The Impact of Challenge the Gap

Challenge the Gap in numbers

Pupil impact: breaking the link between poverty and poor outcomes 

“Challenge the Gap has given us the opportunity to refine and personalise the strategies to support disadvantaged pupils - it is clear that as a result of doing this, the children have now made good or better progress.”  

 Leader, Greenwich Cluster

“Being part of Challenge the Gap means that our pupil premium students are now at the forefront of teachers' minds, and more than ever they know why there is a gap, why it shouldn't exist and simple effective strategies to ensure teaching and learning opportunities are the best they can be to try and make sure that gap doesn't exist at all."

Leader, The Compton Cluster

“For me the key element is the collaboration. It is brilliant hearing about what other schools are doing and talking with them to see how small tweaks could be made to our existing structures.” 

 Teacher, Southwark TSA Cluster

Stories of Change

 

Story of change: personalised Pupil Premium support

In this interview, Noel Toledano, headteacher at Upton Primary School, discusses how the pupils in their target cohort struggled with a lack of confidence and resilience. Having developed more refined and personalised strategies to support these disadvantaged pupils, they are now making good or better progress.

Read the full interview here

 

Story of change: challenging the vocabulary gap

In this interview, Katie Patrick, headteacher at Dunstone Primary, explains how their school faced a particular challenge with a lack of understanding and use of new/extended vocabulary amongst their disadvantaged pupils and how they have used a series of interventions to overcome this barrier to learning.

Read the full interview here

 

Story of change: a Pupil Premium first approach

Bishop Challoner School (secondary phase) has a high Pupil Premium intake of 56% and identified low aspirations, a lack of confidence and a lack of role models outside of school as the key barriers to learning among their disadvantaged pupils. In this interview, Maya Cheetham describes how the school team rose to these challenges through a Pupil Premium first approach.

Read the full interview here

 

Further Information


EEF/University of Manchester evaluation of Challenge the Gap

We are proud to have worked with the Education Endowment Foundation (EEF) to test our early design of Challenge the Gap and were grateful for the formative feedback the University of Manchester provided as they conducted their evaluation. This meant that we were able to make changes to the programme before rolling it out in its current (revised) form. 

The University of Manchester evaluation of the 2012 pilot version of the CtG programme highlighted the following strengths and benefits of the programme:

  • In primary schools, Free School Meal (FSM) students in CtG schools made 2 months’ additional progress in comparison with similar students in schools that did not receive the intervention
  • The leaders, teachers and para-professionals that took part in CtG valued the opportunity to collaborate with other schools and were extremely positive about the approach
  • Many of those involved reported that the academic progress of pupils had been accelerated during the period of their participation in the programme
  • There were also a number of instances where teachers referred to visible improvements in pupils’ progress in terms of changes in attitudes, engagement and attendance

The report also highlighted some areas where the pilot programme had less impact and these were addressed before the programme was rolled out. We are delighted by the positive impact this had and that Challenge the Gap has been endorsed by the Department for Education as a key component in a number of successful Strategic School Improvement Fund (SSIF) projects.

When designing the pilot programme, we included a number of approaches - like deployment and training of high quality support staff, metacognition, resilience, and parental engagement - which have since emerged through the work of the EEF as important areas for schools to focus on. These remain at the heart of the programme, with the content refreshed each year to include the latest research and best practice from our schools.

accreditation
accreditation
accreditation