Schools have autonomy over the use of their Pupil Premium Funding (PPF), used to raise the attainment and improve the outcomes of students recognised as disadvantaged (Department for Education, 2026a; Rowland, 2015). However, young people are primarily not involved in informing spending decisions (Morris & Dobson, 2021). The views of young people in receipt of PPF are heavily under-represented within practice and research (Donaldson, Moore & Hawkins, 2023; Garner & Bagnall, 2024). This study aimed to explore the narratives young people in receipt of PPF have around their identity and how this can inform a school’s pupil premium (PP) strategy.
This action research study recruited one school, including three young people in Year 5 and six staff members. Individual interviews were conducted with the young people, which utilised an adapted version of the Tree of Life (Ncube, 2006). Staff reflected upon the children’s narratives shared through the interviews during two workshops, to facilitate reflection and action to inform the school’s PP strategy and the use of PPF. The young people’s narratives were analysed using Narrative Thematic Analysis. The themes generated highlight the importance of: supportive and encouraging relationships with others and the community; self-esteem and resilience, the value of sport and creativity; curiosity about the world beyond the local community; living in accordance with held values; and children living the life they want to live.
This research highlights the potential for collaboration between young people in receipt of PPF and school staff to tailor the spending of PPF. I have outlined one possible method for achieving this, which seeks the views of children in receipt of PPF, generates understanding around what is important to them and provides a meaningful way in which this can be reflected upon, to inform spending decisions and shape the contents of the school’s PP strategy.
