Source · Select Committees · Public Accounts Committee
Recommendation 24
24
Accepted
Significant minority of schools not consistently using evidence-based resources for Pupil Premium spending.
Conclusion
The Department told us it monitors how well school leaders use pupil premium evidence, with 69% of school leaders saying they used EEF resources in its most recent survey.79 It believed this may be understated, as a higher proportion of the pupil premium statements it reviewed linked back to EEF evidence.80 Although it described 70% as a reasonable proportion of school leaders, the Department acknowledged this figure should be closer to 100% and that 30% of schools potentially not using evidence was worrying. It committed to looking at this.81 The Department noted that the EEF is keen to make sure schools have access to the latest evidence, and that this can be easily shared and adopted in classrooms.82 71 Q 24 72 Q29 73 IEDO0005, IEDO0007, IEDO0015, IEDO0017, 74 Q 32 75 C&AG’s Report, para 3.6 76 Qq 7, 24, 25 77 C&AG’s Report, para 16, Para 3.6 78 Q 55 79 Qq 37, 55 80 Qq 37, 59–60 81 Qq 55, 60 82 Q 37 16
Government Response Summary
The department supports effective evidence-based decision making through grant funding of the EEF, promoting the EEF’s evidence to frontline decision makers, and monitoring how schools use evidence of what works in developing their pupil premium strategies, working with the EEF to build schools’ capability and confidence.
Government Response
Accepted
HM Government
Accepted
5.1 The government agrees with the Committee’s recommendation. Target implementation date: December 2027 5.2 The department supports effective evidence-based decision making in early years, school and 16-19 sectors principally through its grant funding of the EEF, the designated What Works Centre for education. Following its re-endowment in 2022, the EEF’s work is funded to at least 2032. 5.3 The EEF’s core purpose is to be the independent arbiter of evidence on effective practice in raising the attainment of disadvantaged pupils. It does this by funding rigorous trials of teaching and learning interventions; assessing the findings from these trials – including their impact on disadvantaged pupils – as well as other high-quality research studies worldwide; and distilling and communicating evidence to the sector in ways that drive the adoption of proven approaches. 5.4 The department actively promotes the EEF’s evidence to frontline decision makers in various ways – notably through published guidance and wider communications on effective 30 use of the pupil premium; and via DfE-led school and early years teaching and leadership development programmes, which are underpinned by EEF evidence on effective practice in teaching, learning and education management. 5.5 The department will continue to monitor how schools use evidence of what works in developing their pupil premium strategies and is considering how to target support to improve schools’ use of the pupil premium. Recent survey data shows school leaders find implementation and evaluation to be the most challenging aspects of developing and delivering effective pupil premium strategies. The department will work with the EEF to consider how best to build schools’ capability and confidence to benefit their disadvantaged pupils. 5.6 The department continues to work with EEF as evidence partner for the Stronger Practice Hubs programme to strengthen understanding of evidence informed practice and grow the evidence base of what works in Early Years settings.