Springfield Junior School won the TES National Pupil Premium Award 2017 for primary schools. The award was presented by Robert Goodwill, the Minister of State at the Department for Education at the Houses of Parliament.
For more information about what we do, read our case study at
http://www.pupilpremiumawards.co.uk/ppawards2017/en/page/2017-springfield-primary
For more information about what we do, read our case study at
http://www.pupilpremiumawards.co.uk/ppawards2017/en/page/2017-springfield-primary
We are pleased to be able to offer Bespoke Pupil
Premium Reviews
Our reviews are led by Daniel Jones.
Daniel has taught in 3 inner city London schools and 3 schools in Ipswich, in various leadership roles. He is responsible for the use of Pupil Premium at Springfield Junior School and successfully wrote the bid that won the National Pupil Premium Award for Springfield Juniors in 2017. He became an accredited Pupil Premium reviewer under the National College for Teaching and Leadership in October 2016.
In February 2017, national pupil premium expert and published author on the subject, Marc Rowland visited Springfield and reported that, ‘the school’s strategy clearly addresses these barriers [of disadvantage],’ and that, ‘High quality, well qualified and motivated staff work hard to ensure all pupils, regardless of background or barrier to learning attain well.’
A bespoke Pupil Premium review usually takes place over 4-4½ days and requires 3-3½ days SLE support.
It would typically follow this schedule:
It would typically follow this schedule:
A) Reviewer researches school’s current Pupil Premium strategy (½ day)
This involves analysis of data and Ofsted reports and discussion with the headteacher around school profile/level of funding
B) School Self-Evaluation Task (1 day)
Key school staff evaluate the impact of their existing strategy and identify approaches which may improve outcomes
C) Reviewer visits school to assess current provision and impact (1 day)
During this visit an evidence base will be gathered to assess impact.
This could involve learning walks/book scrutiny and discussion with stakeholders including governors, leaders, teachers, pupils, parents and carers.
D) Reviewer Analysis and Challenge (½ day)
Reviewer undertakes further analysis based upon the school self evaluation and school visit in collaboration with the school leadership team. Barriers to learning; clarity of focus on specific groups; coherence of current strategy and effectiveness of evaluation; development of approaches which could deliver higher impact; recommendations for cessation of approaches unlikely to deliver higher impact.
E) Reviewer and Leadership Team action planning (½ day)
The reviewer will ensure that a clear and concise Pupil Premium Action Plan is drawn up (in consultation with the school leadership team). This will be a measurable plan with identified responsibilities, including an executive summary and key approaches/strategies for accelerated progress.
F) Follow up visit 2-6 months later (½ day/1 day)
During this visit the effectiveness of the implementation of the plan will be scrutinised alongside emerging evidence of impact. At this point, changes may be recommended to improve the effectiveness of provision or alternative approaches.
This involves analysis of data and Ofsted reports and discussion with the headteacher around school profile/level of funding
B) School Self-Evaluation Task (1 day)
Key school staff evaluate the impact of their existing strategy and identify approaches which may improve outcomes
C) Reviewer visits school to assess current provision and impact (1 day)
During this visit an evidence base will be gathered to assess impact.
This could involve learning walks/book scrutiny and discussion with stakeholders including governors, leaders, teachers, pupils, parents and carers.
D) Reviewer Analysis and Challenge (½ day)
Reviewer undertakes further analysis based upon the school self evaluation and school visit in collaboration with the school leadership team. Barriers to learning; clarity of focus on specific groups; coherence of current strategy and effectiveness of evaluation; development of approaches which could deliver higher impact; recommendations for cessation of approaches unlikely to deliver higher impact.
E) Reviewer and Leadership Team action planning (½ day)
The reviewer will ensure that a clear and concise Pupil Premium Action Plan is drawn up (in consultation with the school leadership team). This will be a measurable plan with identified responsibilities, including an executive summary and key approaches/strategies for accelerated progress.
F) Follow up visit 2-6 months later (½ day/1 day)
During this visit the effectiveness of the implementation of the plan will be scrutinised alongside emerging evidence of impact. At this point, changes may be recommended to improve the effectiveness of provision or alternative approaches.
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