Research School Network: Supporting disadvantaged pupils to thrive: Part 2 Marc Rowland (Unity Research School) and Jon Eaton (Devon Research School) on leading an effective Pupil Premium strategy
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Supporting disadvantaged pupils to thrive: Part 2
Marc Rowland (Unity Research School) and Jon Eaton (Devon Research School) on leading an effective Pupil Premium strategy
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by Unity Research School
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This is the second of three mini-blogs offering our headline advice about running an effective Pupil Premium strategy. In part two, we pull together our thoughts about assessment and pupils and families.
We need to be more concerned about the everyday experiences of pupils in and out of classrooms. We need to worry more about the outcomes of disadvantaged pupils on a day to day basis. What is happening on a wet Tuesday in February when they’re in year three? When they are in classroom with a non-subject specialist in key stage three in October? Fleeting discussions when results are published are not enough. An effective Pupil Premium strategy requires intentional and ongoing monitoring and reflection.
Assessment not assumption
1. Decisions about what to implement should be based on robust research evidence combined with an understanding of pupil needs and setting. Academic outcomes will not improve for disadvantaged pupils simply because we want them to. They will improve through excellence and intentionality. Choosing our approaches carefully, rooted in research evidence and implementing rigorously.
2. Ensure a robust, dispassionate, ongoing evaluation framework is in place – this is fundamental to better outcomes for pupils.
3. As well as focusing on attainment, monitoring and evaluation should include a focus on the experiences of pupils, for example though pupil tracking and pupil voice.
4. A rigorous evaluation framework needs to be in place at the start – not end – of any initiative. Make sure staff know what’s being monitored and why – it’s about improving outcomes for pupils, not accountability for the sake of accountability.
5. Use robust assessment data that empowers staff to meet the needs of pupils. Ask whether the information provided to staff enables them to make strategic decisions about what to do in the classroom.
6. Robust target setting around attainment is key.
7. Recognise that understanding and monitoring child development is no less important in the secondary phase than it is in Early Years. The social risks around the most vulnerable pupils can be particularly high in KS3. Particularly those pupils with attachment difficulties, struggling families or children who are mixing with adults displaying problematic behaviours.
8. In addition to monitoring final outcomes, monitor implementation outcomes. Are evidence-informed approaches being delivered with fidelity? Are they reaching all teachers and pupils? Are practices sustained over time?
Pupils and families
1. Have the highest of expectations of pupils and families around attendance, behaviour and social interaction. Don’t rely on what happens outside of school to secure success.
2. Have super clear language about parental involvement. Overcommunicate expectations with ALL families. Disenfranchised families need support to understand how important they are, and how much they can contribute, for example, through supporting good attendance, punctuality, speaking positively about education and showing an interest in pupils’ learning.
3. We cannot improve parental engagement if we don’t property define what we mean by it. We need to define it and communicate it relentlessly.
4. If we want families to engage, we need to make them feel valued. We need them to see their child be successful.
5. Success in school life needs to go beyond narrow individualism – it’s about contributing more widely to your community. Education should be about improving your community not being able to escape it.
