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Module Five

Making the difference for disadvantaged pupils

THE PREPARATION PHASE OF IMPLEMENTING YOUR TIERED APPROACH

Mr Alastair Gittner

(Research Lead; Sheffield Associate Research School)

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While we are waiting

Name, role and school into the chat please.

Have a copy of the logic model sheet printed out (not essential but it is easier to work on)

Your current tiered pupil premium strategy summary

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Pre reading

Session 1: Role of evidence in meeting the needs of those at risk of underachievement

Wednesday 18^th Jan 3-5pm

Live online

Session 2: Analysing existing issues and strategies

SELF STUDY

Emailed during w/b 24^th January

Session 3: Understanding and reviewing the tiered approach

Thu 9^th Feb

3-5pm

Live online

Session 4: Identifying solutions

SELF STUDY

Emailed during w/b 13^th Feb

Session 5: Preparing through implementation planning

28^th March

3-5pm

REMOTE DELIVERY

Session 6: Writing an implementation plan

SELF STUDY

Emailed during w/b 3^rd April

Implementation Workshop

Date tbc

CORE and 1^st phase

CORE PROGRAMME 2^nd phase

(available for all but aimed at schools and colleagues who did not attend cohort1)

✓

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Learning with and from each other;
Sharing practice, insights and experience;
Putting aside distractions
Being prepared to ask and answer challenging questions;
Maximising this opportunity.

Our Protocols

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The Pupil Premium debate & essential evidence: a recap

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Activity: school examples

A

B

In the Padlet session 3

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Ofsted won’t give you a judgement on pupil premium, but will do so on Quality of Education, Behaviour & Attitudes, Personal and Social Development, Leadership & Management.

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Take care of your Pupil Premium Strategy and OFSTED should take care of itself.

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Engaging with the evidence

Why did you chose this topic(s) to engage with?
What did you learn?
What will you do now?

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Module 1

Module 2

Module 3

Module 4

Module 5

Module 6

Module 7

Module 8

Module 9

Introduction

Explore

Prepare

Deliver

Sustain

Implementation planning, ‘prepare’

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Practical wisdom, experience & local understanding

Data, research & evidence

Evidenceinformed school improvement

Priorities identified across three tiers…

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Where are we now?

Where might we want to be?

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How might you do this?

Circle in green the existing strategies you can confidently include based on reliable evidence of impact (KEEP).

In orange, underline the existing strategies that may need re-evaluating based on a cost-impact analysis or the evidence (ADAPT/AMEND).

In red, cross out any strategies that you have identified as potentially not able or useful to meet your issues (DROP).

Add (+) any new evidence-informed practices that you want to investigate going forward.

Use this activity to facilitate a discussion to help inform your early first draft of a tiered approach

Less is probably more.

Think about your school priorities.

Think about extent to which you think you will be able to deliver on each component of your strategy.

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Create a clear, logical, and well-specified plan.

Describe:

the issue you want to address;
the approach you want to implement – active ingredients of the intervention;
the changes you hope to see – implementation outcomes (e.g. fidelity, reach)
who will be affected by these changes and how;
the implementation activities planned to contribute toward this change - multiple
the resources required; and any external factors that could influence results.

The preparation stage. By far the longest in the guidance, and often the most rushed in schools. There are three main chunks- a plan, assessing if you are ready to implement and then practically preparing.

The key things drawn out in the guidance around the plan are the idea of active ingredients, identifying the key things, the non-negitiotables if you like, that have to exist for the intervention to be effective. We’ll come on to an example in a moment, but its important to try and identify these quite specifically and be honest about what they are.

You are then looking to align these active ingredients, with a series of implementation activities- ideally multiple activities to create a multi-stranded plan and a set of implementation outcomes so you know if the implementation is happening as intended- this is something we are going to focus on in the next session

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Implementation = motivation + general capacity + intervention specific

readiness capacity

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1

Problem

Intervention Description

(What are the active ingredients?)

Implementation Activities

Implementation Outcomes

2

Pupil Outcomes

Use the information available (e.g. school level data, teacher or pupil views, observations etc.) to develop a clear understanding of the issue.

Identify the key, non-negitiotable things that have to exist for the intervention to be effective

Define the implementation activities that that will support and ensure the active ingredients happen.

Define the short, medium and long term outcomes which will lead to meeting the pupil outcomes.

Define the short, medium and long term outcomes for your students.

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Step 1 - articulating the problem

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Step 2 – intended

pupil outcomes

Short term
Medium term
Long term

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Example implementation plans

Read columns 1 and 5 in each plan
Discuss as a group:
Is it clear what the issue is, have they included all the stakeholders? What is good, what could be improved?
Is it clear how pupils will benefit and how this will develop over time? What is good, what could be improved?

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Active Ingredients

‘ACTIVE INGREDIENTS’ – the essential principles and practices for an intervention, which need to be adopted closely (i.e. with fidelity) to get the intended outcomes

What activities & behaviours will you see when it is working?

Basis for: implementation activities; choice of implementation outcomes; creating shared understanding; fidelity, anchor when it goes pear shaped!

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��

Active Ingredients

"We might not see players for two or three months, but condensing 'England DNA' down to six principles has made it really easy to get those messages across to the players. One of the principles is 'look up, play forward’…”

Matt Crocker, FA head of player and coach development

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Active ingredients

Active ingredients ARE	Active ingredients ARE NOT
A list of ONLY the principles, practices and behaviours that are absolutely essential to and indicative of success	A list of things all the desirable that will happen ideally A list of activities that you will do as part of an intervention
The absolutely key features of the intervention	All the features of an intervention
Non-negotiable	Subject to change/ adaptable
Precise and focussed	Too vague or generic
Points to return to time after time when monitoring the success of implementation

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‘Active Ingredients’

Questions to ask yourself when writing active ingredients for an intervention/innovation:

If it is working well, what are the key consistent practices and behaviours I will see?

What are the core principles and strategies that will reflect its use in every instance and across the board?

Are my active ingredients centred in “what” (strategies, principles and behaviours) as opposed to “how” (e.g. activities)?

Are my active ingredients precise enough, focussed enough and easy to communicate clearly to everyone involved?

Are there any exceptions to the active ingredients I have listed? If so, are they really active ingredients?

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Spend a minute thinking about what the active ingredients for delivering effective in school tutoring might be
Put your thoughts into the chat

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These are the full recommendations in the publication.

Most of these are ‘what’s’ rather than ‘hows’ or principles.

Eg principle of ‘tutoring needs to be aligned to classroom teaching’ would be a good active ingredient.

The second column might better be captured as ‘barriers need to be removed to attending tuition’

We struggled because we didn’t have buy in – we didn’t have an opportunity for a trusted adult to speak to students individually beforehand. When surveying pupils afterwards we also found that they wanted more ofa choice as to which subject they got tutoring in – that would have helped buy in too.

We struggled because we were using an approved provider – pupils didn’t gel online with a new adult – 4^th column – ‘positive relationship with a trusted adult’.

We fell foul of the second column too, in that we were working round the constraints of the NTP provider which meant some tuition took place at the end of the school day – created various barriers to attendance both logistical and also attitudinal.

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Example implementation plans

Read column 2 in each plan
Discuss as a group:
What do you think of the listed active ingredients on each plan? Are they ingredients or activities?
Would you suggest any changes?

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Planning time – have a go!

1. Complete column 1 of the implementation plan for one element of your PP plan. Describe the problem using the variety of data sources you have been scrutinising.

2. Complete the last part of column 5. What are the long term pupil outcomes that you are hoping to see change as a result of this work. Then work backwards to the short and medium term outcomes. Be as specific as you can and use the examples to guide you.

3. Complete column 2. What do you think are the active ingredients?

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A well-specified implementation plan and how it links to the PP Strategy document

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Session 6– Activity 1

With your wider team, finalise your tiered approach.
Many aspects will be things are well embedded/working well etc.
Identify one aspect that you want to pay close attention to through a process of implementation (it doesn’t have to be a brand new thing!)

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How might you do this with your wider leadership team?

Circle in green the existing strategies you can confidently include based on reliable evidence of impact (KEEP).

In orange, underline the existing strategies that may need re-evaluating based on a cost-impact analysis or the evidence (ADAPT/AMEND).

In red, cross out any strategies that you have identified as potentially not able or useful to meet your issues (DROP).

Add (+) any new evidence-informed practices that you want to investigate going forward.

Use this activity to facilitate a discussion to help inform your early first draft of a tiered approach

@EducEndowFoundn

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Module 7 – Activity 2

With your wider team:

1. Complete column 1 of the implementation plan. Describe the problem using the variety of data sources you have been scrutinising.

2. Complete the last part of column 5. What are the long term pupil outcomes that you are hoping to see change as a result of this work. Then work backwards to the short and medium term outcomes. Be as specific as you can.

3. Complete column 2. Focus of the active ingredients not simply activities.

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Logistics 1

½ day support visit

3-4 hour school visit + 1 hour spent writing the report

½ day follow up support visit

In reality likely to be an online meeting

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Logistics 2

Sheffield System Leaders should have contacted you about arrangements for the visit
The exploring disadvantage visit takes place
Following the visit, Sheffield System Leaders will produce a brief written report
Sheffield System Leaders will arrange a follow up support meeting
Rotherham System Leaders will accompany the visit

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Logistics 3

We just ask for you to send the system leaders a copy of your pp strategy and a schedule for the visit a week in advance of the visit.
If the system leader feels strongly that an adaptation to the schedule or the inclusion of a particular activity might be helpful, they will suggest this to the school.

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Key messages about the exploring disadvantage visit

Collaborative visit
Exploring how socio-economic disadvantage impacts on the learning of pupils
Exploring how the school is attempting to address this and how effectively they are evaluating their impact.
‘Done with’

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It is not

A clip board activity
An exercise in catching anyone out
An exercise in asking for or ploughing through folders of data
An accountability exercise
‘Done to’

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Done ‘with’

We will ask schools to organise the day so that senior leader is able to spend as much of the visit as possible as you.

Shared experiences

Collaborative exploration

Share reflections during the day

No surprises

Involve the senior leader in feedback at the end of the visit

Senior leader = disadvantage lead

See and hear the same thing

Collaborative exploration – senior leader may say something like, we think socio-economic disadvantage in our school manifests itself particularly in low metacognitive abilities, so this is something we are addressing through particular structured teaching activities. Scope to collaboratively explore impact of these activities – for example by observation, talking to pupils. Sometimes pupils will say something more honest to someone from outside of the school that hey don’t know.

Not going to make sweeping judgements or observations based on what will be a relatively short amount of time spent in classrooms and the school, but will help the senior leader to triangulate what we do see/hear/observe with their current assessment and thinking. Schools and teachers work incredibly hard and it isn’t our place to come in and give some kind of score

No surprises – there to support, not to undermine any colleague by throwing a curveball in the final feedback.

Really great at the end of the day if the feedback is ‘we thought that or we noticed that’, rather than ‘I’.

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Suggested activities

Meeting at start of day with senior leader(s)
Talking to parents at the gate
Talking to teachers – mix of ECTs/teachers/middle leaders
Talking to non-teaching staff, particularly Teaching Assistants
Pupil groups
Observing social time
Time in classrooms
Observing interventions
Governors if available
Some reflection time prior to feeding back at the end of the visit

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Questions?