Jade

Unconditional love for someone like you

The problem

Most schools know the Pupil Premium gap exists. Most schools are doing something about it. But there is still a missing piece: There is no clear, classroom-level playbook for improving outcomes for disadvantaged students. Research highlights that much of the focus has been on whole-school strategy and funding, rather than what teachers actually do day-to-day in classrooms. This guide is designed to change that.

The framework (overview)

This model is built on six pillars: 1. Curriculum & Assessment Alignment 2. Literacy & Writing 3. Culture & Cultural Capital 4. Targeted Intervention 5. Engagement & Innovation 6. Systems & Accountability

But more importantly: Each one comes with practical actions you can implement immediately.

1. Curriculum & Assessment Alignment

The principle - Students should practise what they will be assessed on, from the start. Do this: - Introduce GCSE-style questions from Year 7 - Build your curriculum backwards from exam requirements - Use similar question formats across all year groups What this fixes: - KS4 “shock” - Lack of exam familiarity - Inconsistent expectations

2. Literacy & Writing

The principle - If students can’t write it, they can’t show it. Disadvantaged students often struggle with access to academic language. Do this: - Include at least one extended paragraph every lesson - Use a consistent structure (e.g. PEEL) - Model answers live regularly - Pre-teach and revisit key vocabulary What this fixes: - Weak written responses - Lack of confidence - The “they understand it but can’t write it” problem

3. Culture & Cultural Capital

The principle - Students need exposure beyond the classroom to fully access the subject. Do this: - Plan at least one trip per year group - Run a subject club or enrichment activity - Regularly reference real-world historical contexts What this fixes: - Low engagement - Lack of context - Limited background knowledge

4. Targeted Intervention

The principle - Intervention works, but only when it is focused and consistent. Research shows it is effective, but often limited by time and delivery constraints. Do this: - Identify specific students early - Run short, focused sessions (not generic revision) - Prioritise exam technique + writing What this fixes: - Gaps in understanding - Lack of exam readiness - Underperformance at KS4

5. Engagement & Innovation

The principle - Students revise more when learning is accessible. Do this: - Provide structured online homework (e.g. Seneca-style platforms) - Use audio or visual revision tools (podcasts, summaries) - Break content into short, revisitable chunks What this fixes: - Low homework completion - Poor independent revision - Lack of engagement outside lessons

6. Systems & Accountability

The principle - What you track improves. Do this: - Track PP students centrally from Year 7 - Contact home regularly at KS4 - Follow up missed lessons immediately What this fixes: - Students slipping through gaps - Poor attendance impact - Lack of parental awareness

🔘 Quick Start (If you do nothing else…)

If you want to begin tomorrow, start here: 1. Introduce extended writing in every lesson 2. Use GCSE-style questions from Year 7 3. Track your PP students consistently 👉 These three alone will start to shift outcomes.

⚠️ Common mistakes to avoid

❌ Leaving everything to KS4 By Year 10, the gap is already embedded. ❌ Relying on intervention alone Intervention supports—but cannot replace teaching. ❌ Inconsistent expectations Different teachers, different standards = slower progress. ❌ Treating literacy as an “extra” Literacy is not an add-on—it is the foundation.

Why this framework works

It works because it is: - Early → starts at KS3 - Consistent → same expectations across years - Classroom-focused → improves everyday teaching - Practical → easy to implement - Coherent → each part supports the others

Final thought

Closing the Pupil Premium gap is not about: - doing more - adding initiatives - increasing workload It is about: Improving what happens every lesson, for every student, over time If you’re reading this as… A classroom teacher: Start with writing and modelling. A Head of Department: Focus on curriculum and consistency. A senior leader: Prioritise teaching over initiatives. This is not a quick fix. But it is a repeatable approach, one that can be adapted, refined, and scaled. And most importantly: It puts classroom practice at the centre of closing the gap.

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