Happy Easter

Happy Easter Everyone

Happy Easter Everyone

 

Happy Easter to those who celebrate this religious custom
Afrikaans     Geseënde Paasfees
Albanian     Gëzuar Pashkët
Alsatian     Frohe Ostern
Amharic     መልካም ፋሲካ (me’elkam fasika)
Assyrian     Ghyamta d’maran hoya brikhta
Azeri     Pasxa bayramınız müqəddəs olsun
Basque     Ondo izan Bazko garaian’
Bengali     ঈস্টর এর শুভেচ্ছা নেবেন।
Bhojpuri     शुभ ईस्टर
Breton     Pask Seder
Bulgarian     Христос Воскресе  Christ has risen
Воистина Воскресе  Truly, he has risen – reply
Честит Великден
Catalan     Bona Pasqua
Chamorro     Felis Påsgua
Cherokee     ᏥᏌ ᏕᎴᎯᏌᏅ
Cantonese)     復活節快樂
Cornish     Pask Lowen
Corsican     Bona Pasqua
Croatian     Sretan Uskrs
Czech     Veselé Velikonoce
Danish     God påske
Dutch    Vrolijk Pasen!

Esperanto     Feliĉan Paskon
Estonian     Häid lihavõttepühi
Faroese     Gleðilig páskir
Fijian     Vanuinui vinaka ni Siga ni Mate
Finnish     Hyvää Pääsiäistä / Iloista pääsiäistä
French     Joyeuses Pâques
Frisian (North)     Fröiliken poosche
Frisian (West)     Lokkich Peaske
Friulian     Buine Pasche
Galician     Boas Pascuas
German     Frohe Ostern
Greek (Modern)     Καλό πάσχα
Χριστός ανέστη! (Hristós anésti) – Christ has Risen
Αληθώς ανέστη! (Alithós anésti) – Truly he has Risen (reply)
Haitian Creole     Bònn fèt pak
Hebrew     (chag pascha same’ach) חג פסחא שמח
Hindi     शुभ ईस्टर (śubh īsṭar)
Hungarian     Kellemes Húsvéti Ünnepeket! (Pleasant Easter Holidays!)
Áldott Húsvétot kívánok! (Wishing You a Blessed Easter!)
Icelandic     Gleðilega páska
Indonesian     Selamat Paskah
Irish (Gaelic)     Cáisc Shona Dhuit / Dhaoibh, Beannachtaí na Cásca
Italian     Buona Pasqua
Jèrriais     Jouaiyeux Pâques
Kannada     ಈಸ್ಟರ್ ಹಬ್ಬದ ಶುಭಾಷಯಗಳು
Khmer     រីករាយថ្ងៃបុណ្យប៉ាក
Kinyarwanda     Pasika Nziza
Korean     행복한 부활절이 되시길
Latin     Prospera Pascha sit
Latvian     Priecīgas Lieldienas
Luxembourgish     Schéin Ouschteren
Malayalam     ഈസ്റ്റര്‍ ആശംസകള്‍!
Maltese     L-Għid it-tajjeb
Manx (Gaelic)     Caisht sonney dhyt
Māori     Ngā mihi o te Aranga
Marathi     शुभ ईस्टर (śubh īsṭar)
Norwegian     God påske
Occitan     Bonas Pascas
Papiamento     Bon pasco
Pashto     ښه او خوشحال اختر
Persian (Farsi) عيد پاک مبارک
Polish     Wesołych Świąt Wielkanocnych!
Wesołego Alleluja!
Szczęśliwej Wielkanocy!
Wesołych Świąt Wielkiej Nocy!
Portuguese     Boa Páscoa, Páscoa Feliz
Portuguese (Brazilian)     Boa Páscoa!
Páscoa Feliz!
Punjabi     ਈਸਟਰ ਖੁਸ਼ਿਯਾੰਵਾਲਾ ਹੋਵੇ (īsṭar khuśyāṅvālā hove)
Romanian     Paşte Fericit
Russian     Христос воскрес – Christ resurrected
Воистину воскрес (Voistinu voskres) – reply – truly resurrected
Samoan     Ia manuia le Eseta
Sardinian(Logudorese)     Bona pasca
Scottish Gaelic     A’ Chàisg sona
Serbian     Христос васкрсе (Hristos vaskrse) – Christ resurrected
Ваистину васкрсе (Vaistina vaskrse) – truly resurrected (reply)
Sicilian     Bona Pasqua
Sinhala     සුභ පාස්කුවක්
Slovak     Veselé prežitie Veľkonočných sviatkov
Slovenian     Vesele velikonočne praznike
Spanish     ¡Felices Pascuas!
Swahili     Heri kwa sikukuu ya Pasaka
Swedish     Glad Påsk
Swiss German     Schöni Oschtere
Tagalog     Maligayang pasko ng pagkabuhay
Tamil     ஈஸ்ட்டர் நல்வாழ்த்துக்கள்
Telugu     శుభ ఈస్ఠర్ (shubha eestar)
Tetum     Feliz Paskua
Thai     สุขสันต์วันอีสเตอร์
Tibetan     ཡི་ཤུ་བསྐྱར་གསོའི་དུས་ཆེན་ལ་བཀྲ་ཤིས་བདེ་ལེགས་ཞུ།
Tigrinya     ርሑስ በዓል ፋሲካ። (Rhus Be’al Fasika)
Tok Pisin     Hepi ista
Tongan     Ma’u ha ‘aho Pekia fiefia.
Tsotsil     Lek me ech’an ti ta k’uxul orae
Tswana     Malatsi a paseka aa itumedisang
Turkish     Paskalya bayramınız kutlu olsun
Ukrainian     Христос Воскрес! Christ is Risen!
Venetian     Bona Pasqua
Vietnamese     Chúc Mừng Phục Sinh
Volapük     Lesustanazäli yofik
Võro     Hüvvi munnõpühhi
Welsh     Pasg Hapus
Yorùbá     Ẹ ku Ayọ Ajinde
Zulu     IPhasika elijabulayo / IPhasika elithokozayo

EAL EXAM support

Did you see the BBC TV programme about lambing recently?

The first thing I noticed was when they showed the entrance to Scotland the sign behind was in two languages, similar to the entry into Wales at Bristol.
At the last count there was over 1 million children in UK who are  bilingual and this is increasing daily so for teachers and school managers it is an issue that needs to be addressed in line with current legislation and practice. These children (including many in Welsh, Cornish, Scottish and Irish schools) speak two languages as part of their everyday lives.
Daily they may use their languages for different purposes e.g. speaking to grandparents is probably in a different language to their school friends. There is also then for schools the question of literacy as they may be literate in one language but not in another. In Wales where Welsh is also developed daily alongside English the pupils maybe trilingual. Some will start school knowing more than one language  and some parents may be encouraging children to become literate in their heritage language through teaching them at home, attendance at community schools or parental choice to a designated Welsh  or other language speaking school. This is the route we took with our daughter choosing a Welsh school to allow her to develop her heritage language and gain essential language skills.
Throughout the last 30 years more and more teachers and others involved in EAL and bilingualism have come to recognise the importance of first language development for children learning EAL. Many parents and children now are asking to retain their bilingualism and not lose it due to lack of opportunities to develop and use the language . This is known as subtractive bilingualism.
We need to recognise the important role of first language development in second language development, as we have shown in training courses that Jean and I have done around the UK, and which has successfully led many educators to promote the development and maintenance of first languages and to actively support bilingualism and in turn in some cases  also received either outstanding or good OFSTED results particularly in schools with high levels of EAL students.
Many teachers use bilingual resources successfully to support the teaching and learning of EAL and bilingual pupils. You can to by using our bilingual exam book it supports the student taking the exam and the teacher teaching towards the students understanding aiming it genuine collaborative learning.

I have always done this by changing written material into the home language or introduced the new words in relation to the next project so that my students can access it. Due to many rules and regulations all of my students had to be able to take their exams in English so an explanation of and seeing of exam papers beforehand is crucial

Exam Success - English/Lithuanian Learn all the words needed to sit exams and tests in English.

Exam Success – English/Lithuanian
Learn all the words needed to sit exams and tests in English.

English Exam book cover

Contents

What

Complete

Use

Explain

Which

Suggest

Write

Match

Discuss

Calculate

General exam Questions

Glossary of Exam Terminology

For other langauges and to buy follow this link http://shop.emasuk.com/category/2617/exam_success_books

Talking Tutor is useful for Design Technology and Science teaching

As a Design Technology -Resistant Material specialist many teachers I have worked with see it as a subject that is easily accessed by EAL pupils. This is mainly through misconception as they believe that as it is a largely practical subject then they can access it. What colleagues often forget is that, like Science, the practical aspect of a design challenge is only one small part of a process. Also included are the complex tasks of time management, development of an idea from concept to delivery, evaluation of the process which requires the development and use of investigative and planning skills throughout. There is also a high level of academic language required to understand the individual process involved.
Using Talking Tutor to give information to support their language development is really easy and also allows you or a teaching assistant to use previous experience to support and develop their learning quicker. It works very simply just put yourselves in their shoes.
Using Talking Tools

Using Talking Tools

Imagine you don’t speak a language e.g. GREEK. You can speak English as this is your first language and at this point only language, you have been to school for a few years so know basic mathematical concepts, tools and their names. You go to a school where everything is in GREEK what do you do? You are still the same person but suddenly language is a barrier.  The school has two options;
Option A – Take you to the side, in small groups and teach you Greek from scratch like you would teach a toddler but expect recollection to be quicker due to age – this is  a much practiced was that I see in many schools that are not challenging or innovative enough
Option B  – recognise they know what we mean by the academic word adding up, drawing, cut etc. but in Greek so share the word for this concept in English. In this way it speeds up the academic words learning process. It also improves the level of understanding.
In my school I always choose option B mainly as I have always had a time constraint called exams where everyone is tasked to achieve. By using Text Tutor which is currently on offer you can easily support academic language development in DT or any subject with a little extra thought about where the best use will be. NB Depending on the age of the child, those schools where access is always available and learning is paramount in their room, the students learn to just log on and find out the equivalent word and then get on with what they are doing. Interested?
Text Tutor

Text Tutor

Challenge your pupils by using time saving pre-made resources from the resource library or our books

Colouring Sheet - Bee

Colouring Sheet – Bee

My name is John Foxwell and I am one of the creators of EMAS UK. My wife and I both teachers created every single sheet in the resource bank and have tried to aim it at differing age groups more inclined towards a level rather than the age. Some of the resources are as basic as numbers but that rises as the levels get more challenging to cells and their make-up. I tried giving access to the resource library but found that some teachers just downloaded all the wanted and then didn’t buy the product, which was a real shame as the resource library is extremely good value and covers a wide range of ages and levels, 3 to 16 and levels 1 to 5.

Using the language mat to reingforce and bridge skills across languages.

Skills transference between Arabic and English

The books are interesting as they have different purposes. Pip is all about discussing emotions and starting points, its ability is to start talking about the fear of moving somewhere new, the loneliness of feeling alone and the differences in locations, finishing with the learner understanding that they will make friends and they will feel more at home as time goes by. The maths books is designed to take the learners current knowledge teach them the words that they need to understand what is being asked in English and join their peers as quickly as possible. It also helps teach new concepts by having the right words for the mathematical shapes, operations and procedures in dual language text, bridging the gap between prior learning and current understanding without lack of developmental knowledge.

Different types of Triangles

Different types of Triangles

To see our latest offers like us on Facebook or look on our website

Watch a short video about the resource library –  http://www.emasuk.com/Video-Resources

For more information contact us via email @ info@emasuk.com or call us on 0845 009 4939

EMASUK support World Book Day 6th March

World Book Day is a great opportunity to get young people excited about reading.

This year’s event takes place on Thursday 6 March, and the aim – as always – is to celebrate the power of storytelling and inspire a lifelong love of books.

If you are wondering how to get involved with EAL learners then try using Talking Tutor and the App to hear stories read aloud in English. Two Can Talk can be used to ask parents about stories from their country of origin. Why not invite them to read out a traditional story in assembly. You can always use Text Tutor to translate passages from famous books into English.

There are many reading-themed ideas to support our global citizens.

  • Pre-school children might like finger rhymes or acting out a favourite story. Make a picture book of the children’s drawings from the rhymes and let others read it aloud.
  • Primary students might enjoy organising a book swap or sharing stories from their early years. A class book-review book is a great way to inspire readers. Ask the local library if they have certificates for the number of reviews written. Look for some performance poetry and try it out with the children, a great poem to use is ‘Wriggle bum John’, it’s funny and has a great potential for movement.
  • Secondary pupils could have a book election to find their year group’s three favourite books of all time, or they could organise a sponsored event. Why not try performance poetry with different age groups, a firm favourite is

‘Mum used Pritt Stick,

instead of Lipstick,

then went and kissed my dad.

Two day passed,

both stuck fast,

longest snog they’ve ever had.’

There are lots of resources on the World Book day website  including assembly plans, posters, dressing up ideas and quizzes about World Book Day’s featured authors and illustrators (and their books, available for £1). They are: David Melling, Hello, Hugless Douglas!; Emily Gravett, Little Book Day Parade; Jim Smith, I Am Not a Loser; Jill Murphy, Fun with the Worst Witch; Lauren St John, The Midnight Picnic: A Laura Marlin Mystery; Terry Deary and Martin Brown, Horrible Histories: Terrible Trenches; James Patterson, Middle School: How I Got Lost in London; Sarah Lean, Jack Pepper; Robert Muchamore, Rock War: The Audition; and Maureen Johnson, The Boy in the Smoke.

Decorate your classroom for World Book Day with dual language text, EMAS UK has a range of books that can be used as posters or language mats. Their knowledge shares make ideal starting points for discussions about world stories. Ask the students to look at stories from around the world, translate extracts

Writing a book review is the focus of this lesson for students aged 11-14. The aim is to write a critical review of a substantial text, taking account of the context in which it was written and the likely impact on its intended readers. There is also the future reader to be considered, so writing for an audience should also be considered. Consider a reflective writing task in the form of a book review which encourages students to write about a text, taking account of the needs of others who might read it.

And finally, why not read Pip or for younger children use the picture book and ask them to tell their story using the pictures as a guide. See http://shop.emasuk.com/category/2612/pip_books for a list of the books available in many languages including picture only and English and hear what the creator has to say and ideas for teaching @

http://www.youtube.com/watch?v=frQVKGaMQSM&feature=youtu.be

Using EMASUK resources in a nursery setting

Following on from last weeks feedback from a nursery we have received emails asking us how our tools and resources can support nurseries, as up until now they believed that they were stuck.

Using Talking Tools

Here are a few of our suggestions.

Find the resource EAL through storyboards in the library, under English, then choose a language or the languages in your setting. Use this to play finger rhymes Peter and Paul, Humpty Dumpty and Twinkle Twinkle. Support this further by using  Terry (Talking Tutor) to say out the words in the child’s first language then repeat in English. Add to this further and develop language by asking one child to be Peter and ask them to hide, when the Rhyme suggests Peter returns and then answers questions about where he has been ( this is great for advanced learners).

Literacy through Storyboards

Literacy through Storyboards

Sandbox – Use the sandbox to reinforce words e.g. use Terry (Talking tutor) to speak aloud words such as dig, cover and act it out, then repeat in English.

Game – Where is the Dragon – Ble mae Ddraig? Choose a stuffed toy bear, duck, or in this case a dragon (well I am Welsh) etc. and tell the children they are going to play where is the Dragon. Use Terry (Talking Tutor) to say this in the home language. Place the dragon on, in, under items and then repeat. Less advanced learners will start of by saying on, there (and point to where it is) whereas more advance learners can expand and use their vocabulary by explaining, where it is, naming the item it is on, or under and construct the sentence well.

Or snap see example below.

Snap Cards - Insects

Use the Interactive whiteboard to learn shape or animal names. Ask the children to hide a bird and items on the board this could be a shape – e.g. behind the square, on top of the circle.

Add bilingual labels around the classroom. Sentences are better than words, remember to use small sentences to ensure they can use the word in context.

Bilingual Poster showing colours in English and Lithuanian.

Bilingual Poster showing colours in English and Lithuanian.

Use bilingual colouring sheets to support and embed language acquisition.

Colouring Sheet - Bee

Colouring Sheet – Bee

Teach rhymes and then translate them and send them home to mum and dad remember that they don’t rhyme in other languages.

Don’t forget songs are always good. Simple songs remind us of learning pattern, words, pitch, tunefulness and happiness. Use Talking Tutor, text tutor or Two Can Talk to translate songs and ask parents to help.

Communicate across languages with EMASUK SMT's

Communicate across languages

Remember that CVC words do not always translate as CVC words e.g. dog become chien

Finally look in the teachers section for the Early Year sheets for parents.

Parents Guide

Parents Guide

OFSTED UPDATED Guidance for School inspections Jan 2014

OFSTED have issued new guidance re. inspections from January 1st. Here are the highlights including information for EAL. Interestingly in the part about teaching it informs inspectors to be careful when judging lesson styles and if the Pupil premium usage is of concern they can ask for either;

a) an internal review

b) an external review

c) both 

What are your views on this?

OFSTED Subsidiary Guidance Jan 2014

Inspectors should use this guidance during section 5 inspections in conjunction with the School inspection handbook[1] and The framework for school inspection[2]. It is designed to provide guidance on particular aspects of the section 5 inspections


[1] School inspection handbook (120101), Ofsted, 2014; www.ofsted.gov.uk/resources/120101.

[2] The framework for school inspection (120100), Ofsted, 2014; www.ofsted.gov.uk/resources/120100.

Judging progress across the Early Years Foundation Stage and into Key Stage 1 

 

Identifying starting points

  1. Schools should have clear systems to:
  •  make an assessment of children’s starting points (baseline)
  •  plan next steps that challenge children sufficiently
  • track the progress of individuals, groups of children and cohorts across the Early Years Foundation Stage and into Key Stage 1
  •  identify how much progress is made by individuals as well as groups of children and the cohort.

 

Children who speak English as an additional language: as indicated in the Early Years Foundation Stage Profile Handbook (2013)[1] , learning to speak English as an additional language is not a special educational need. Practitioners should assess the development of children who speak English as an additional language in their home language as well as in English, where possible. While the children’s skills in communication, language and literacy must be assessed in relation to their competency in English, the remaining areas of learning may be assessed in any language.

‘Children must have opportunities to engage in activities and first hand experiences that do not depend solely on English for success, and where they can participate in ways that reveal what they know and can do in the security of their home language. For children to grow in confidence, and hence demonstrate their embedded learning, their environment must reflect their cultural and linguistic heritage and their learning be supported by a wide range of stimuli and experiences.’  (Early Years Foundation Stage Profile Handbook, page 15).

 

Teaching

Inspectors must not give the impression that Ofsted favours a particular teaching style. Moreover, they must not inspect or report in a way that is not stipulated in the framework, handbook or guidance. For example, they should not criticise teacher talk for being overlong or bemoan a lack of opportunity for different activities in lessons unless there is unequivocal evidence that this is slowing learning over time. It is unrealistic, too, for inspectors to necessarily expect that all work in all lessons is always matched to the specific needs of each individual. Do not expect to see ‘independent learning’ in all lessons and do not make the assumption that this is always necessary or desirable. On occasions, too, pupils are rightly passive rather than active recipients of learning. Do not criticise ‘passivity’ as a matter of course and certainly not unless it is evidently stopping pupils from learning new knowledge or gaining skills and understanding.

When in lessons, also remember that we are gathering evidence about a variety of aspects of provision and outcomes. We are not simply observing the features of the lesson but we are gathering evidence about a range of issues through observation in a lesson. Do not focus on the lesson structure at the expense of its content or the wide range of other evidence about how well children are learning in the school.

Behaviour and safety of pupils at the school

During the initial contact with the school, the lead inspector must ensure that the headteacher understands that the inspection evaluates what behaviour is typically like, not just the behaviour of pupils during the inspection. Often, the grade for behaviour and safety is a grade higher than overall effectiveness.  Where this is the case, reports will be given additional scrutiny. Please make sure that sufficient evidence is gathered to warrant the grade awarded.

Inspectors should identify disruptive behaviour of any kind. This may be overt, for example, ‘shouting out’, or pupils ‘talking over the teacher’, or ‘arguing back’, or low level disruption, for example, through continuous chatter, not bringing the right equipment to lessons, not having books or doing homework, pupils arriving late to lessons, pupils chatting when they are supposed to be working together or pupils being slow to settle to their work and so on. It may also be more covert, taking the form, for example, of quiet reluctance from a number of pupils to participate in group work or to cooperate with each other.

Attendance

Inspectors should take into account any differences between the attendance of different groups of learners, such as those of different genders or ethnicities (for example Gypsy, Roma and Traveller children) when evaluating attendance. Inspectors should evaluate how much the school knows about the attendance patterns of groups of learners and the effectiveness of systems to alert them to changes in pupils’ attendance. A sudden or a gradual alteration can indicate a safeguarding issue.

Evaluating the curriculum

The increasing diversity and autonomy of schools and the decisions they make about the curriculum may present some contradictions. Inspectors will need to make a professional judgement about the appropriateness of the curriculum with respect to the specific circumstances of the school[2]. In instances where there is major curriculum balance, or where the curriculum does not prepare children for life in modern British society, inspectors must say so clearly and explain why.

 

Schools judged as ‘requires improvement’

  1. Where governance is ineffective in a school judged as ‘requires improvement’ and is graded three for leadership and management, inspectors should include an external review of governance in their recommendations for improvement. The form of words to be used in the report under ‘What the school should do to improve further’ is ‘An external review of governance should be undertaken in order to assess how this aspect of leadership and governance may be improved’. It is for the school to decide how this review will take place, and to commission and pay for it. Such reviews aim to be developmental, and do not represent a further inspection. Full details on what might be the form and nature of such reviews can be found on the following link: http://www.education.gov.uk/nationalcollege/review-of-governance.
  2. Where the report identifies specific issues regarding the provision for pupils eligible for the pupil premium, inspectors should also recommend an external review on the school’s use of the pupil premium. The form of words to be used is ‘An external review of the school’s use of the pupil premium should be undertaken in order to assess how this aspect of leadership and governance may be improved’. In such instances, in addition to any support that the governing body may benefit from, inspectors should advise that the school seeks support from an external system leader with a track record of accelerating disadvantaged pupils’ achievement and closing gaps. Full details on what might be the form and nature of such reviews can be found on the following link:  http://www.education.gov.uk/nationalcollege/index/support-for-schools/pupilpremiumreviews.htm
  3. It is expected that there will be many cases where inspectors will recommend both an external review of governance and an external review of the school’s use of the pupil premium. However, there may be instances where this will not be necessary, for example, where the proportions of pupils eligible for the pupil premium that make and exceed expected progress are above national figures and are similar to those for other pupils in the school, or where the number of eligible pupils is five or fewer.
  4. Even where leadership and management is judged to be good, inspectors should use their professional judgement to determine whether a recommendation for an external review of the school’s use of the pupil premium would benefit the school.

Disapplication of the National Curriculum

  1. The majority of the national curriculum is being ‘disapplied’ (ie suspended) from September 2013 for one year for most subjects to give all schools the freedom to change what they teach in order to prepare for the new national curriculum. Disapplication is a suspension of the content of the national curriculum, not the subjects themselves. New statutory programmes of study will be introduced for all subjects from 2014 (2015 for Key Stage 4 English, maths and science) – with the addition of foreign languages at Key Stage 2. ICT will be renamed computing.
  2. Whilst schools will still have to teach all national curriculum subjects, what they cover will be up to them. The intention is to help teachers to manage the transition from the old national curriculum to the new one.  For example, teachers can stick broadly to the current national curriculum but will be able to vary when they teach topics and what topics they teach. They can use this freedom to cover any gaps in pupils’ knowledge and understanding to make sure they are prepared to learn the new curriculum from 2014.
  3. Disapplication is a permissive measure – no school will be required to change its curriculum in 2013/14. At Key Stage 4 for English, mathematics and science the freedom will last for two academic years because the new national curriculum will be taught from 2015/16 for those pupils. Teachers will still have to teach the national curriculum for English, maths and science to pupils in years 1, 2, 5 and 6 in 2013/14.  This is to ensure that pupils are properly prepared for national curriculum tests at Key Stage 1 and Key Stage 2 in summer 2014.
  4. It is for schools to decide how the pupil premium is spent. However, they are accountable for their use of this funding. Since September 2012, schools have been required to publish online information about their pupil premium allocation and how they plan to spend it. They must also publish a statement of how they spent the money for the previous year, and its impact on the attainment of pupils eligible for support through the pupil premium. This is intended to ensure that parents and others are made fully aware of the impact on the attainment of pupils covered by the pupil premium.
  5. Local authorities decide how to allocate the pupil premium for pupils from low-income families in non-mainstream settings. The local authority must consult non-mainstream settings about how the premium for these pupils should be used.
  6. When evaluating the effectiveness of leaders, managers and governors, inspectors should gather evidence about the use of the pupil premium in relation to the following key issues:

Evaluating the school’s use of the pupil premium[3]

  • the level of pupil premium funding received by the school in the current academic year and levels of funding received in previous academic years
  • how the school has spent the pupil premium and why it has decided to spend it in the way it has
  • any differences made to the learning and progress of pupils eligible for the pupil premium as shown by performance data and inspection evidence.
  1. In many schools, the number of looked-after children is small and these pupils may not figure in headline performance data. Inspectors should record evidence of the impact of the pupil premium on looked-after children currently on roll in the school on a separate evidence form.
  2. Inspectors should note that they should not report separately on the progress, attainment and/or achievement of pupils eligible for support through the pupil premium, or make comparisons with the progress made by other pupils, where individual pupils eligible for support through the pupil premium might be identified. Generally, this will be the case where there are five or fewer pupils at the school. However, where a small number of eligible pupils represents a sizeable proportion of the overall number of pupils on roll, inspectors should exercise their judgement on reporting on how well these pupils are supported. Inspectors should be mindful that the need to avoid identification of individuals remains a key consideration.
  3. For example, inspectors may write in the report ‘In this school, the pupil premium funding is used/is not used well to support individual pupils’, and in the context section ‘only a very small number of pupils is supported by the pupil premium.’
  4. Inspectors must consider the difference between the average points scores in each of English and mathematics in national assessments at the end of Key Stage 2, and at GCSE at the end of Key Stage 4, for the following groups:

Impact of pupil premium and Year 7 catch-up

  •  those pupils known to be eligible for free school meals and all other pupils (FSM and non-FSM pupils)
  • children who are looked after and all other pupils (CLA and non-CLA)
  •  children of service families and all other pupils. (This information is not contained in RAISEonline, but inspectors will expect schools to provide it during the inspection.)
  1. Inspectors must evaluate the performance in English and in mathematics of groups of pupils who are supported through the pupil premium. Where a gap is identified between the performance of pupils supported through the pupil premium and all others in the school, inspectors must report this and whether it is narrowing. They should express gaps in terms of National Curriculum levels or a period of time (such as ‘two terms’) at the end of Key Stage 2, or GCSE grades at the end of Key Stage 4.
  2. The following table shows suitable ways of expressing gaps in average points scores using plain language and simple fractions, which should be reported in words. Inspectors should take into account the way in which the school divides up the school year, such as into terms, in selecting wording that readers will understand.
points

1

1.5

2

3

4

4.5

5

6

 

Key Stage 2

NC levels

1/4

1/3

1/2

2/3

3/4

1

terms (3 per year)

1

2

3

4

5

6

years

1/3

1/2

2/3

1

11/2

2

months

4

6

8

12

16

18

20

24

 

 

 

 

 

 

Key Stage 4

 

 

 

 

 

GCSE grades

1/4

1/3

1/2

2/3

3/4

1

 

  1. Inspectors must also evaluate and report on the progress being made by pupils targeted for the Year 7 catch-up programme, including through analysis of summary data kept by the school.[4]

 

 

 

 

 

 

 


[2] Studio schools and UTCs, for example, are established with a particular curriculum, based on a different rationale and approach to teaching.

[3]The pupil premium is specific, additional funding provided to support the education of pupils known to be eligible for free school meals, pupils who have been eligible for free school meals at any point in the last 6 years (known as the Ever6 free school meal measure), children who have been looked after continuously for a period of 6 months and children whose parents are currently serving in the armed forces. See http://www.education.gov.uk/schools/pupilsupport/premium/a0076063/pp for further information.

[4] This programme is for pupils who did not achieve the expected Level 4 in either reading or mathematics at the end of Key Stage 2. http://www.education.gov.uk/schools/pupilsupport/year7catchup/a00216777/y7-catch-up-premium-faq