Pupil Premium Success
Schools can make their own decisions on how to spend their Pupil Premium funding, but it has become increasingly apparent that a school will not receive a positive Ofsted judgement, unless they can demonstrate they are focused on improving outcomes for eligible pupils and show a definite commitment to closing the attainment gap, even if the proportion of disadvantaged pupils in the school is very small.
Our Pupil Premium Advice and Guidance Package, including an Audit, provides the right support to maximise the impact of your Pupil Premium.
Undertake a Pupil Premium Audit which will:
- Review/evaluate existing provision, with a focus on data
- Help you explore new ways of supporting the progress of disadvantaged pupils
- Identify key strategies and interventions, that help to close the attainment gap
- Identify training needs
- Support you in reporting on the impact of Pupil Premium funding and activity
What's involved in a Pupil Premium Audit?
- Preparation for visit based on the audit document and data scrutiny
- School visit focusing on key areas identified (full day or half-day depending on requirements)
- Report and advice outlining strengths and areas for development
Whole-school ethos of attainment for all
Successful schools have a clear vision for what all their pupils will achieve, with an ethos that reinforces aspiration and attainment for all.
By having a Pupil Premium Audit, we can help you develop a clear vision and ethos for your school that reinforces attainment for al land provides the right advice and guidance, including the development of a pupil premium policy
Addressing behaviour and attendance
The Ofsted framework contains guidelines for school in relation to Personal Development, Behaviour and Welfare. It also evaluates 'how effectively the school engages with and promotes the confidence of parents'. For disadvantaged pupils to improve attainment, it is important that: :
* Attendance levels are checked and systems put in place
* Challenging behaviour is addressed
* Parents, pupils and teachers understand the causal link between attendance, behaviour and achievement
Attendance Profile and 5 Point Plan
Enables schools to fulfil Ofsted’s requirements in regard to raising attainment and improving behaviour
Identifies specific areas of concern for particular groups of learners
Covers the strand ‘The Behaviour and Safety of Pupils at the School’ and provides advice on developing the school behaviour policy and best practice
for managing behaviour.
Behaviour Support SLA
• Advice and coaching for school development to meet the demands of the Ofsted framework
• Specialist training for staff to support the progress of children at risk of exclusion
Parental Engagement Review
The review will identify areas of good practice, areas for improvement and recommend successful strategies
High quality teaching for all
'For poor pupils the difference between a good teacher and a bad teacher is a whole year's learning.'
The best leaders set high expectations for all teachers, facilitate high quality CPD, the sharing of best practice and insist teachers prioritise classroom strategies that have shown to have particular benefits for disadvantages pupils
Consultancy to establish Quality First Teaching
Provides an objective view of the quality of teaching, learning and assessment in your school. Includes:
• Subject review and audit of teaching and learning
• Identification of specific vulnerable groups, particularly where achievement gaps are wide or widening
• Expert advice on Early Years and how to identify and intervene at the earliest stage
• Literacy and numeracy programmes of support
• External verification of excellent teaching
• Recommendations for appropriate staff CPD and in-house training
Meeting individual learning needs
Pupil's specific needs should be accurately identified and appropriately addressed for them to achieve better learning outcomes. Leaders and staff should work collaboratively to identify and provide the right, targeted support and intervention strategies. Teachers and support staff should be fully trained to deliver carefully chose intervention programmes
Quality-assured trainers accredited by the Institute of Education, UCL and Edge Hill University, deliver nationally-recognised programmes that ensure accelerated progress and have noticeable impact.
• Reading Recovery, Early Literacy Support, Boosting Reading Potential,
• FFT Wave 3 Literacy Intervention,
• Project X Code, Inference Training,
• Hi Five KS2 Literacy Intervention,
• FFT Write Away Together,
• Talking Partners
• Numbers Count/2/New Teacher Training/Fast Track,
• Every Child Counts – A School’s Story,
• Success@Arithmetic: Number Sense/Calculation,
• FirstClass@Number/Number 2,
• Talk 4 Number, SNAPIntervention Programmes
Deploying staff effectively
The best school leaders ensure the right staff are allocated to the right students, and meeting the needs of the most vulnerable is a constant priority. CPD is carefully aligned to the school's strategic plan and needs of the pupils. In effective schools, teaching assistants are well-managed and they know exactly how they should be working and towards what outcome.
Maximise the effectiveness of your Teaching Assistants
Using pupil premium funding to simply increasing Teaching Assistant (TA) hours, does not necessarily mean improved outcomes. Our CPD programmes for TAs
can help you:
• Underpin your TA support with expert advice from experienced practitioners
• Ensure your TAs are equipped with the skills to raise achievement in the classroom
• Raise the confidence of your TAs when collaborating with teachers
• Develop your TAs skills in Sutton Trust/EEF interventions which are proven to raise attainment and vital for evidence in Ofsted inspections
Data driven and responding to evidence
The most successful schools use data strategically to identify trends and areas of strength and weakness. Good use of data can inform decision making, target the needs of individual pupils and check the effectiveness of strategies and interventions employed, to make sure spending is carefully targeted and rigorously checked for effectiveness.
Clear responsive leadership
Underpins the degree of success in narrowing the gap and driving aspirational outcomes for disadvantages pupils. Ofsted recognises the importance of middle leaders as being central to the overall success of the school. There is an expectation that school leaders and governors make strategic decisions on how the pupil premium grant is spent and its effectiveness .
Leadership Development Programmes
Help to build the capacity of individual leaders or leadership teams:
• Effective Middle Leadership – stimulates leadership thinking to support and challenge participants to secure school improvement
• Senior Leadership Team – an initial 360 degree review of the team will be carried out and the outcomes used to design a bespoke programme for the team
• Leadership for Narrowing the Gap – gain insight into practices that are making a difference to raising attainment and create a culture of sustained improvements in pupils’ progress
Support for Governors
• Understanding performance data and how to make best use of it
• Headteacher Appraisal – build governors knowledge, understanding and confidence of the appraisal process
Pupil Premium Networks
These are half-day termly meetings are for Pupil Premium Leaders or Champions.
The purpose of these sessions is to create a supportive network for school leaders, which enables Pupil Premium Funding to be spent on approaches shown to be effective in improving the progress and achievement of disadvantaged pupils. Each school should nominate one person from their Senior Leadership Team to become their school's Pupil Premium Champion. Participants will be given an update on local and national developments and a specific focus on a topical item or area of interest relevant to disadvantaged pupils. Sessions are suitable for both Primary and Secondary schools at KS3.
Click here for more details and to book your place: using CPDOnline
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