A staff reflection questionnaire — responses are anonymous
1.I have a clear understanding of which pupils in my classes or year group are disadvantaged.
2.I can identify the non-academic barriers that affect disadvantaged pupils' learning and attendance — for example, poverty, housing instability, trauma, caring responsibilities, or social isolation.
3.Which of the following do you believe are the most significant barriers for disadvantaged pupils in this school? (Tick all that apply)
4.Our school has systems that reliably identify disadvantaged pupils' needs beyond just their academic attainment data.
5.When a disadvantaged pupil is disengaged, absent, or struggling with behaviour, our first response is to explore what's driving it — not to apply sanctions.
6.I feel confident having sensitive conversations with disadvantaged families about the barriers their children face.
7.Does anything in our school culture, language, or practice — however unintentionally — risk making disadvantaged pupils or families feel judged, singled out, or unwelcome?
8.I adapt my teaching and expectations to account for the different starting points and circumstances of disadvantaged pupils.
9.I have received CPD or training that genuinely helped me understand the lived experience of poverty and disadvantage.
10.What is the single biggest thing that gets in the way of you supporting disadvantaged pupils as well as you'd like?
11.What is one thing this school could do differently — or do more of — to better reduce barriers for disadvantaged pupils?