Pupil Premium in 2026: Creating Inclusive Learning Environments is about much more than allocating funding effectively. As Charlotte O’Regan, Senior Schools Engagement Manager at The Sutton Trust, explained during the National Pupil Premium Conference 2026, it requires schools to understand the full context of disadvantage: where pupils live, whether they have SEND, how admissions systems work, and whether families can access the support they need.
The session, now available to watch On Demand via the National Pupil Premium Conference 2026, offered a practical and research-informed look at what school leaders should be considering when building inclusive learning environments for disadvantaged pupils.
Why Social Mobility Still Matters for Pupil Premium Strategy
Charlotte began by outlining the work of The Sutton Trust, the UK’s leading social mobility charity. Its work combines direct programmes for young people, including university and careers access support, with research and advocacy designed to better understand and address barriers to opportunity.
The challenge remains significant. Charlotte highlighted that the poorest children are already 11 months behind when they start reception, and that this gap continues to grow throughout education. Disadvantaged young people are also twice as likely to leave school without the GCSEs in English and maths needed to progress to meaningful Level 3 qualifications.
However, the session was not framed as a reason for pessimism. Instead, Charlotte stressed that while the attainment gap has been stubborn over the past 20 years, the work of schools has not been in vain. Without that sustained effort, the gap may have been wider. The message was clear: there is still more to do, and schools remain central to that work.
Pupil Premium in 2026: Creating Inclusive Learning Environments Starts with Understanding Context
A key theme of the session was that disadvantage is not one-dimensional. Schools cannot rely on a broad definition of Pupil Premium eligibility alone. Instead, leaders need to understand the intersecting factors that shape pupils’ opportunities and outcomes.
Regional opportunity and the Sutton Trust Opportunity Index
Charlotte discussed The Sutton Trust’s Opportunity Index, which examines opportunity at constituency level. The index considers factors such as GCSE and A-level attainment, destinations, employment, degree outcomes by age 22, average earnings at 28, and mobility away from the region.
The findings showed a clear regional pattern. The highest opportunity areas were concentrated in London, with all of the top 20 constituencies for opportunity located in the capital. By contrast, lower opportunity areas were more common in the North East and North West, while towns, semi-rural areas and coastal communities also tended to rank lower.
For school leaders, this matters because Pupil Premium strategy should be rooted in local context. A school in a coastal town, a rural community, a London borough or a post-industrial area may face very different barriers. Understanding those barriers can help schools design provision that reflects the real experiences of their pupils.
SEND, Disadvantage and the Risk of Double Disadvantage
One of the most important parts of Charlotte’s presentation focused on the relationship between SEND and social mobility. She described the SEND system as overwhelmed, but also emphasised that this is not only a SEND issue — it is a social mobility issue too.
The Sutton Trust’s research has found that children from lower-income families who are eligible for free school meals are more likely to have a SEND diagnosis across almost every category of SEND. Yet more affluent families appear better able to access, navigate and secure support through the system.
Why EHCP access matters
Charlotte explained that middle-class families are more likely to apply for an Education, Health and Care Plan, and more likely to secure one. A key reason is their greater likelihood of using the tribunal system when an initial application is rejected. They are also more likely to spend money on private assessments, legal support or SEND consultants.
This matters because an EHCP can be a gateway to specialist provision and more structured support. Families of children with an EHCP also reported higher satisfaction with their child’s school experience than families whose children had SEND but no EHCP.
For pupils experiencing both disadvantage and SEND, the consequences can be significant. Charlotte described this as “double disadvantage”: being from a low-income background while also having additional needs. These pupils often face the greatest barriers and require particularly thoughtful, inclusive approaches from schools.
Admissions, Inclusion and Access to High-Performing Schools
Charlotte also explored school admissions, drawing on The Sutton Trust’s research into who gets access to high-performing schools. The findings were striking: pupils eligible for free school meals are far less likely to attend top-performing schools, even when those schools are in their local area.
Top-performing schools were found to take fewer disadvantaged pupils than live in their catchment areas, while lower-performing schools took more. Charlotte explained that much of this gap is driven by local conditions, including admissions criteria based on proximity.
The hidden costs of access
Proximity-based admissions can make housing near high-performing schools more expensive, pushing lower-income families out of catchment areas over time. But admissions are not the only issue. The cost of uniform, equipment, trips and extracurricular expectations can also shape whether families feel a school is truly accessible.
Charlotte encouraged schools to consider how clearly they communicate support for disadvantaged families. For example, is the Pupil Premium strategy available in a parent-friendly format? Is support discussed at open evenings? Do families understand what help is available before they apply?
This is a practical reminder that inclusion begins before a pupil arrives at the school gate. Admissions policies, communication, reputation and affordability all influence whether disadvantaged families feel welcomed and supported.
Building More Inclusive Learning Environments in 2026
The session ended with a set of reflective questions for school leaders. These included whether schools understand the intersection of disadvantage within their cohort, whether they make effective use of small-group tutoring, whether all pupils can access extracurricular activities, and whether careers provision is strong enough.
Charlotte also encouraged leaders to consider whether their school is keeping pace with developments such as AI, and whether admissions are fair. These questions point to a broader understanding of inclusion: not just academic intervention, but access to opportunity across the whole school experience.
Conclusion: Pupil Premium in 2026: Creating Inclusive Learning Environments Requires a Wider Lens
Pupil Premium in 2026: Creating Inclusive Learning Environments means looking beyond headline attainment data and asking deeper questions about opportunity. Charlotte O’Regan’s session showed that disadvantage is shaped by region, SEND, admissions, family resources and access to wider experiences.
For school leaders, the actionable takeaway is to review Pupil Premium strategy through an intersectional lens. Identify which pupils face multiple barriers, examine whether families can access support easily, review admissions and communication practices, and ensure that enrichment, careers guidance and academic support are genuinely inclusive. By doing so, schools can move closer to creating environments where every pupil has a fair chance to thrive.