Literacy and poor attendance are the biggest challenges facing disadvantaged pupils in England, according to new research published by the Education Endowment Foundation (EEF).

Research commissioned by the EEF and carried out by Verian analysed more than 1,200 Pupil Premium strategy statements from a representative sample of primary and secondary schools.

It found that 91% of schools identified English or literacy attainment as a challenge for disadvantaged pupils, making it the most commonly reported issue.
 

Attendance was highlighted by 83% of schools, rising to 89% among those with higher proportions of disadvantaged pupils. Social, emotional and mental health and wellbeing was identified as a concern by 79%.

The research also examined how schools report spending their Pupil Premium funding.

Tuition was the most commonly reported approach, appearing in 98% of schools’ strategies, while 97% funded targeted English or literacy interventions and 92% reported investing in staff training and continuing professional development.

Schools allocated the largest proportion of their reported Pupil Premium budgets to high-quality teaching, at 38%, followed by targeted academic support at 35% and wider strategies at 28%.

Commenting on the findings, EEF chief executive Professor Becky Francis said: 

“Schools know their pupils and communities best,” adding that high-quality teaching remained “the most important factor schools can influence”.

The findings come as the government considers how funding for disadvantaged pupils should be allocated.

The EEF said schools need sufficient flexibility, evidence and support to identify the particular barriers facing their pupils and use Pupil Premium funding effectively to address them.