Pupil Premium




'I forgot my kit’: A guide to poverty-proofing school sports

9 May 2022

Is your school’s PE and sports kit preventing disadvantaged children from fully accessing school sport opportunities? Craig Watson, from Children North East’s Poverty Proofing initiative, shares some tips for creating inclusive school sports


Breaking the cycle of poverty and exclusion

25 April 2022

What does the research into poverty and its links to exclusion and other consequences tell us? How we can best support disadvantaged young people? Sean Harris takes a look at the research and explores the excellent work being undertaken in Hartlepool


There may be trouble ahead: Getting attendance right

29 March 2022

Poor school attendance can be a key warning sign of more serious problems to come for a vulnerable child. But how can we intervene to re-engage pupils and improve attendance? Darren Martindale advises


Emotionally based school avoidance: Five tips

23 March 2022

A SecEd webinar on emotionally based school avoidance attracted thousands of viewers. In this article, which first appeared in SecEd's Back from the Brink supplement, Dr Pooky Knightsmith picks up the discussion, offering five steps to re-engage with pupils who struggle to attend school





Boosting social mobility: Seven building blocks for schools

22 February 2022

The tail of educational underachievement for disadvantaged students risks getting longer. Dr Jonathan Doherty looks at the state of play after two years of Covid, considers where now for social mobility, and discusses seven building blocks for schools to help raise attainment for disadvantaged ...


Pupil Premium tutoring: A Champion for Every Child

15 February 2022

A Champion for Every Child is a pastoral tutoring programme that has had a notable impact for thousands of Pupil Premium pupils across the Kemnal Academies Trust. Emma Lee-Potter finds out more




One-to-one tutoring: Dos & don’ts

19 January 2022

Many schools are implementing small group or one-to-one tutoring programmes as part of their Covid recovery work. This article asks tutors at the Kemnal Academies Trust for their dos and don’ts of effective tutoring provision



Crafting your curriculum with poverty in mind

1 November 2021

Poverty is an ever-present challenge in our schools and there are important links to our curriculum. Sean Harris, a teacher and post-doctoral researcher investigating poverty in schools, offers practical ways in which we can recalibrate our curriculum with poverty in mind


The Pupil Premium strategy statement

13 October 2021

The DfE’s new Pupil Premium strategy statement is aimed at helping schools to explain how they are using this crucial funding. Suzanne O’Connell looks at what it entails and what’s involved


Pupil Premium: How do you talk about money?

20 September 2021

We are not trained or prepared for how we should speak to Pupil Premium students about this label, what it means, and about money in general – and this can be a real minefield for teachers and school staff. Liz Hebb explains


Senior Mental Health Lead: How to have an impact

11 June 2021

If you are new to the role of mental health lead, or you would like to make sure that your role really makes a difference next year, Dr Pooky Knightsmith offers a few simple ideas to help you to maximise your impact


Free school meals uptake: Removing the barriers

8 June 2021

There are still a number of barriers that put children and families off applying for and taking up free school meals. Georgina Burt advises on how schools can remove some of these barriers


Doorstep disadvantage: Beyond the Pupil Premium

24 May 2021

Do you understand the barriers to learning that poverty creates in your school’s community? Doctoral researcher and teacher, Sean Harris, reflects on some of the lessons he has learned as a school leader, researcher and as somebody who has experienced poverty himself


Emotionally based school avoidance: How can we respond?

19 May 2021

Emotionally based school avoidance occurs when a student feels genuinely unable to attend school because of stress or other wellbeing barriers. How should we respond? Darren Martindale offers some practical steps that schools can take



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