wwwnursawassociatescom Are they all the same Large proportion of social housing White working class Access to employment Low participation in higher education How different places can be ID: 794898
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Slide1
What did we learn?
Ceri Nursawwww.nursawassociates.com
Slide2Are they all the same?
Large proportion of social housingWhite working class
Access to employment
Low participation in higher education
Slide3How different places can be …
Qualification level
School type and quality
Pupil premium gaps
Rural, urban, wealthy and poor
Community
Slide4Paulsgrove and
CoxfordUniversity cities
Urban communities
Similar gap in participation
Good economic activity rates
Level 1 and 2 qualifications
Slide5Paulsgrove and
Coxford
Paulsgrove
Drop off during post-16 study
School requires improving
Closing the pupil premium gap
Majority of LSOAs with less than 30% HE
Coxford
Good schools
Large pupil premium gaps
Boys significant underachievement
One area less than 4% attend HE
Slide6What was I able to see?
Families and their circumstances within communities
Educational context
Economic context
Identify areas of work
Slide7Areas of work
FamiliesFew graduate parents
Low proportion of parents with Level 4 or above
Significant numbers with no qualifications
Social housing comprises a third
Slide8Areas of work
BoysBoys are not performing well at secondary school
Boys perform significantly worse than girls at GCSE following comparable Key Stage 2 results
Slide9Areas of work
Transition and pathwaysA significant proportion of students move into post-16 study, but this drops significantly at Year 13
Only 58% of students progress onto further education.
Slide10Areas of work
Pupil premium gapsThe schools are good.
There are significant performance gaps between those who do and do not receive pupil premium.
Slide11Using research to inform
Pupil premium students do best when they are a large or small proportion (
Ofsted
, 2013)
Poor white men underachieve (HEPI, 2016)
Boys spend 1
hr
a week less on homework (OECD 2015)
Parental involvement in school and their aspirations is the most important factor in low educational achievement (Goodman and Gregg, 2010)
Belief is that leaving school at 16 does not limit career opportunities (Bowes et al, 2015).
Slide12Using research for practice
Parental engagement with schoolIndividualised approaches
Targeted and sustained interventions
Pupil premium funding targeted directly at the pupil
Male role models
Slide13Benefits to practitioners
Builds on solid foundationsKnow the baselineTarget resources and activity
Know the scale of the challenge
What interventions are needed
Slide14Is a change required?
Closer to communitiesMaking families an integral part
Financial support considered in a different way
Informed practice