9 in 10 schools identify literacy as a key challenge for disadvantaged pupils

Analysis of more than 1,000 Pupil Premium strategy statements reveals the challenges schools face and how they are addressing them.  

Schools are most likely to identify literacy attainment and attendance as key challenges facing their disadvantaged pupils. This is according to new research published by the Education Endowment Foundation (EEF) today [4 September 2026]. 

Verian conducted the research using an innovative AI model. It analysed more than 1,200 Pupil Premium strategy statements from a representative sample of primary and secondary schools across England. It provided a national snapshot of the challenges facing disadvantaged pupils. The research also showed schools’ reports on how they’re using their Pupil Premium funding to address those challenges.   

The findings follow the government’s recent White Paper pledging to review disadvantage funding. It is an important part of the funding debate to understand the barriers disadvantaged pupils face, and how schools are responding to them.

Earlier this year, the EEF found that differences in prior attainment earlier in education account for 44 per cent of the GCSE attainment gap. It also found that even moderate levels of absence contribute to the attainment gap.  

Key findings 

What are the challenges to disadvantaged pupils’ attainment?  

• Schools most frequently cited literacy and English attainment as a challenge, with 91 per cent identifying it as a concern.

• Schools second most frequently cited attendance as a challenge (83 per cent). This rose to 89 per cent among schools with higher proportions of disadvantaged pupils, compared with 74% of schools with lower proportions.  

How do challenges differ between schools?  

• Literacy was slightly more likely to be identified as a challenge by primary schools. This was 92 per cent, compared with 88 per cent of secondary schools. Attendance was more likely to be identified by secondary schools. This was 92 per cent, compared with 83 per cent of primary schools.  

• Social and emotional, mental health and wellbeing was more frequently identified as a challenge by primary schools. 82 per cent of primary schools, compare to 63 per cent of secondary schools.  

• Schools in the North East were the most likely to identify local factors as challenges (35 per cent). This includes housing, transport and access to enrichment. Only 14 per cent held this view in the East of England and 16 per cent in the South East.  

How are schools responding? 

• Almost every school (98 per cent) reported using tuition to support their disadvantaged pupils. This was followed by targeted English and literacy interventions (97 per cent). Staff training or continuing professional development was also raised as a challenge (92 per cent).  

• Secondary schools were more likely to fund attendance and behaviour interventions. Primary schools were more likely to fund teaching assistants and family support. 

• The EEF was the most frequently cited source of evidence supporting schools’ strategies (93 per cent). 

Each school in England with more than five pupils must publish a strategy statement. This should set out how it will use Pupil Premium funding to support disadvantaged pupils. This year, schools receive £1,550 for each primary-aged pupil and £1,100 for each secondary-aged pupil. Additional funding is also provided for children who have been in care. 

Schools preparing their next statement, due by 31 December, can use the EEF’s Guide to the Pupil Premium. The EEF updated the guide this year (2026) with new case studies, videos and a tool for reflection and monitoring. 

Professor Becky Francis, CEO of the Education Endowment Foundation (EEF), said: 

“Our new research sheds important light on the challenges schools are identifying for their disadvantaged pupils. It’s striking to see literacy and attendance come through so strongly. 

“Schools know their pupils and communities best, and Pupil Premium strategy statements provide an opportunity to bring that local knowledge together with evidence about what is most likely to work. High-quality teaching remains the most important factor schools can influence, alongside targeted support where it is needed. 

“With the Government committing to reviewing how disadvantage funding is allocated , it’s important that any changes are informed by what schools are seeing on the ground. Schools need the evidence, flexibility and support to identify the barriers their disadvantaged pupils face and make the best use of this crucial funding.”