The following presentation was delivered at The Academies Show Birmingham 2014 by Ian Abbot, David Middlewood & Sue Robinson,

The University of Warwick, Centre for Education

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Pupil Premium Research Report

University of WarwickIan Abbott, David Middlewood & Sue Robinson

Purpose of the Research

To ascertain what factors could be identified in the effective use of Pupil Premium in outstanding schools in a large urban LA.

To share knowledge and understanding of effective practice from outstanding settings.

Key aims:• Establish how the Pupil Premium was utilised in the school• Identify the specific strategies used to bring about positive

benefits for pupils and the range of initiatives• Evaluate the effectiveness and impact of the Pupil Premium• Make recommendations for the future development of the

utilisation of the Pupil Premium

Methodology

• Semi-structured interviews with local stakeholders who had been concerned with the operation of the Pupil Premium and/or had an interest in its development

• Interviews with heads/SLT in 6 primary and 5 secondary schools which:

– had a significant number - more than 40% - of pupils receiving Pupil Premium

– had been designated as ‘outstanding’ at their most recent inspection

Findings

1. High importance to all of aims and values:

• That the values embodied in the school’s ‘normal’ culture should underpin the implementation of all initiatives such as Pupil Premium

• That there should be a focus on the highest possible achievement for every single child

• That achievement is valuable in itself not just for being ‘good at schoolwork’

• That aspirations should be raised for the individuals, the school and the community

2. Identifying individual needs for targeted interventions – ‘A relentless focus on pupil data’ and ‘those in danger of not making age related expectations’

Examples included:

• Targeted teaching

• Additional resources as an intervention strategy

• Reading Recovery Programme

• Small group intervention

• Increasing staffing levels in classes for targeted support

3. Monitoring• Persistent monitoring was essential so that changing needs

were identified and actions and plans modified and updated• It also offered evidence of impact of curriculum enrichment • Ensured good value for money

4. Huge emphasis on basic literacy and numeracy skills at all levels• All schools reported strategies to improve literacy and

numeracy levels and all were confident that these strategies were yielding positive results

• Importance of EYFS• Early intervention was key

5. Mentoring and tutoring• All schools placed an emphasis on mentoring and tutoring in various

forms -cross-age and peer mentoring• Stress on pupils receiving accurate and helpful feedback on their work

6. Targeted interventions• Gifted and talented group• Children with behavioural issues• Children without access to computers at home• School resource support for children in exceptional circumstances• Community support for pupils and families who find it difficult to

access school provision• Dual registration with special school to meet psychological needs

7. Curriculum enrichmentEnsuring a curriculum which met the needs of the pupils and was enriched through:

• Focus weeks- Extended curriculum weeks, diversity days• Artists and experts coming in to school-Writers for World

Book Day/Actors for Theatre in Education• Writing workshops/Maths challenge/Visits to local places of

interest- Art galleries for specific displays/Museums/Houses/Local arts and sports venues/Residential visits

• Lunchtime activities/Play leaders including training some pupils to lead play/Sports coaches.

8. High quality targeted staff training

This was essential and examples found included mentoring of various kinds, giving effective feedback, targeted teaching, support for autistic children and literacy

9. Willingness to learn and adapt

Most schools explained how they had adjusted or changed particular actions when they perceived they were not working

Recommendations

• Use of funding should build on the key aims or mission of the school - should not be viewed as a separate activity

• Funding should be used to support ALL disadvantaged pupils

• Gifted and Talented pupils eligible for the Pupil Premium should receive similar levels of support

• Effective communication with parents about the strategies that are being developed

• There has to be clear identification of the specific needs of the school, their pupils and their community context

• School leaders have to accept when initiatives are not working and be prepared to implement the need for modification, whilst maintaining core values of the school

Reference

Abbott, I; Middlewood, D, Robinson, S (2013) Pupil Premium Report, Centre for Education Studies, University of Warwick

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