Breaks in the Chain: Using Theories of Social Practice to Interrogate Professionals' Experiences of Administering Pupil Premium Plus to Support Looked after Children
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| Title: | Breaks in the Chain: Using Theories of Social Practice to Interrogate Professionals' Experiences of Administering Pupil Premium Plus to Support Looked after Children |
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| Language: | English |
| Authors: | Read, Stuart, Parfitt, Anne (ORCID |
| Source: | Oxford Review of Education. 2023 49(5):604-619. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Social Theories, Foreign Countries, Educational Finance, Educational Attainment, Achievement Gap, Foster Care, Virtual Schools, Principals, Experience, Information Seeking, Use Studies, Intervention, Program Evaluation |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1080/03054985.2022.2124963 |
| ISSN: | 0305-4985 1465-3915 |
| Abstract: | In England, Pupil Premium Plus is additional funding to help address the educational attainment gap experienced by looked after children. This paper explores the experiences of virtual school heads and designated teachers (n = 140) as they access Pupil Premium Plus-related information, guidance and training to support their practice; navigate the complexities of the Personal Education Plan (PEP) process; and measure the impact of Pupil Premium Plus-funded interventions. We explain professionals' experiences using insights from social practice theories, and argue that the process of supporting the educational outcomes of looked after children via Pupil Premium Plus is made up of context- and audience-dependent 'social practices'. When the social practices are aligned, virtual school heads and designated teachers may be effectively able to support looked after children, whereas barriers may emerge when social practices become disjointed. We conclude this paper by arguing that for Pupil Premium Plus to support educational outcomes of looked after children effectively, professionals need to reflect on their own cultures and practices. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1398552 |
| Database: | ERIC |
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| Abstract: | In England, Pupil Premium Plus is additional funding to help address the educational attainment gap experienced by looked after children. This paper explores the experiences of virtual school heads and designated teachers (n = 140) as they access Pupil Premium Plus-related information, guidance and training to support their practice; navigate the complexities of the Personal Education Plan (PEP) process; and measure the impact of Pupil Premium Plus-funded interventions. We explain professionals' experiences using insights from social practice theories, and argue that the process of supporting the educational outcomes of looked after children via Pupil Premium Plus is made up of context- and audience-dependent 'social practices'. When the social practices are aligned, virtual school heads and designated teachers may be effectively able to support looked after children, whereas barriers may emerge when social practices become disjointed. We conclude this paper by arguing that for Pupil Premium Plus to support educational outcomes of looked after children effectively, professionals need to reflect on their own cultures and practices. |
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| ISSN: | 0305-4985 1465-3915 |
| DOI: | 10.1080/03054985.2022.2124963 |
