Slides to support a session delivered to trainee teachers.

1. Can you see and measure learning?

2. @davidErogers
drogers@patchamhigh.org.uk
Office next to S6 in the Warmdene
davidrogers.org.uk

3. Husband, Welshman, Geographer,
Assistant Head, Microsoft Expert educator,
Google certified teacher, Marathon Runner,
Adventurer, Author, Pedagogic Troublemaker,
of the RGS, Dream Teacher, Dad,
Husband, Welshman, Geographer, Assistant
Microsoft Expert educator, Google
certified teacher, Marathon Runner,
Adventurer, Author, Pedagogic Troublemaker,
of the RGS, Dream Teacher, Dad,
Husband, Welshman, Geographer, Assistant
Microsoft Expert educator, Google
certified teacher, Marathon Runner,
Adventurer, Author, Pedagogic Troublemaker,

4. For Pupil Premium Students you have
knowledge, what are they like?

5. Kid, deprived, Can’t Learn, Low Ability,
There, Poor Kid, deprived, Can’t Learn,
Ability, Stuck There, Poor Kid, deprived,
Learn, Low Ability, Stuck There, Poor
deprived, Can’t Learn, Low Ability, Stuck
Poor Kid, deprived, Can’t Learn, Low
Ability, Stuck There, Poor Kid, deprived, Can’t
Low Ability, Stuck There, Poor Kid,
deprived, Can’t Learn, Low Ability, Stuck
Poor Kid, deprived, Can’t Learn, Low
Ability, Stuck There, Poor Kid, deprived, Can’t
Low Ability, Stuck There, Poor Kid,
deprived, Can’t Learn, Low Ability, Stuck
Poor Kid, deprived, Can’t Learn, Low

7. What does Pupil Premium Mean?

8. • FSM
• FSM6
• Service Families
• Looked After Children
• Those that have left care
• Catch-up Pupil Premium
• Summer School

10. What can we do about it as classroom teachers?
Teaching Standard 5:
Teachers must adapt teaching to respond to the strengths and
needs of all pupils and have a secure understanding of how a
range of factors, such as low-household income, can inhibit
pupils’ ability to learn, and how best to overcome these.
Article 29 Goals of Education:
Education must develop every
child’s personality, talents and
abilities to the full.

11. The progress of Pupil
Premium students is
the responsibility of
every single adult at
Patcham High School

12. ‘…there was a clear tendency amongst best teachers to see
the power of the humdrum, the everyday.’
Practice Perfect, Lemov, D; Woolway E; Yezzi, K p5-6
Photo Credit used through Creative Commons

14. What do you need to know about every pupil you teach?

15. Key questions for every member of staff:
1. Who are the Pupil Premium Students that you work
with?
2. Are they delivering nothing less than their best?
3. What specific actions are you taking to accelerate their
progress?

17. Making feedback visible @ Patcham High School
Type Frequency What does it look like?
Light touch
Once every 4 lessons to show that work
has been seen and to identify obvious
communication errors. Check the quality of
presentation.
Green Pen:
Pick up obvious errors; check presentation; level of work.
 S (x3 or 5): you have spelt the word wrong and need to re-write 3 time (if it is an
unfamiliar word) or 5 times (if it is a familiar word).
 P: you have missed out or used a punctuation mark incorrectly.
 G: your sentence does not make sense / it has not been written correctly.
Feedback
Sheet
Once per progress check. This is a
chance for students to reflect on their
progress since the last Progress Check.
Either: Feedback Sheets stuck inside the front cover of the exercise book filled out.
or:
Feedback Stamp used
FFT (Feed
forward time)
After an assessment, at least once per
progress check. This allows students time
to engage with your feedback.
Students will have responded to comments or made corrections / redrafted. Identify
these by using Progress Purple pens / highlighter / stickers.
Verbal
marking
On-going. This form of feedback should be
a feature of every lesson.
An abbreviation to show that assessment took place or feedback was given during the
lesson. Student marking in Red pen.
• VF: verbal feedback - green stamp
• PA: peer assessment
• SA: self- assessment
• LM: ‘live’ whole class marking
• TA: target achieved
• I: independent work
Learning Goal sheets accessible to
students – front cover of exercise
book.
All feedback by teachers in green.
All feedback by students in red.
Progress Purple identifies Feed
Forward Time
Feedback effect size = 0.73

18. What are we doing here?
• Supporting Quality First Teaching
• Ensuring that every child can read at their
chronological reading age
• Raising the profile of PP students – photos and
emails
• Raising Achievement and Progress meetings: KS4
and KS3
• Coaching in Maths, English and Science
• PP Research Bursaries looking at Homework,
metacognition, visual strategies and peer mentors
• Teacher Learning Communities focus on individual
PP student using a Lesson Study model
• Teachers talking about teaching, planning together