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Toolkit

Toolkit

Choosing the Right Growth Measure State education agencies and school districts are increasingly using measures based on student test-score growth in their systems for evaluating school and teacher performance. In many cases, these systems inform high-stakes decisions such as which schools to close and which teachers to retain. Performance metrics tied directly to student test-score growth are appealing because although schools and teachers differ dramatically in their effects on student achievement, researchers have had great difficulty linking these performance differences to characteristics that are easily observed and measured. The question of how best to measure student test-score growth for the purpose of school and teacher evaluation has fueled lively debates nationwide. This study examines three competing approaches to measuring growth in student achievement. Student Growth Measures The three approaches we examine in this article represent the range of options that are available to policymakers. Conclusion

'Dramatic extension of Pupil Premium' may be needed to reverse entrenched inequalities While deprived pupils are more likely to reach expected attainment levels today than in the 1960s, they are still no closer to achieving the qualifications that will give them a competitive advantage in today’s labour market. Researchers have found that despite progress in closing the attainment gap, the likelihood of disadvantaged students being among the high achievers has remained “consistently low” for the past 50 years. They argue that if we are to tackle the social mobility crisis, more “drastic action” might be required, such as a “dramatic extension of the Pupil Premium”, to help disadvantaged pupils to achieve above the average. Researchers from the Institute of Education in London and the University of Surrey analysed information on the educational attainment of English children born between 1958 and 2000. The paper, Education and Intergenerational Mobility: Help or hindrance? “This has important implications.

Russell Group record on free school meal pupils revealed On average each Russell Group university admits just 64 of the poorest young people per year, as measured by those receiving free school meals A written Parliamentary answer from David Willetts, the universities and science minister, has revealed how many state school pupils in England “with free school meals at age 15” progressed to Russell Group institutions. The answer states that for the 24 institutions now in the Russell Group, the number of free school meal pupils “in HE by age 19” was 1,580 in 2009-10 and 1,540 in 2010-11, the most recent figures available. For 2010-11, that works out at an average of 64 for each university. For the University of Cambridge the total of free school meal pupils admitted was 25 in both years, while for the University of Oxford the total was just 15 in both years, according to Mr Willetts’ answer. The Department for Education said in 2012 that 18 per cent of 4 to 15-year-old pupils in maintained schools were registered to claim free school meals.

Narrowing the gap: Pupil Premium and CPD This blog follows my talk given at the Westminster Briefing ‘Narrowing the Gap’ event in Leeds on Thursday 27th June, 2013. I will be delivering a similar talk at the Westminster Briefing London event on Tuesday 9th July. When narrowing the attainment gap, Sutton Trust research highlights why we should be focusing on the quality of teaching: We can see that the average student makes significantly greater progress as we improve the quality of teaching, but that this effect is magnified for pupils from disadvantaged backgrounds. This research clearly shows that the most important role that a school leader can play is to be a leader of teacher learning and development. But where should teachers be focusing their efforts when engaging in professional devleopment? It’s important to note that this isn’t an exhaustive list – there will be many effective (and ineffective) approaches to improving outcomes which haven’t been listed simply due to a lack of research. 1. 2. 3. 4. 5. 6. Next steps

EEF Blog: Is Pupil Premium ‘doomed to success’? | News & Events James Richardson Senior Analyst at the EEF on the Pupil Premium; What makes a successful education policy? According to Stanford Professor, Larry Cuban, who coined the phrase “policy churn”, successful measures are the ones that lead to real change in the classroom. As he points out, too many education policies create legislative changes that ripple the surface, making little impact on day to day practice. Ofsted’s latest report on the Pupil Premium suggests this maybe a policy that has avoided the churn bin and is making an impact improving outcomes for disadvantaged pupils. Looking at a sample of 151 inspection reports it concludes that there is little difference between what good schools and weaker schools spend their money on. Best practice or evidence? What should school leaders learn from this report - is it just that we need good leaders and teachers to manage interventions well, or is there more to making a success of the pupil premium? Effective use of the Pupil Premium

How should schools spend the pupil premium? | Teacher Network | Guardian Professional Inclusion expert Daniel Sobel explains how targeted interventions, such as buying a bike, have helped schools spend their pupil premium effectively. Photograph: Alamy. The truth is there is no simple answer to the question of how the pupil premium should be spent. Many schools have put the funding to effective use by gaining a deep understanding of their students and developing a tailored and personalised approach. In all these examples, a generic approach, such as setting up additional classes for those who need extra help, could have been justified to an Ofsted inspector but would not have addressed all the underlying issues affecting a student's work. Road bike for a year 7 pupil falling behind (£250) John's story: I was always late for the first lesson coming across town on the earliest possible bus. The hard data would have shown nothing more than a drop in John's academic performance so many schools would probably just have provided additional support. 1. 2. 3.

John Dunford Consulting | Education Consultancy The Pursuit of Purging the Gap for Pupil Premium Students by @ASTSupportaali | NewToThePost Here is my PowerPoint presentation I shared with my staff to further raise awareness about our Disadvantaged Pupils. It includes my top tips based on the EEF toolkit on practices which make the most measurable impact for Secondary School Students. More information to follow post some developments… In August 2014 I took over the responsibility of Pupil Premium funding; its allocation, use and impact. I therefore wanted to share with you some of my thoughts… and learn from many of you? My idea is to… “…Use the collective knowledge we have out there in the big world of social media, to share some of the inspiring, effective strategies that are put in place, to help reduce/close/narrow the gap for Pupil Premium/Free School Meal Students.” Use this Padlet here to add any of your ideas- (Click here for information on Padlets-how to use them etc!) What is Pupil Premium? Pupil Premium funding is given to schools in addition to their main school funding. Like this:

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