Government Policies in Practice

Abstract

This chapter focuses on the Pupil Premium, the latest policy initiative in England designed to close the socio-economic gap in educational outcomes. The policy provides additional funding to be spent specifically on children from low-income/disadvantaged backgrounds. Linda, appointed as a Pupil Premium coordinator, describes the approach in her school, while in the second vignette, a group of other teachers debate the policy’s targeted approach. The academic responses consider, in different ways, how schools can respond to disadvantage and how policies like this help or hinder. Becky Francis supports the ring-fencing of funds for individuals (which some of the teachers contest), reminding us that research has repeatedly shown that disadvantaged pupils are often not prioritised when left to teacher discretion. Pat Thomson sets out the benefits of an approach informed by teacher inquiry – to ensure that responses are not off the shelf, short-term fixes, but rooted in a deep understanding of the students’ lives and the economic and social forces that shape them.