1. What are the features of practice in schools that have led to improved outcomes for disadvantaged pupils?

2. Leadership and management (1)
Outcomes for disadvantaged pupils must be a focus from the very top, including the chair of governors or trust, and be a priority at all levels beneath.
There must be no excuses, and leaders set the tone for this.
The approach has to be whole-school because nothing less will work.
An emphasis on focusing the work of the school on DA pupils is needed in order for them to catch up rather than all do better and the gap remain.
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3. Leadership and management (2)
Outcomes for disadvantaged pupils should be a key element of self-evaluation – ‘if they aren’t doing well, we aren’t doing well’ approach.
CPD and staff training should focus on the issue.
An effective curriculum which is adapted and which is able to accommodate ‘issues’ such as building resilience as well as plugging academic gaps and providing enrichment experiences is important.
Building high aspirations, including inspirational careers advice and guidance, are key.
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4. Teaching, learning and assessment (1)
Quality first provision, including teaching, is the key – expectations, subject knowledge, enthusiasm etc..
Staff must know their disadvantaged pupils and provide for them as part of quality first teaching.
Interventions must work with quality first teaching and teachers need to be aware of and involved in what is being done when, by whom and understand the impact.
Assessment from the start is vital, as are high expectations because pupils may not have achieved enough up to now.
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5. Teaching, learning and assessment (2)
Accurate identification of special educational need is vital. It is likely that too many disadvantaged pupils are inappropriately classified as having SEN.
Identification of the most able disadvantaged pupils should lead to appropriately challenging provision, with specific support to overcome any barriers to their future success in education or the workplace.
The early years are vital and experience shows children from poorer backgrounds are more likely to be behind.
Transition must be a high priority both for academic and broader social and behavioural aspects of learning, with a strong focus on linking with early years providers.
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6. Personal development
Schools need to know the ‘whole-child’ in order to support and challenge properly; this is harder but even more vital with disadvantaged pupils.
Barriers to learning for pupils must be understood if they are to be overcome. Effective links with other services will be important to overcome some barriers.
Lower resilience for learning is more likely to be an issue for disadvantaged pupils.
Good communication with parents is essential to find out what else is going on and to ensure barriers are tackled.
Listening to pupils is very important to engage them in the process and avoid inadvertently alienating them.
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