The Pupil Deprivation GrantDr Brett Pugh, Director of the School Standards and Workforce Group, Welsh Government

• Last year there were 300,000 fewer children in poverty than the year before

BUT• There are 2.3 million children living in poverty in

the UK• The fall in numbers is due at least in part to a fall

in family income• The Institute of Fiscal Studies forecasts a rise of

400,000 children living in poverty.

Child Poverty - An Improving picture?

Tackling Poverty Action Plan

“Education has a fundamental role in helping to lift people out of poverty and in protecting those at risk of poverty and disadvantage. There is a strong link between poor educational attainment, low skills and poor health and wellbeing.”

Tackling Poverty Action Plan

• Preventing Poverty

• Helping People out of Poverty

• Action to Mitigate the Impact of Poverty

Tackling Poverty Action Plan Objectives

Impact of Deprivation

Learners from disadvantaged backgrounds: • tend to have poor attendance records;• have parents who are less likely to be involved

in their children’s education;• are less healthy;• are more likely to be NEET; and• are more likely to have a child in their teenage

years.

Effective practice in tackling poverty and disadvantage in schools Estyn, November 2012

Where we are now: primary and secondary school performance in Wales since 2007

6

0

10

20

30

40

50

60

70

80

90

100

2007 2008 2009 2010 2011 2012

% p

upils

atta

inin

g

Primary FSM Primary Non FSM Primary All Pupils Secondary FSM Secondary Non FSM Secondary All Pupils

Average rank of test scores at 22, 42, 60 & 120 months by SES of parents and early rank position

0

10

20

30

40

50

60

70

80

90

100

22 26 30 34 38 42 46 50 54 58 62 66 70 74 78 82 86 90 94 98 102 106 110 114 118

months

Av

era

ge

po

sit

ion

in

dis

trib

uti

on

Source: Feinstein, L., (2003) “Inequality in the Early Cognitive Development of British Children in the 1970 Cohort”. Economica, 70, 277, pp73-98

Educational attainment matters long term…

8

 1993 2010

 Degree

Median hourly pay (£)

Pay gap to GCSE

Median hourly pay (£)

Pay gap to GCSE

10.29 95% 16.10 85%

Higher education 8.13 54% 12.60 45%

A Levels 6.25 18% 10.00 15%

GCSE grades A*-C 5.29 0% 8.68 0%

Other qualifications 4.74 -10% 8.07 -7%

No qualification 4.18 -21% 6.93 -20%

The wider policy picture

•Literacy and Numeracy – Framework, reading and numeracy tests;

•National Support Programme;•System Leaders training;•Professional Learning Communities;•developing policy and practice in relation to meeting additional learning needs; and

•aligning policy on reducing the impact of deprivation on attainment with family and community engagement.

£36.8 million Pupil Deprivation Grant (PDG) will be made available in 2013-14.

The Pupil Deprivation Grant is an important opportunity for schools to secure direct funding for key initiatives to address the prime issues of socio-economic disadvantage.

Pupil Deprivation Grant

The recently produced PDG guidance document is aimed at education consortia, local authorities and primary, secondary and special schools in Wales.

Pupil Deprivation Grant – Guidance

For 2013-14, we require all consortia to provide evidence that they have delivered against their projected outputs - those that are also able to evidence achievement against outcomes should do so.

By 2014-15, we expect consortia to be clearly utilising assessment data to target inputs to activity and to be able to track resulting outputs against outcomes.

All consortia will be required to measure impact against outcomes in their reports for the 2014-15 year of SEG and PDG funding.

PDG - Outputs and Outcomes

Schools are required to publish online their PDG allocation

and...

details of how they have used the grant, the grant spend and report on its impact.

PDG – Online publication

Schools will be able to demonstrate improvement in attainment of e-FSM pupils over the 3 year period.

Schools will be able to demonstrate improvement in attainment of LAC over the 3 year period. Attendance levels for e-FSM learners supported by the grant will improve.

Attendance levels for LAC learners supported by the grant will improve.

PDG - Expected Improvements

PDG funded initiatives will include parental and community engagement and partnership working.

PDG – Partnership working

The primary source of evidence will be in PDG spending plans and reports on the use of the PDG. Evidence will also be provided by:

• teacher assessments;

• reading and numeracy test data;

• annual performance data for achievement of Level 2 Threshold including English / Welsh and Mathematics (L2 inclusive) at the end of key stage 4;

• attendance and exclusions data; and

• Estyn inspections.

PDG - Evidence

Communities First Pupil Deprivation Grant match fund:

• improving community engagement in schools

• supporting children to do well at school• school transitions • improving family engagement.

PDG and Communities First

25 applications have been received for a total of £2 million fund over the next two years.

Successful proposals were from CF Clusters working with two or more schools in their area.

CF funding was applied for via the approved Lead Delivery Body for the relevant CF Cluster.

Awards from this funding were 50/50 matched with PDG.

Awards are between £10,000 - £75,000 max.

Schools in receipt of C F Matched Funding will be required to meet CF Performance Measures.

PDG Outputs and Outcomes

TARGETED STRATEGIES FOR PUPILS ELIGIBLE FOR

FSM …which specifically benefit

FSM pupils

STRATEGIES FOR UNDER-PERFORMING PUPILS

…which benefit FSM and other under-achieving pupils

WHOLE SCHOOL STRATEGIES ...which benefit

all pupils

Welsh Government will be looking for examples of good practice to disseminate as

case studies in the future

• Ipsos Mori commissioned to undertake an in-depth evaluation of the effectiveness of the Pupil Deprivation Grant.

• Evaluation will focus on how the PDG is being interpreted and implemented in practice and what impact it is having on pupils’ performance and on practice within schools.

• Evaluation is already underway and will report in two phases - the first in April 2014 and the second, a year after in April 2015.

PDG - Evaluation

• A key feature in the Improving Schools Plan

• Inputting into the Early Years and Care Project

• Liaising with other key policies, for example Families First

What else?

What does work?

Sutton Trust Toolkit

High Impact / Low Cost, eg: •feedback on performance against learning goals•Learning to learn (metacognition)•Peer tutoring

Low Impact / High Cost, eg:• After school programmes•Teaching Assistants

Estyn found that effective schools:• adopt whole school strategies• use data intelligently• take a holistic approach to skills development• give pupils a reason to want to turn up, be

punctual and behave• engage parents and carers• develop staff

What Do Effective Schools Do?

“I believe that the fragmentation of education following local government reform was damaging to our education system. The capacity simply wasn’t there.”

Leighton Andrews:

‘Teaching Makes a Difference, One Year On’

What about Consortia?

• Consortia have a role in bringing about improvement through their action plans to support schools in Bands 4 and 5

• They will be expected to facilitate best practice in schools

• Consortia and Local Authorities must make sure they know how well their schools are performing

• They must invest in skills and provide other support to schools to enable them to improve where necessary

• Use their powers to intervene where schools are not performing adequately

Consortia and Local Authorities

Thank YouDr Brett Pugh, Director of the School Standards and Workforce Group, Welsh Government