Research School Network: Supporting disadvantaged pupils to thrive: Part 3 Marc Rowland (Unity Research School) and Jon Eaton (Devon Research School) on leading an effective Pupil Premium strategy

This is the third and final mini-blog offering our headline advice about running an effective Pupil Premium strategy. In part three, we pull together our thoughts about addressing disadvantage in the classroom and wider school life.


Addressing challenges in the classroom and wider school life

1. We can control the quality of provision pupils experience every day. This is in our gift.

2. Ensure that enrichment responds to pupils’ interests but broadens vistas too. Be intentional. Success with enrichment is more that​‘participation’.

3. Ensure that​‘people like me’ are celebrated within the formal and informal curriculum. Diversity needs to encompass socio economic background.

4. Structure, routine and clarity of expectations supports relationships to thrive. Pupils need to be taught from early years about the importance of working together as a group – with clarity over their responsibilities to themselves and each other.

5. Model the thought processes of expert learners – give pupils the gift of your thinking as a teacher.

6. Teach children to read really really well. Use evidence informed, structured interventions to support universal provision where appropriate.

7. Develop pupil’s oral language skills so pupils are confident communicators.

8. Don’t make presumptions about prior knowledge, language and learning behaviours. Value the process of learning, as well as the outcome. Don’t give pupils secret signals that those with lots of opportunity outside of school are more valuable. Don’t allow the impression that those with prior knowledge are​‘magically’ clever.

9. Front load background knowledge at the start of a sequence of lessons. Background knowledge is the glue that makes learning stick.

10. Use technology thoughtfully, not just because it’s there, particularly in early years and KS1. Young people value connections, being heard, being listened too. Model positive social interactions wherever possible.

11. Check for understanding, and again and do something with that information. Avoid the tyranny of pace and prioritising curriculum content coverage over learning – avoid short cuts, avoid distractions.

12. To avoid passivity in the classroom, plan how to direct attention and structure for active engagement.

13. Every interaction matters. In the classroom, in wider school life. A collective responsibility is key.

To dig deeper into how to lead and manage your school’s strategy, please see the Education Endowment Foundation’s updated, digital guide to the pupil premium here.

The new guide walks school leaders through a five-step process for developing and sustaining a strong strategy, aligned to the Department for Education’s requirements. Highlights include:

• An evidence brief linking to high-quality research aligned with the DfE’s menu of approaches

• A discussion tool for governors

• Case studies from schools across the country including the Research School Network.

• The guide is designed to be clear, accessible, and usable on any device.