Descriptions of the main themes and topics that our speakers intend to cover in their sessions are outlined below to assist you in gaining a strong overview of the conference and to help you choose the workshop sessions that best suit your needs and areas of interest:


Owen Carter, PRIMARY & SECONDARY, Keynote Session

We should be using evidence of what works to close the attainment gap, but are we properly evaluating our Pupil Premium interventions?

This practical keynote session will look at how schools can plan their Pupil Premium strategies and interventions to ensure the best chance of success and impact. It will consider how schools must evaluate the Pupil Premium work they do and offer practical support to help you put evidence and evaluation at the heart of your work.

Owen Carter is Co-Founder of the not-for-profit organisation ImpactEd, which works to address what it calls the “evaluation deficit” – where short-term, interventionist behaviours become the norm because of accountability pressures, and our ability and confidence to make proper evidence-based evaluations of impact is lost. As well as giving delegates a range of practice advice about evaluation and planning for Pupil Premium impact, this session will aim to put delegates in an “evaluation” frame of mind before they tackle the day’s 16 practical Pupil Premium workshops.


 
   

Neil Nottingham, PRIMARY, Workshop 1A

With so many of the Pupil Premium gaps beginning even before children reach school, effective community and parent engagement is essential to support this cohort.

Stranton Primary School has 72 percent of its students on free school meals and its community involvement work has had a direct impact on outcomes for its poorest pupils. The school engages with local parents even before children reach school age in order to begin to tackle the gaps – not least in cultural capital and vocabulary/literacy. It offers parental support, including curriculum support, via regular tailored and targeted events. There is also a pupil-run on-site radio station that broadcasts to parents, a bedtime hour initiative to encourage reading to siblings, and more – all designed to help parents to support their children’s education and progress.

The school’s work in this area has seen parental attendance at school events rocket from as few as 10 once upon a time to as many as 300 today. In this session, executive headteacher Neil Nottingham will look at how the school has developed its provision, why it is successful and will advise other schools on how they might adapt some of these approaches.

 
   

Beth Hodgson & Emma Brownrigg, PRIMARY, Workshop 1B

This workshop will look at how Horton Grange Primary School, which has 48% Pupil Premium among its 420 or so pupils, develops key learning skills with pupils from the early years and through the rest of the school.

In order to help pupils overcome the barriers to learning, such as facing adverse childhood experiences and poverty, the school prioritises the building of resilience and perseverance skills as well as developing metacognition strategies to support pupils’ lifelong learning and progress. Ensuring that children have a solid social and emotional base is at the forefront of all priorities in order to enable children to achieve academically. Horton Grange have embraced the 'Thrive Approach' to ensure that any gaps in social and emotional wellbeing are identified and targeted from an early age.

In this session, Beth and Emma will discuss what their approaches look like in practice, how they have been implemented, the barriers to success they have overcome, and how other primary schools might adopt and adapt these approaches. 

 
   

Matt Stevenson , SECONDARY, Workshop 1C

Recognising that much of the educational gap between disadvantaged secondary school students and their peers has already emerged by the time young people arrive in year 7, Matt Stevenson has been working to embed an effective Pupil Premium strategy at his school.

This session will take delegates through this journey, describing the “nuts and bolts” of creating a Pupil Premium policy and then putting it into practice. Cromwell Community College has around 33 per cent Pupil Premium and core elements of the school’s approach including the identification, analysis and removals of barriers to learning, finding/creating effective interventions, and a focus on evaluation and the effective use of data.

Matt will discuss what he has learnt while on this journey and give his practical guidance to other schools looking to make progress in these areas.

 
   

David Nisbet, SECONDARY, Workshop 1D

This workshop will look at the work of James Calvert Spence College (39 per cent Pupil Premium) to engage with a number of hard-to-reach, disadvantaged parents, many of whom had attended the school and had poor experiences of their own education. This work was also linked to a revamping of the school’s curriculum, particularly in year 7.

The workshop will look at the school’s approaches to supporting students and families during key transition points, as well as a number of initiatives aimed specifically at getting parents into school and engaging with the teachers – including giving parents a chance to spend a day at school in a student’s shoes! The workshop will also describe the school’s move to more project-based learning in year 7, with the new curriculum being supported by strong engagement with the local community. The curriculum changes will also stand the school in good stead ahead of the new “intent, implementation, impact” criteria for Ofsted inspection.


 
   

Helen Frostick, PRIMARY, Workshop 2A

In this workshop of two halves, National Leader of Education, Helen Frostick, will first discuss specific interventions to accelerate progress for Pupil Premium students with SEN. She will also focus on the role of key staff, such as SENCOs, Pupil Premium Champions and other support staff who lead interventions for SEN children.

Second, Helen will look at how schools might establish their Pupil Premium strategy for the academic year ahead (2019—20). In offering advice, Helen will offer practical guidance on formulating effective strategies, drawing on the work of her own school, St Mary Magdalen's Catholic Primary School in London (8% Pupil Premium).

 
   

Jill Wright & Marguerite Young, PRIMARY, Workshop 2B

Whitefield Primary School in Liverpool currently has 66% of its pupils on free school meals. The school has seen a positive impact from its work to train staff in attachment and trauma-awareness, an impact that is particularly notable with its Pupil Premium pupils.

Situated in an area of high deprivation and with a mobile population, the school also prioritises issues of mental health and is currently working towards the Mentally Healthy Schools Award. It also prioritises work with families living in challenging circumstances via its Inclusion Officer. Further work on self-regulation has also helped to tackle positively issues of behaviour.

In this session, the school will discuss these approaches with both pupils and families, how they have been implemented, the impact they have had on Pupil Premium and disadvantaged children/families, the barriers and challenges they have encountered and overcome, and will offer practical lessons learned and advice for how other schools might adopt similar strategies.

 
   

Rachel Brailsford & Rachel Middleton-Lee, SECONDARY, Workshop 2C

In this workshop, delegates will learn about a range of easily adaptable Pupil Premium initiatives that have proven successful at Allestree Woodlands School (19% Pupil Premium). These will include a number of ideas to boost parental involvement that have helped the school to engage with 90 per cent of their Pupil Premium parents.

These initiatives include casual fish & chips evenings, “market place” evenings whereby parents can discuss anything and everything with relevant people at school, and the “day in the life of a student” initiative which sees parents experiencing lessons and other aspects of school life. Other Pupil Premium initiatives that the workshop will discuss include an activity day for students focusing on literacy and numeracy and built around team-building and other activities (finishing with a presentation in front of parents), the Pupil Premium Spotlight, which sees SLT shadowing specific students to identify common barriers to learning as well as effective approaches, the Pupil Premium Attendance Group, which works with specific students to set achievable attendance targets, and the Pupil Premium Champions, TLR staff who support targeted students. Finally, we will touch upon year 6-7 transition, where work includes summer schools and parents evening in the summer.

The workshop will look at how Allestree Woodlands School implemented each of these initiatives, how they worked in practice and will advise other schools on how they might adapt and adopt these ideas.

 
   

Debbie Law & Rachel Weir, SECONDARY, Workshop 2D

This workshop will discuss two projects aimed at raising aspirations for students at North Shore Academy, a school with 70 percent Pupil Premium and located in an area of high deprivation.

The first, Future Scholars, expands students’ extra-curricular knowledge and gives them insights into what it is like to study at university and the range of subjects available. It is open to all students, although the school targets Pupil Premium students who are either underachieving or have been identified as not having a future plan.

The second – STEP UP – identifies students who require additional support and intervention in order to overcome barriers to their learning and aspirations and to build the necessary skills needed for the curriculum and wider life. This is achieved through short, sharp interventions and a personalised tracking and provision for each student. The initial target students are those who are classed as 'not secondary ready' and the sessions include a focus on literacy or numeracy skills. The programme has seen Pupil Premium students become more confident within subjects due to their improved skills, thus raising aspirations.


 
   

Debbie Westwood, PRIMARY, Workshop 3A

Christ Church CE Primary School is an Ofsted & SIAMS-outstanding one-form entry school based in the Sparkbrook area of Birmingham. With the school in the highest deprivation quintile, they serve a community of many ethnic groups, with figures for Free School Meals in the top 20% in the country, nearly half of pupils with English as an additional language and with 40 per cent Pupil Premium. The staff and pupils at Christ Church have achieved outcomes that places them in the top three per cent of schools nationally for KS2 progress.

The school has repeatedly achieved results for disadvantaged pupils that more than close the gap with their peers. In 2018, their disadvantaged pupils scored an average scaled score of 106.3, compared to 105.7 in the national “other group” and Pupil Premium pupils outstripped the progress of the national “other” group (+0.3) with a score of +3.6.

In this session, the school will describe their work to support their disadvantaged learners as part of their journey to ‘outstanding’. They will explain a number of their simple strategies that have helped to close the gap and discuss with delegates how these ideas and approaches might be adapted for their own schools. 

 
   

Jackie Wilson, PRIMARY, Workshop 3B

The great paradox in teaching today is that many students with whom schools need to make the biggest improvements are those on the Pupil Premium. However, these young people are often some of the most marginalised and difficult to manage behaviourally.

In this practical session, Jackie Wilson will consider both classroom practice and whole-school policy and how traditional models of behaviour management do not work. Instead she will discuss why empowering students with self-regulation strategies – to help them to notice, manage and regulate their own behaviour – are proven to work. She will consider how we can adopt these ideas in the classroom and the whole-school behaviour policy, helping pupils to build self-regulation and to notice and handle the difficult emotions that Pupil Premium students so often have to live with.

Delegates will leave the workshop with practical ideas and guidance on adapting their school’s approaches.

 
   

Matt Ward, SECONDARY, Workshop 3C

The great paradox in teaching today is that many students with whom schools need to make the biggest improvements are those on the Pupil Premium. However, these young people are often some of the most marginalised and difficult to manage behaviourally.

In this entirely practical session, Matt Ward will discuss the factors that underpin effective and positive behaviour management and their practical applications in the school and the classroom, with a particular focus on the behavioural barriers that growing up in poverty can often create. This session will show teachers how to manage the difficult students they teach in their classrooms and will also look at whole-school behaviour policies that can best support pupils. Matt will discuss what children want more than anything else from a teacher in their classroom – which he says almost no teacher understands – and what all successful interaction is based on. He will then discuss approaches that work and more importantly why they work from the perspective of a child. He will also be making reference to what doesn’t work and why.

His session will include teacher styles, classroom routines, identifying priority students, assertive physical language, choice & deferred consequences, pre-planning for behaviour management issues, “Control-Alt-Delete” or reset moments and other techniques.

 
   

Mike Williams, SECONDARY, Workshop 3D

This workshop will look at some of the strategies from the past three years of Pupil Premium work at Archbishop Holgate’s School, which has 21% Pupil Premium students.

This will include whole-school approaches to widening students’ cultural capital and experiences, in particular strategies to use form time effectively for disadvantaged students (this ties in well with the new Ofsted framework from September 2019). Other focuses include building character resilience in students, linked to career and future pathways, readdressing homework in school for Pupil Premium students, and increasing engagement with enrichment and extra-curricular activities.

The workshop will also look at the school’s Pupil Premium checklist questions, the work the school does to align its interventions with academic achievement, its approach to evaluation of impact and how it identifies the “hidden poverty” in the school (supporting those who are extremely disadvantaged yet living in supposedly affluent areas).


 
   

Darren Martindale, PRIMARY & SECONDARY, Workshop 4A

In this practical workshop for primary and secondary delegates, virtual school headteacher Darren Martindale will offer schools insights into the challenges that are commonly seen with looked after (Pupil Premium Plus) and other vulnerable children, including those who struggle with engagement and emotional wellbeing.

He will discuss how schools might best offer support to these pupils so that they can thrive in school. The session will include a focus on resilience and learning skills. Darren will also leave time to discuss specific examples or questions from delegates about looked after students in their own schools. 

 
   

Sarah Barlow & Kelly-Ann Jones, PRIMARY & SECONDARY, Workshop 4B

This workshop will draw on the best practice work of Adelaide School, a SEMH school for primary and secondary age children based in Cheshire.

Delegates will be offered a range of practical whole-school and classroom strategies that can be adapted for the mainstream environment and aimed at helping to keep vulnerable and at-risk Pupil Premium pupils engaged with their education. The session will include a specific focus on mental health support and training, Attachment and working with boys. It will also include scenarios based on real-life case studies to help show these strategies and approaches in action.

Delegates are also invited to bring suitably anonymised case studies from their own setting for discussion with the Adelaide School experts.

 
   

Sara Trickey, SECONDARY, Workshop 4C

This workshop will present a range of teaching and learning strategies to help all students, but especially Pupil Premium, look critically at assessments, identify gaps in their knowledge and how they can improve, and address these gaps before moving onto new topics.

Sara Trickey will use examples from a range of curriculum subjects to show how an approach for Pupil Premium students can be useful to all students and how enabling students to think critically about where and how they’ve gone “wrong” facilitates their improvement.

It will include practical advice on effective use of teacher feedback strategies and how we can help students to respond effectively to classroom and assessment feedback. Lea Manor High School has around 40% Pupil Premium.