CONFERENCE AIMS

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The Pupil Premium was introduced in 2011 with the remit of ‘helping disadvantaged pupils of all abilities perform better, and close the gap between them and their peers’.  However, the release of the Secondary School League Tables in January 2019 demonstrated clearly that closing the attainment gap remains one of the most significant current educational challenges.

Currently only 25% of disadvantaged students are achieving Grades 5-9 in GCSE Maths and English, making them half as likely as their peers to succeed in these crucial qualifications.  Research by Teach First found that only 10% of students from disadvantaged students were entered into the EBacc against 40% of other students, and that 10.7% of disadvantaged students were excluded from school, against just 4% of their peers. The difference between the lowest and highest performing authorities on Progress 8 is the equivalent of almost a grade and a half per subject lower in each of the 10 slots of Progress 8. This disadvantage continues beyond GCSE level, with disadvantaged students being nearly 10 times less likely to attend a top university.

Schools use of the Pupil Premium funding which they receive, especially in these times of budgetary constraints, remains an area of focus for both the DfE and Ofsted.  Measures and methods which can be clearly demonstrated to have had an impact in improving the opportunities and quality of education for students for whom the funding is provided are regularly commented upon in Ofsted reports. However, many educationalists, such as Professor Becky Allen, are exploring the extent to which the funding provided really has benefited the disadvantaged students at which it is aimed and if there are better approaches which schools can utilise for strengthening student performance.

With increasing focus on student performance through the revised Progress 8 and Attainment 8 metrics and the introduction of new GCSE examinations specifically designed to be more challenging, it is critical that effective strategies are implemented which can maximise the performance of disadvantaged students and ensure that they have the opportunity to fulfil their potential.

This conference provides the opportunity to gain insights into the latest evidence and educational thinking around the usage of the Pupil Premium funding, as well as providing best practice and Ofsted-commended case studies on improving student outcomes.  Attendees will hear evidence-based information from educational experts on how to maximise the impact of the Pupil Premium funding and obtain innovative leadership and pedagogical approaches which can be implemented immediately for improving the performance of disadvantaged students.

BENEFITS OF ATTENDING

  • Examine why prescriptive focus on expenditure doesn’t necessarily help disadvantaged pupils
  • How to use evidence to maximise Pupil Premium impact
  • Understand how Pupil Premium is being placed at the centre of the Education Inspection Framework
  • Take away new approaches on how to manage behaviour without confrontation
  • Gain strategies to successfully improve attendance, increase motivation and engagement
  • Find out more about Pupil Premium Pathways – a systematic Ofsted commended approach to big data and aid personalisation via algorithms
  • Take away current neuro-scientific approaches to reduce confrontation
DATE London | Thursday 4 April 2019
WHO SHOULD ATTEND? Headteachers and Principals
Deputy Heads and Assistant Heads
Senior Leaders in charge of results
Senior Leaders in charge of Teaching and Learning
Heads of Year 11
Educational Research Professionals
Curriculum Managers
Heads of Department
Pupil Premium and Welfare Leads
Heads of PRUs
Chief Executive Officers
Heads of School
Heads of Department
Directors of Academy Trusts
Curriculum Managers
Pupil Premium and Welfare Leads
School Improvement Leads
CONFERENCE CODE 7412
INCLUDED
  • A specially prepared folder of 50+ pages full of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance
  • Two course restaurant lunch
  • Refreshments throughout the day
  • Guaranteed high quality venues

 

9.50
Introduction & Welcome


10.00
What Next for Closing the Attainment Gap?

Professor Becky Allen, Professor of Education at UCL Institute of Education

  • Why a prescriptive focus on expenditure for disadvantaged pupils doesn’t necessarily help the very children it is intended to support
  • An alternative prescription for closing the attainment gap – none of which involves identifying disadvantaged children or measuring their progress

10.45
Morning Refreshments


11.10
The Pupil Premium: Using Evidence to Maximise Impact 

Robbie Coleman, Head of Policy at the Education Endowment Foundation ( EEF)

  • An overview of the latest evidence and resources from the Education Endowment Foundation
  • How to evaluate strategies to decide which approaches to focus on and which to stop
  • Why implementation is the key to a successful Pupil Premium strategy

11.55
The Ofsted Perspective on Pupil Disadvantage

Emma Hollis Brown, Ofsted inspector

  •  Examine pupil disadvantage through the lens of Ofsted’s new Education Inspection Framework, which will be introduced in 2019 and explore Ofsted’s recent curriculum research
  • Identify the impact this has on education quality for most disadvantaged pupils

12.40
Lunch


1.40
OPTION STRAND 1

Option 1A: Case Study: The Management of Behaviour without Confrontation

  • Using a neuro-scientific approach as the basis for conflict management
  • The effects of confrontational behaviour in schools
  • Strategies to reduce confrontation

Mick Simpson, Headteacher, Kilgarth School, Wirral


Option 1B: Building Leadership Capacity to Develop Provision for Disadvantaged Pupils

  • Examine effective approaches to using additional funding
  • Explore leadership attributes to develop strategic approach to supporting vulnerable pupils

Emma Hollis-Brown, Education consultant 


Option 1C: Reducing the Attainment Gap to Improve Student Outcomes

  • Practical approaches to successfully reducing the gap from -38 to single figures with a Progress 8 score of 0.18

Mike Spackman, Head of Inclusion, St Peter’s School, Bournemouth


Option 1D: Pupil Premium Pathways

  • Using an Ofsted commended whole school system Pupil Premium Pathways, to change the culture and strategy to improve and transform the outcome of disadvantaged students

Danny Bullock, SSAT Leadership Programme Fellow, Assistant Principal for Inclusion, Leeds West Academy


2.40
Afternoon refreshments


2.45
OPTION STRAND 2

Option 2A: Pupil Premium Pathways

  • Using an Ofsted commended whole school system Pupil Premium Pathways, to change the culture and strategy to improve and transform the outcome of disadvantaged students

Danny Bullock, SSAT Leadership Programme Fellow, Assistant Principal for Inclusion, Leeds West Academy


Option 2B: A School Without Sanctions

  • Creating a strategic leadership of change
  • Giving staff ownership in the overall vision, agency over policies, procedures, operational day-today matters to create a school vision that everyone owns

Mick Simpson, Headteacher, Kilgarth School, Wirral


Option 2C: Building Leadership Capacity to Develop Provision for Disadvantaged Pupils

  • Examine effective approaches to using additional funding
  • Explore leadership attributes to develop strategic approach to supporting vulnerable pupils

Emma Hollis-Brown, Education consultant


Option 2D: Reducing the Attainment Gap to Improve Student Outcomes

  • Practical approaches to successfully reducing the gap from -38 to single figures with a Progress 8 score of 0.18

Mike Spackman, Head of Inclusion, St Peter’s School, Bournemouth

Professor Becky Allen
Professor of Education
UCL Institute of Education

Becky Allen is a Professor of Education at the UCL Institute of Education. An economist by training and former secondary school teacher, she is an expert in the analysis of large datasets. Her research explores how schools respond to changes in government policy, with a particular focus on school accountability and teacher labour markets. Between 2014 and 2017, she founded and led Education Datalab. In 2017, she co-founded an app for teachers called Teacher Tapp, which is already the largest teacher survey in the UK. Her book on teacher careers called ‘The Teacher Gap’ was published last year.


Robbie Coleman
Head of Policy
Education Endowment Foundation

Robbie Coleman is Head of Policy at the Education Endowment Foundation (EEF), an independent grant-making charity dedicated to challenging educational disadvantage, sharing evidence and finding out what works. Prior to this, Robbie worked as an English teacher in East London. In an earlier role at the EEF, Robbie co-authored the Teaching and Learning Toolkit, an accessible summary of educational research. All of the EEF’s resources, including the Toolkit and guidance on literacy, mathematics, science and a range of other topics are available at: http://educationendowmentfoundation.org.uk/


Danny Bullock
Assistant Principal for Inclusion
Leeds West Academy

Danny is Assistant Principal for Inclusion at a challenging inner city school in Leeds. He is working at changing the culture and strategy to improve the outcomes for students, with a strong focus on disadvantaged and students with special educational needs. His work with on Pupil Premium Pathway has been commended by Ofsted in a recent inspection.   The school has recently overseen a year of significant change with the creation of an additional needs team, implementation of a Nurture provision and a platform for understanding the needs of all learners.


Emma Hollis – Brown
Education consultant

Emma has wide ranging experience of teaching and learning, working in a range of institutions (11-18) specializing in delivering curriculum solutions in English, Literacy and the Performing Arts and leading high performing faculties to success. Since 2004 she has developed a career in teacher training, leadership challenge and inspection and advisory work, supporting curriculum innovation and collaborative quality assurance. In 2011 she established her own training and consultancy company delivering a range of contracts across public and private sectors. She is a full qualified and badged Lead Ofsted Inspector (schools and ITT remits) and has led a number of quality assurance reviews of primary and secondary schools.


Mike Spackman
Head of Inclusion
St. Peter’s School, Bournemouth

Mike Spackman is the Head of Inclusion at St Peter’s School, Bournemouth. Mike, with the help of the school’s senior team and staff, ensured that St Peter’s School has successfully overcome an entrenched historical culture of abysmal behaviour, low aspiration and poor performance. Standards in behaviour, teaching and achievement have risen considerably, and these improvements are being sustained with the help of more rigorous monitoring and high quality training.


Mick Simpson
Headteacher
Kilgarth School, Wirral

Mick Simpson is the inspirational Headteacher of Kilgarth School, Wirral, an 11 to 16 boys’ school who are experiencing social, emotional and mental health difficulties. The Headteacher and his senior team, with the support of an exceptionally skilled and experienced governing body, have created a shared and clear vision for the
school. This resulted in an extremely high morale in an exceptional atmosphere that nurtures pupils’ learning and improves their behaviour.