: Peeling back labels: unveiling the roots of disadvantage to unlock pupil progress Understanding the multifaceted challenges that some children face is key to offering them the best possible support

Jodie Bolter and Sam Roach are executive principals at Tudor Grange Academies Trust and evidence advocates for Tudor Grange Research School.

We know that addressing the disadvantage gap is complex and challenging. We know this for many reasons, not least the fact that the gap persists, in spite of the tireless and inspiring work of many, many colleagues in many, many schools.

Perhaps one of the reasons that this important work is so complex and challenging is that the way we label the task is wrong. We talk about closing the disadvantage gap for important reasons but, really, the notion of a single gap, or a single label ​‘disadvantaged’ is a simplification: one that covers over an enormous amount of variety in the lives, experiences and needs of children. At its worst, this label can perpetuate stereotypes, lower expectations, and create self-fulfilling prophecies. In fact, some people have wondered whether we might be better off without it.

We don’t think we would be. Not least because, as our understanding of unconscious bias grows, we become increasingly certain that teachers – like every other human – will inevitably make all sorts of unconscious assumptions about the children they meet. In other words, they will implicitly label children based on their perceived socio-economic background, regardless of whether the seating plan or the register provides an explicit label.

We can’t get rid of labels. But we can make ourselves aware of them, consciously peel them back, and look at what they might be covering up.

For us, this is the advice Sarah Stock, of Newcastle Research School, gives in the EEF’s Guide to Pupil Premium:

In Tudor Grange Academies Trust, we wanted to understand the underlying factors behind disadvantage so that our response could be tailored to address the root cause of the disadvantage gaps that existed in our school.

We recognised that at heart of this issue lies the profound impact of socio-economic factors and lived experiences. Our diagnostic tool therefore incorporated information on:

• Adverse childhood experiences and toxic stressors;
• Economics factors such as IDACI scores;
• Attendance in earlier phases of education;
• The proportion of time children had been eligible for free school meals throughout their school career.

This approach allowed our schools to understand the varied needs of their cohorts in much greater detail, and much sooner, allowing better and more effective support to be put into place. It also meant that, by assigning scores to each of these factors, we could place students in one of four bands, ensuring that resources were targeted where the need was greatest. For example, Band A pupils, with scores of more than 100, were likely to be facing multiple, complex, significant barriers to education.

Above all, our approach was built around the way we communicated with everybody working in schools. We wanted to ensure that our teams did not view disadvantaged pupils as an homogenous mass, where one size fits all approaches might be effective. Instead, we shared our methodology and supported colleagues in developing and reflecting on their assumptions about disadvantage and the way we respond. We wanted them to look beneath the label of disadvantage, and see the unique and sometimes multifaceted challenges that shape a pupil’s educational journey. Armed with this knowledge, teachers can implement targeted interventions, providing additional resources or support where it is needed most.

Crucially, this understanding of disadvantage doesn’t imply a lowering of expectations. On the contrary, it allows teachers to better support children in meeting high expectations based on a more holistic understanding of the pupil. By recognizing external challenges, teachers can set ambitious goals, acknowledging that every pupil has the potential for success.

In conclusion, peeling back the layers of disadvantage in schools requires a nuanced and compassionate approach. It’s not just about addressing the symptoms; it’s about understanding the root causes and working collaboratively to create an educational landscape where every pupil can flourish. Through this understanding, we pave the way for true progress, our hope is that this will ensure that no pupil is left behind on their journey of learning and growth.