Nine in 10 schools identify literacy as a key challenge for disadvantaged pupils, while eight in 10 cite attendance

Schools are most likely to identify literacy attainment and attendance as key challenges facing their disadvantaged pupils, according to new research published by the Education Endowment Foundation (EEF) today.

The research, conducted by Verian using an innovative AI model, analysed more than 1,200 Pupil Premium strategy statements from a representative sample of primary and secondary schools across England. It provides a national snapshot of the challenges facing disadvantaged pupils, and schools’ reports on how they’re using their Pupil Premium funding to address those challenges.

With the Government considering how disadvantage funding is allocated, it’s important that any changes are informed by what schools are seeing on the ground. Schools need the evidence, flexibility and support to identify the barriers their disadvantaged pupils face and make the best use of this crucial funding.

Earlier this year, research published by the EEF found that 44% of the GCSE attainment gap can be traced back to differences in prior attainment earlier in education. It also found that even moderate levels of absence contribute to the attainment gap.

Key findings

What are the challenges to disadvantaged pupils’ attainment?

• Literacy and English attainment was the most frequently cited challenge, identified by 91% of schools.
• Attendance was the second most frequently cited challenge, identified by 83% of schools. This rose to 89% among schools with higher proportions of disadvantaged pupils, compared with 74% of schools with lower proportions.

How do challenges differ between schools?

• Literacy was slightly more likely to be identified as a challenge by primary schools (92%, compared with 88% of secondary schools), while attendance was more likely to be identified by secondary schools (92%, compared with 83% of primary schools).
• Social and emotional, mental health and wellbeing was more frequently identified as a challenge by primary schools (82%, compared with 63% of secondary schools).
• Schools in the North East were the most likely to identify local factors like housing, transport and access to enrichment as challenge (35%, compared with 14% in the East of England and 16% in the South East).

How are schools responding?

• Almost every school (98%) reported using tuition to support their disadvantaged pupils, followed by targeted English and literacy interventions (97%) and staff training or continuing professional development (92%).
• Secondary schools were more likely to fund attendance and behaviour interventions, while primary schools were more likely to fund teaching assistants and family support.
• The EEF was the most frequently cited source of evidence supporting schools’ strategies (93%).

Each school in England with more than five pupils must publish a strategy statement setting out how it will use Pupil Premium funding to support disadvantaged pupils. This year, schools receive £1,550 for each primary-aged pupil and £1,100 for each secondary-aged pupil, with additional funding for children who have been in care.

Schools preparing their next statement, due by 31 December, can use the EEF’s Guide to the Pupil Premium. The guide has been updated for 2026 with new case studies, videos and a tool for reflection and monitoring.