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Research School Network: A Spotlight on Disadvantaged Students using the Tiered Approach, from John Taylor High School A case study using the Education Policy Institute knowledge, local understanding and the use of the EEF’s Tiered Approach,

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A Spotlight on Disadvantaged Students using the Tiered Approach, from John Taylor High School

A case study using the Education Policy Institute knowledge, local understanding and the use of the EEF’s Tiered Approach,

EPI spotlight disadv

The EEF’s Tiered Approach to planning, a three-pronged approach towards supporting disadvantaged students, was used for the first time in the Autumn term of 2020. However, the approach at JTHS has been relentless, focussed and clear for a number of years under the leadership of the Deputy Headteacher, with stability in this position for a number of years too. Proportionally, as the Tiered Approach suggests, the majority of methods at JTHS have focussed on enhancing the quality of teaching and learning within lessons first and foremost, coupled with an individual approach to CPD. Using the EEF’s Tiered Approach format (see below) helped to capture and reflect on what we do. It acts as an on-going visual prompt to remind us of our approaches (rather than it be lost in a SIP document somewhere), as well as adding further clarity for staff by drawing together the wide range of work and responsibilities across the school, and serves a purpose by concisely communicating our approaches to staff, helping to establish a common understanding and language around disadvantaged foci. 

Tiered Spotlight Disadv

However, context is key here. The national picture outlined in the Education in England: Annual Report 2020 by the EPI (see above infographic) offers a context in which we operate, with every school facing unique challenges to a greater or lesser extent. Following on from the Tiered Approach planning, the next stage was to reflect on the national knowledge and evidence-base and consider how disadvantages in society are represented in our school to focus specifically on the challenges we face.

The Spotlight on Disadvantaged’ paper below is version 3.0. It was first created back in 2018 and updated most recently in November 2020. Its purpose, is to draw attention to the make up of our disadvantaged cohort. To dispel the myths and misunderstandings surrounding some aspects of the Pupil Premium label’, in that the disadvantaged span all prior abilities, and all key stages, are evenly divided between gender and over 75% have no additional learning needs (all in our case). 

Returning to the Tiered Approach, it’s important to point out that this spotlight resource below is not the answer. In reality, it doesn’t actually directly change anything in practice and is only effective when teachers use and act upon the advice. That said, it does serve an important purpose. It provides an additional method of communication at a key point in the school year, a resource to return to, reflect upon and nudge staff to remain fully focussed on who their PP students are and strategies that can be used for effective T&L. It also can act as a useful reminder in briefings, meetings and in-house CPD of the strategies and methods we have chosen to adopt, as well as acting as a visual prompt for staff on office walls and their own T&L toolkits.

Das spotlight

An example of this case study can be downloaded below. We hope you find it useful to see just one approach. 

If you would like to find 50 schools with the most similar disadvantaged student profile and context to your school, then you can do so using the EEF’s Family of Schools database here https://educationendowmentfoun…

Nathan Morland – Director of the Staffordshire Research School at John Taylor. 

With thanks to Jon Blanchenot and Emma Walker at John Taylor for contributions to the resources. 

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A Spotlight on the Disadvantaged at JTHS: Approaches to Communication and Planning.

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