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Supporting the most disadvantaged pupils: a new report

The Department for Education has recently published a research report into the attainment of disadvantaged pupils. The National Foundation for Educational Research (NFER) was asked to look at the difference in the ways school support their pupils from the most disadvantaged backgrounds who are eligible for pupil premium, and how they narrow the gap between these pupils and their peers. They looked at:

1. Whether there are any common features of schools that have narrowed the gap successfully.

2. Whether there are any possible groups/clusters of schools that have narrowed the gap, and why this is the case.

3. What are schools that have narrowed the gap doing compared to other schools? What leads to them doing well? What lessons can be learnt from them?

They found that schools had used a large number of strategies (18 per school, on average) in order to raise the attainment of disadvantaged pupils since 2011. The most popular strategies, and those that schools considered to be the most effective, focused on teaching and learning, especially: paired or small group additional teaching; improving feedback; and one-to-one tuition.

The report identifies seven building blocks common in schools which are most successful in raising attainment for disadvantaged pupils.

Read the full report here.

Many schools we work with use their pupil premium funding to help close the gaps between children with delayed language development and their peers. You can find out more about Talk Boost, I CAN’s targeted and evidence-based intervention programme, which supports children with language delay in Reception and Key Stage One.