Research School Network: Chiming with Context: How Small Schools Are Putting the EEF’s Pupil Premium Guide into Practice How could practical ways be approached in a small school to diagnose the specific needs of your disadvantaged pupil.

The first step to the EEF’s new digital Guide to Pupil Premium is to diagnose the specific needs of your disadvantaged pupils. In a small school, this isn’t just about data — it’s about knowing your pupils and families, and that is one of the first statements we read in the digital guide.

​‘It’s important to know and understand your whole school context – including individual pupil and family needs’

Practical ways are presented throughout to ​‘put it into practice’; here we explore how these practical ways could be approached in a small school.

In larger schools, data can paint a clearer picture of disadvantage. But in small schools, lower pupil numbers can mask significant need. A handful of Pupil Premium pupils might not trigger alarm bells, yet behind those numbers lie complex stories of financial strain, rural deprivation, and limited access to services.

​‘Much rural employment is insecure and poorly paid, leading to volatile and irregular incomes. It is difficult to find affordable housing, connectivity is poor, and fuel poverty is widespread.’ (Shucksmith et al., 2023)

Rural poverty is often hidden in plain sight. Families may live in homes that appear idyllic — yet these properties can be costly to heat, maintain, and access. Limited public transport, fewer local services, and social isolation compound the challenge. Services like food banks, mental health support, and extracurricular opportunities are often miles away. And while fewer children may qualify for Free School Meals, many live in households just above the threshold — what researchers call the ​“working poor” which is often not captured by FSM/PP eligibility.

Terms like ​“PP”, ​“FSM”, or ​“SEND” are useful for funding and policy, but they don’t capture the lived experience of a child. In small schools, where staff often wear multiple hats and know families personally, there’s an opportunity — and a responsibility — to look beyond labels.

Instead of asking ​“Is this child disadvantaged?”, we should ask:

• What pressures are this family facing — financially, emotionally, geographically?
• Are we making assumptions based on past performance or stereotypes?
• How can we challenge unconscious bias and raise expectations for every child?

Relationships as a Strength

One of the greatest assets of small schools is their relationships: staff know pupils deeply. They notice subtle changes in behaviour, mood, and engagement. This closeness allows for tailored support — but only if we’re intentional about it. The message is clear: understanding disadvantage is not a solo task — it’s a shared journey. It requires time, reflection, and collaboration.

Disadvantage in small schools must be diagnosed through conversation, observation, and context — not just spreadsheets. Every adult in the building plays a role. Every interaction matters. Build a richer picture by involving your whole small school team: admin staff, teaching assistants, mid-day supervisors, and teachers to help you all truly understand the lived experiences of some of your disadvantaged children.

When we understand the depth of disadvantage in our setting, we position our school not just to help learners survive — but to help them thrive.

That means building a shared understanding of how to:

• Build strategies around individual needs, not just labels.
  
• Use relationships as diagnostic tools.
• Create a culture where every adult is part of the solution.
  

Fewer pupils, smaller cohorts, and close relationships can make it feel like we know everything we need to know. But the reality is often more complex — and more hidden.

Disadvantage in small schools can be subtle. It might not show up in Free School Meal data or Pupil Premium numbers. It might be masked by strong attendance or polite behaviour. But beneath the surface, families may be struggling with:

• Financial instability
• Emotional stress
• Geographical isolation
• Limited access to services and opportunities

Ask the Deeper Questions

To truly understand disadvantage, we need to ask:

• What don’t we know?
  Are there families quietly struggling, just outside the thresholds of support?
• What do we assume?
  Are we letting past performance or labels shape our expectations?
• What are we doing to truly understand our community?
  Are we listening, observing, and engaging — or just reacting to data?
• What are their strengths and aspirations?
  Are we listening to the pupil? Are we understanding their aspirations?

Disadvantage is deep, layered, and often invisible. In small schools, we have the proximity and the relationships to dive beneath the surface, but it takes intention, curiosity, and courage. So, ask yourself: how deep are you willing to go?


References

Shucksmith, M., Glass, J., Atterton, J. and Chapman, P., 2023. Rural poverty today: experiences of social exclusion in rural Britain. Policy Press.

The EEF Guide to the Pupil Premium | EEF


Need more support?

Check out North Yorkshire Coast Research School’s supporting video with small school colleagues sharing their approaches to developing their Pupil Premium Strategy. Need more support? | EEF