give out profiles on them;Continue an action research role next year to look at vulnerable children coming to Wyvern below L3 and use the same structure as this project;New member of staff employed to lead action research projects.

School sustainability of this work:Priestlands School Ensure support for LAC in lessons

and take responsibility for one to ones with pupils and further lesson observations;Use pupil premium money to fund time required for this process;Launch the successful strategies we have found from this action research with whole staff in autumn term and ensure regular briefings on LAC so there is consistency in the support and strategies they need to succeed;Report back action research findings;Monitor PEPs to ensure targets are linked to strategies in the classroom to improve attainment;Meeting with pupils and carers to ensure on-going annual process and monitoring;