Knowing is not enough; we must apply. Willing is not enough; we must do.
Prof Tanya Ovenden-Hope
If we were to take five different Pupil Premium strategies from five different schools, strip them of all identifying information, and then present your staff with the statements of intent and the sets of challenges, would your staff be able to pick out your school? Would they recognise the story you tell and the challenges you face? They should be able to. It’s important because it shows that your strategy is rooted in a deep understanding of your school’s unique context, challenges, and community.
To know and understand your whole school context should be a whole school priority.
How do we talk compellingly about our students? About their families, their lives, their barriers to learning, and the challenges they face.
We should begin by developing a deep understanding of our pupils and their families. This includes the contextual factors that influence their lives – for example, socio-economic, geographic, cultural, and political influences.
Building a holistic picture of pupils and their families in this way can play a pivotal role in improving educational outcomes, supporting pupil well-being, and narrowing the attainment gap.
Small schools are in a fantastic position to know and understand their individual pupils and family needs because their smaller size fosters close relationships, more frequent communication, and a deeper understanding of each child’s unique background, strengths, and challenges.
At the Federation of Castleton and Glaisdale Primary Schools in North Yorkshire, they have invested time in knowing and understanding the holistic needs of their pupils. This has allowed them to better match the provision for all.
Moving from knowing to applying
Knowing is not enough; we must apply. Willing is not enough; we must do.
Johann Wolfgang von Goethe (2015). Maxims and Reflections (p. 74).
The Castleton and Glaisdale Primary Schools have moved from knowing to applying. Support staff are empowered through Makaton training (a communication system that uses signs, symbols, and speech to help people with communication difficulties express themselves and understand others), life skills curriculum development, and leadership opportunities in curriculum and events.
Teaching Assistants (TAs) access charity funding for inclusive trips, while Higher Level Teaching Assistants can join trust-wide Continuous Professional Development. These initiatives foster confidence, collaboration, and recognition – transforming the role from ‘just a TA’ to a valued leader.
At Lewennick Community Primary school in Cornwall, they have redesigned the curriculum model after finding the old model was not meeting the needs of all their pupils. Now, the curriculum offer is strong, gaps in pupils’ learning are identified and closed and “the pupils talk animatedly about their learning across areas of the curriculum and are making links between them.” The school were willing to listen to their pupils and families, and willing to take the action that this understanding demanded.
When schools take time to know and understand how low family income can be a dynamic, opportunity-limiting condition that affects identity, belonging, health, attendance, and access – not just wallets – they can begin to do something about it.
Schools can talk compellingly about their pupils, they can tell the story of their school and the community it serves.
Next step:
Read the EEF’s Guide to the Pupil Premium, particularly Step 1 ‘diagnose your pupils’ needs.