Spending the pupil premium: What influences leaders’ decision-making?

Morris, Rebecca; Dobson, Graeme

doi:10.1177/1741143220905062

Cited by 8 publications

(3 citation statements)

References 28 publications

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“…Some commentators are saying that the Pupil Premium funding is not always used properly by schools, or is otherwise not being effective. They are calling for the money to be used for school general funds (Allen 2018;Morris and Dobson 2020), or used to recruit, develop and retain teachers (Staufenberg 2019). With this kind of uncertainty about the impact and future of the policy, it is important to have good evidence of its effectiveness, and whether it is in need of modification or cancellation.…”

Section: Discussionmentioning

confidence: 99%

Assessing the impact of Pupil Premium funding on primary school segregation and attainment

Gorard

Siddiqui

See

2021

Research Papers in Education

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Section: Discussionmentioning

confidence: 99%

Assessing the impact of Pupil Premium funding on primary school segregation and attainment

Gorard

Siddiqui

See

2021

Research Papers in Education

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“…Between 39% to 60% in the case study schools were eligible for additional pupil premium (PP) funding to support disadvantaged pupils (Demie, 2019a). As noted by previous research (see DfE, 2015;EEF, 2019;Morris & Dobson, 2020), school leaders were influenced by a number of strategies to spend pupil premium funding to tackle disadvantages in their schools.…”

Section: Literature Reviewmentioning

confidence: 95%

The Impact of Leadership and Targeted Interventions to Close the Achievement Gap of Disadvantaged Pupils: A Case Study

Demie¹

2021

EUROPEAN J ED MANAGE

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<p style="text-align: justify;">This research explores the impact of effective leadership and targeted interventions in closing the achievement gap of disadvantaged pupils in primary schools. Findings suggest that the case study schools use effective school leaders and a range of targeted interventions including early intervention, small group additional teaching, one-to-one tuition, peer tutoring, parental involvement, booster class, mastery learning, pastoral care, and enrichment programmes. Each of the above success factors and intervention strategies was explored in detail in the paper. The overall conclusions of this study are that the case study schools have closed the achievement gap between disadvantaged pupils and their peers through providing effective school leaders and the use of a range of effective intervention strategies. We would suggest that the case study schools’ stories of how they have closed the achievement gap through providing strong school leaders and the use of targeted interventions are of local and national significance. Our research also suggests the possibilities for further research. The recommendations from the study are that there is a need to replicate and expand this research with a larger sample of the study, in order to explore in detail what works in schools.</p>

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“…Similar government policies around the world suggest that simply adding more money into the system, however specifically targeted, does not guarantee improvements for those children who have fallen furthest behind [20,21]. Despite this evidence, English school leaders are given autonomy over the pupil premium spend but must ensure that the funding drives improvements [22], and the need for school leaders to identify cost-effective interventions is therefore crucial.…”

Section: Introductionmentioning

confidence: 99%

Using School-Level Data to Investigate the Impact of a One-to-One Mathematics Teaching Resource in English Primary Schools

Rolph

2021

Education Sciences

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This research investigates the potential for a one-to-one coaching tool used by adults other than teachers to be able to deliver greater mathematics progress for primary school children without adding significantly to school costs. Plus 1 and Power of 2 (+1 and Po2) are workbooks designed to be used by adults other than teachers working on a one-to-one basis with children to develop numeracy skills. This quantitative study seeks to examine the impact of +1 and Po2 by considering performance data aggregated at the school level. The attainment of children at 1071 English schools which use the +1 and Po2 products was compared with that of peers in other schools using a quasi-experimental research design based on England’s national performance measures. Statistical analysis suggests that schools using +1 and Po2 show higher levels of mathematics attainment than those who may have used other resources. Furthermore, there is an important finding that assessment attendance is higher, and disapplication from the curriculum lower, in schools using +1 and Po2. This indicates that use of this one-to-one intervention improves access to national tests for children and represents an opportunity for school leaders to maximise the cost effectiveness of existing non-teaching staff or volunteers.

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Spending the pupil premium: What influences leaders’ decision-making?

Cited by 8 publications

References 28 publications

Assessing the impact of Pupil Premium funding on primary school segregation and attainment

Assessing the impact of Pupil Premium funding on primary school segregation and attainment

The Impact of Leadership and Targeted Interventions to Close the Achievement Gap of Disadvantaged Pupils: A Case Study

Using School-Level Data to Investigate the Impact of a One-to-One Mathematics Teaching Resource in English Primary Schools

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