Download
1 / 71
710 likes | 833 Vues
Collaborating with Pupil Premium to Address Whole School need. Bishop Challoner Federation of Schools. Bishop Challoner & PP. At a time of growing school autonomy, the success of the London Challenge shows the huge benefits of collaboration and federation.
E N D
Collaborating with Pupil Premium to AddressWhole School need Bishop Challoner Federation of Schools
Bishop Challoner & PP At a time of growing school autonomy, the success of the London Challenge shows the huge benefits of collaboration and federation. Making collaboration work for you. Networking and humility: openness to change. What is your setting? “BCG analysis shows that Pupil Premium target pupils are predominantly urban.”
The Pupil Premium foregrounds tough choices “The ideas of how to use the additional pupil premium funding is no secretive treasure trove of goodies: it is, at its core, the central work we see in any school improvement programme.” “Thus, getting the best value for money and most impact on the target pupils will involve honest, persistent & rigorous line management alongside reviewing how your management structure works.”
our context Local authorities with highest child poverty levels Tower Hamlets, 52% Islington, 43% Manchester, 40% Hackney, 39% Westminster, 38%
our context Happily Caught between The City & Canary Wharf: Lesson One – use who you have around you ruthlessly
Use what you have around you to impact on pupil aspirations – but not pipe-dreams. Employ someone to help set up long-term partnerships for pupils. We have used the Pupil Premium funding to generate more incoming matched funding from businesses in both The City and Canary Wharf
Socio-economic status • Social class has a strong influence on the achievement of children at age 5. The gap between the most disadvantaged children and the rest begins from as early as 22 months. By the end of the Foundation Stage, the low ability children from high socio-economic groups have overtaken the high ability children from lower socio-economic groups. (Feinstein 2003) • The Millennium Cohort Study found that at the age of 5 children from the most advantaged groups were over a year ahead in vocabulary compared to those from disadvantaged backgrounds (Hansen and Joshi 2007). • And a previous study found that by the age of 3, children from privileged families have heard 30 million more words than children from underprivileged backgrounds. (Hart and Riseley 2003) • What parents do is more important than who parents are. Parental interest in their child’s education has four times more influence on attainment by age 16 than socio-economic background (Feinstein and Symons 1999). • And parental involvement in their child’s reading has been found to be the most important determinant of language and emergent literacy. (National Literacy Trust 2007)
…generations of low and middle-income young people will miss out unless we do more to close the educational attainment gap… For reasons of economic progress, we need a second wave of mobility. But, more than that, this is a question of basic justice. A talent unfulfilled is not just an opportunity cost. It is an opportunity lost. (Alan Milburn MP, chair of the Government’s panel on social mobility, July 2009)
Children entitled to free school meals (FSM) encompass the full spectrum of needs and backgrounds in the school community, including white and minority ethnic pupils, looked after children, gifted and talented (G&T) children and those with special educational needs (SEN).
Each child in this diverse group is an individual; they need adults who take the time to understand and personalise provision, through quality first teaching (QFT), to help them to overcome barriers to learning through the systematic application of what works well.
Many do well but too many do not; there is an urgent national priority to unlock the potential of these children and to narrow gaps between those entitled to FSM and their peers.
The Ofsted report Twelve outstanding secondary schools – excelling against the odds provides an important insight into further factors that can help to narrow gaps. ’The outstanding schools in the sample succeed for the following reasons: • They excel at what they do, not just occasionally but for a high proportion of the time. • They prove constantly that disadvantage need not be a barrier to achievement, that speaking English as an additional language can support academic success and that schools really can be learning communities. • They put students first, invest in their staff and nurture their communities. • They have strong values and high expectations that are applied consistently and never relaxed. • They fulfil individual potential through providing outstanding teaching, rich opportunities for learning, and encouragement and support for each student. • They are highly inclusive, having complete regard for the educational progress, personal development and well-being of every student. • Their achievements do not happen by chance, but by highly reflective, carefully planned and implemented strategies which serve these schools well in meeting the many challenges which obstruct the path to success. • They operate with a very high degree of internal consistency. • They are constantly looking for ways to improve further. • They have outstanding and well-distributed leadership.’1
FSM has particular value because it is a longstanding measure (its definition has barely changed over two decades); it is available at school as well as system level; it links objective and checked information about family income to the child’s full school record including attainment; and being binary, it focuses on a relatively small group, roughly the bottom 15% by family income. The weaknesses of FSM include the following: not all children eligible for FSM are registered accordingly, either for administrative reasons or reluctance of parents to claim; a few children are ineligible who are in fact equally poor; and there is variability in local practice concerning encouraging parental applications and in registering and recording eligibility. Acknowledging all these weaknesses, the Department’s view is that assessments based on FSM have a fairly high level of credibility, so long as it is remembered that FSM is a proxy for deprivation and not a definition of it. This means that, especially at school level, professionals within the education service should look also at the deprivation-related needs of a broader group of vulnerable children. This group should include most or all FSM children, but also others known or believed to be in comparable circumstances.
“Schools will be able to provide a wider, more engaging curriculum offer and will be able to access more specialist teaching through working together in partnership and sharing resources. And, similarly, pupils will benefit from school staff engaging in high quality collaborative professional development, which will enable them to extend and exchange expertise and effective practice, including strategies for narrowing gaps.”
Narrowing the Gap Leadership for Impact [2009] BREAKING THE LINK between disadvantage and low attainment: EVERYONE’S BUSINESS [2009]
The Pupil Premium foregrounds open possibilities Using the Pupil Premium to making ‘raising aspiration’ work
our context A Federation that is on the cusp of ‘transformation’ after years of change. A Federation that is only now being to really grapple with what the implications of what that joining together means or can mean.
Attainment over time Percentage of students attaining 5+A* to C inc E/M. in 2013 79% gained 5+ including E/M, this is an increase of 12% since 2012
Our context “The advent of the pupil premium has, for us, given impetus to face up to how we bring proper change to our federation not just glossing over the cracks or gaming the system.”
Our context “The Pupil Premium, while not replacing the lost money & funding elsewhere, brings potentially greater accountability for what we do with everyone, not just the C/D borderline pupils. This is no more evident than how PP works alongside the new best8 progress measure.”
Our context “The Pupil Premium nudged us to make strategic change in leadership structures, as well as changes in how we ‘do’ CPD and professional development; and in how widely we systematised our challenge and support networks for all pupils, not the most easy to move 20 or so pupils.”
our context Three Schools in One Location & Context UK’s first Federation [2001] Existing Girls’ School [rated good] New Boys’ School Latter replaced a failing and closed school
What we have done… • Focus on improving teaching quality • Promote ethos of learning Use the federation to achieve standard operating procedures. Use the federation to ensure consistency of practice across our schools, and have shared professional development sessions.
