A school approach to poverty.
How do schools address poverty?
The NEU’s report on poverty in school says that in the average class in England there are 9 pupils that are currently living in poverty.
In areas such as the one I taught in, in a deprived ward in a northern city it was closer to two-thirds of the class.
In 2023 4.3 million children are living in poverty with numbers having risen sharply. Other measures have risen sharply too. The number of people accessing foodbanks. The number of homeless. The number of those unable to heat their homes. The number of families in debt.
All this against the context of a widening attainment gap for disadvantaged pupils. Research also shows that socio-economic is one of the biggest drivers of educational outcomes.
Other than ensure that classroom practice is as good as we can get it, what else can we, as school leaders do? There are limited resources, staffing challenges and a struggling social care system – is there anything we can do?
I believe that poverty is a big enough issue for those working in schools in deprived areas that we need specific strategies and efforts to approach it. I’ll offer 7 things for school leaders to consider.
1) Understand your context – there is a wealth of census data available to give a socio-economic picture of your catchment area. There are parents willing to share their stories. How well do all your staff understand the context of your pupils. Do they understand what it is like to live in poverty? Does your team make decisions based on parents access to transport, how many parents are unemployed, or curriculum decisions based on the local crime statistics?
2) Hone your safeguarding – whilst poverty itself isn’t a safeguarding issue it increases the risk of safeguarding problems for your pupils. Is your team well resourced? Is it proactive? Do all staff understand the local risks and is a response to these built into your approach?
3) Develop collaborations – in every area there are charities, faith groups and local organisations who are working to support families and are experts in particular issues they face. Develop local links with those working in food poverty, housing, domestic abuse, and forge networks with referral pathways ready for whenever you come across a family that needs support.
4) Ensure all your staff are trauma informed – Childhood trauma and ACE’s are increased in children growing up in deprived areas. An understanding of the behaviours caused by a trauma response can be revolutionary for teachers and pastoral staff. Do all your staff know the importance of encouraging a sense of safety and positive relationships? Do all your staff know how to recognise and respond to a trauma reaction?
5) Poverty proofing – there are lots of materials available around supporting schools to poverty proof their school year. Has your leadership team worked through these? Have you assessed the cost to parents across the school calendar? Have you looked at adapting your approach to make things more affordable and easier to access for those in poverty?
6) Curriculum adaptation – pupils growing up in a deprivation and poverty lack the experience and cultural capital of their more affluent peers. How has your curriculum been adapted to this? Do all curriculum leaders understand the context and concepts behind this?
7) Inclusion and attendance – Deprived students are overrepresented in both persistent absence and exclusions. How does your approach work to reduce these? Do staff work with families to reduce barriers to attendance? Does your use of inclusion services, alternative provision, and pastoral support work to support students in danger of exclusion and struggling with mainstream school?
If, as a school or trust you’d like some help to develop any of these ideas and help with advice or training do make contact. If you’ve any examples of strategies that have really helped pupils in your setting then also, please share.
