|Co-leaders:||Penny Martin, Mossford Green Stuart Fryd, Mossford Green|
|Key Issue: How can pupil premium funding be used most effectively in order to narrow the gap for those with FSM/CLA?
What impact does Teacher/Pupil conferences have on Pupil Premium children in the networked schools?
The amount of progress points made by a child receiving this intervention in identified area of focus from A2 to Sum2 in the academic year 2013-2014.
In each school the identified group of children will receive half termly pupil conferences with their class teacher. Within this conference the child’s work and targets will be shared and planned steps on how the child can reach their target for their next meeting. This will be alongside continued high level feedback in their class work relating to these targets.
Initially focussing on Years 2 and 6 ( however some network schools will be trialling with all FSM/CLA pupils) the study will establish starting points for each child and track their progress. For younger pupils (KS1) meetings with the child’s parents will also take place so targets can be reinforced at home.
Initially the cost per pupil will relate to the amount of release time for the class teacher’s to prepare for and hold pupil conferences.
However, in order to ensure that the feedback to pupils is effective additional staff training may be required which could incur additional costs.
The Education Endowment Foundation and The Sutton Trust list Feedback as one of the most effective forms of intervention in order to improve pupil progress. The pupil conferences should allow for more in-depth individual feedback in addition to that in class work.
Providing effective feedback is challenging. Research suggests that it should:
· be specific, accurate and clear (e.g. “It was good because you…” rather than just “correct”).
· compare what a learner is doing right now with what they have done wrong before (e.g. “I can see you were focused on improving X as it is much better than last time’s Y…”).
· encourage and support further effort (getting a balance between support and challenge) and be given sparingly so that it is meaningful (as too much feedback can stop learners working out what they need to do for themselves).
· provide specific guidance on how to improve and not just tell students when they are wrong.
· be supported with effective professional development for teachers.
· Wider research suggests the feedback should be about complex or challenging tasks or goals as this is likely to emphasise the importance of effort and perseverance as well as be more valued by the pupils.
Having established the project in the academic year 2013-2014 we have examined the strengths and weaknesses and are committed to improving the project this year. We have published our findings from last year and they can be found under the news link to the right.
Meeting Dates 2015-2016