Low literacy levels, poor attendance, and social, emotional and mental health (SEMH) needs are the most frequently cited barriers for disadvantaged pupils, according to an analysis of pupil premium statements.
The study looked at 1,255 published pupil premium strategy statements from schools across England to identify the main barriers to attainment for pupils from more deprived backgrounds.
It has identified a number of challenges that were raised in the vast majority of school statements.
The research, carried out by Verian, found that 83 per cent of school statements cited challenges linked to literacy attainment.
SEMH needs a key challenge
School attendance issues were highlighted by 78 per cent of the statements analysed; 74 per cent highlighted SEMH needs as a key challenge.
A Vlog investigation earlier this year warned that meeting SEMH needs was proving the most pressing challenge for mainstream schools in the SEND crisis.
The research findings have been published today alongside the , a digital resource designed to help schools maximise the impact of their use of this funding.
Verian will produce a final report which will be published by the EEF later this year.
The pupil premium was introduced in 2011 to provide schools with additional funding for disadvantaged pupils.
Around 2.2 million pupils - or just under a quarter of primary and secondary pupils - in England are currently eligible.
For 2025-26, primary schools will receive £1,515 pupil premium funding for each pupil who is or has been eligible for free school meals in the past six years; secondary schools will receive £1,075 per pupil.
Strategy for pupil premium
The EEF guide includes advice on developing a strategy for pupil premium, along with case studies and videos from school leaders across the country.
It recommends schools target their spending in a tier approach on high-quality teaching, targeted academic support and wider strategies to address non-academic barriers to learning.
EEF’s co-CEO Chris Paterson said: “A child’s success at school shouldn’t depend on their family’s income, but sadly that’s still the reality for too many young people. The pupil premium remains one of the most powerful levers we have to address this. But for the funding to truly make a difference, it must be guided by a clear, evidence-informed strategy.”
Mr Paterson added: “Our guidance is already trusted by school leaders across the country. With these updated resources, we hope to help schools cut through the noise and focus on what’s been shown to work.”
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