In recent years considerable attention has been directed at how the attainment of disadvantaged pupils can be improved, focusing on the attainment of disadvantaged pupils in London schools. To date little research has explored whether, and how, cultures and practices are different in schools where disadvantaged pupils attain highly – such as those in the capital. This session presents findings from a significant new research report, based on extensive fieldwork in primary and secondary schools, commissioned by the DfE. The session provides a detailed analysis of a wide set of school cultures and practices that existing research has linked to positive outcomes for disadvantaged pupils.
School cultures and practices that support disadvantaged pupils’ attainment