Research School Network: Disadvantage: Unravelling the Label and its Impact on Education Recently, I was invited to visit a school that was grappling with a challenging issue many schools face…

Recently, I was invited to visit a school that was grappling with a challenging issue many schools face – the underperformance of their disadvantaged pupils. They were well aware of the challenges, which included issues like attendance, challenging behaviours, and poor reading standards. It’s not uncommon for schools to face such dilemmas, and it’s a concern that affects the educational landscape profoundly. In this blog post, we will delve into the concept of disadvantage and the associated challenges, with a focus on references to research from the Education Endowment Foundation (EEF).

The Label of Disadvantage

The Department for Education (DfE) doesn’t explicitly define ​‘disadvantage,’ but they do allocate Pupil Premium funding to support pupils who meet specific criteria:

• pupils who are eligible for free school meals
• have been eligible within the past six years
• pupils who have been adopted from care
• children who are looked after by the local authority

While these criteria help target assistance, it’s crucial to remember that disadvantage is a complex issue, and labels alone can’t capture its intricacies.

The EEF’s Perspective

The EEF plays a vital role in shedding light on the challenges faced by disadvantaged pupils. According to a recent press release from the EEF, their analysis of Pupil Premium statements revealed that attendance and reading proficiency are key barriers to the progress of disadvantaged pupils in three out of four schools. This finding underscores the gravity of the issue and highlights the need for a more nuanced approach to addressing it.

Assessment Over Assumptions

The crux of the matter lies in assessing the actual needs of disadvantaged pupils rather than labelling them. Labels, such as ​‘disadvantaged,’ can unintentionally perpetuate stereotypes and isolate pupils and families who may be experiencing disadvantage, even if they don’t meet the Pupil Premium criteria.

Schools that focus on effective assessment, thorough analysis of needs, and not assumptions, can tailor their strategies more effectively and avoid the over-generalisation of pupils from less affluent backgrounds.

Cultural, Aspirational, and Expectational Challenges

One of the key takeaways from my visit to the struggling school was the realisation that disadvantage is not only about tangible issues like attendance and reading standards. There is a more profound cultural aspect to it. The culture, aspirations, and expectations within a school can significantly impact the progress of disadvantaged pupils. If the school culture lacks inclusivity and fosters low aspirations, it can be a significant barrier to success.

Conclusion

Disadvantage is a multifaceted issue that goes beyond labels and simple criteria. The recent EEF press release has shown that attendance and reading proficiency are major roadblocks for disadvantaged pupils. By focusing on assessing individual needs rather than making assumptions based on labels, schools can create more inclusive and effective strategies for supporting these pupils.

The most pertinent guidance can be found in The EEF Guide to Pupil Premium and the EEF guidance report, Putting Evidence to Work – A School’s Guide to Implementation.

The journey to eliminate disadvantage in education is complex, but with the right approach, it is a journey worth taking.

<sup>References

DfE (2023) ​‘Pupil Premium: Overview’. Available at: https://www.gov.uk/government/publications/pupil-premium/pupil-premium

EEF (2023) ​‘Attendance and reading key barriers to disadvantaged pupils’ progress say three in four schools’. Available at: https://educationendowmentfoundation.org.uk/news/attendance-and-reading-key-barriers-to-disadvantaged-pupils-progress-say-three-in-four-schools

EEF (2021) ​‘Putting Evidence to Work: A School’s Guide to Implementation’. Available at: https://d2tic4wvo1iusb.cloudfront.net/production/eef-guidance-reports/implementation/EEF_Implementation_Guidance_Report_2019.pdf?v=1698239438

EEF (2023) ​‘The EEF Guide to the Pupil Premium’. Available at: https://d2tic4wvo1iusb.cloudfront.net/production/documents/guidance-for-teachers/pupil-premium/Pupil-Premium-2023.pdf?v=1696434151</sup>