By Joanna Di Bella, District School Effectiveness Adviser
Hertfordshire is a county that values opportunity, ambition and inclusion. Our schools are filled with dedicated educators who work tirelessly to make a difference. However, for too many children growing up in disadvantaged circumstances, the promise of opportunity remains out of reach. The lower attainment of pupils eligible for free school meals (FSM) continues to challenge us across phases, schools and communities.
This challenge is not a reflection of a lack of effort or care. It reflects a complex and persistent issue that demands a renewed, united response. The Every Child Programme (ECP) is that response. It is not just a strategy but a movement. Grounded in evidence and driven by moral purpose, the ECP aims to raise attainment and transform outcomes for our most vulnerable learners. It invites us to look closely, act boldly and believe deeply in what is possible when we work together.
Equity, not equality
At the heart of this work is a commitment to equity. As Rick Lavoie reminds us, “Fair doesn’t mean giving every child the same thing; it means giving every child what they need.” Disadvantaged pupils face more barriers – more “snakes on their board” – and our role is to remove those snakes and hold the ladders. FSM eligibility is not a measure of ability but a signal of need. We must build a culture of high expectations, deep understanding, and unwavering belief in every child’s potential.
The power of early years
Research shows that a strong start in Reception is one of the most powerful predictors of later success. We will shift the focus from catching up to getting ahead, ensuring every child starts well and stays strong. This means investing in the foundations for lifelong learning.
Shared responsibility, shared success
Pupils who face disadvantage often need to make accelerated progress from lower starting points. That is a challenge, but it is one we can meet. The responsibility for enabling that progress lies with us: the educators, leaders and communities shaping pupils’ learning. Through high-quality teaching, targeted support and knowing our pupils well, we can make a difference. This is not about working harder but working smarter, with precision and purpose. To bring about this success, we will explore a variety of “best bets” – evidence and experience-based approaches to raise attainment across the primary age range.
A movement for change
The ECP is not about looking back but moving forward. It is about belief. It is about recognising the complexity of disadvantage and responding with compassion, courage and clarity. It is about building collective efficacy – the conviction that together we can improve outcomes. It is also about nurturing pupil efficacy – the belief in themselves that grows when they experience success, feel valued and know they belong.
Motivation matters. Repeated failure breeds disengagement, while repeated success builds confidence and resilience. By creating environments where pupils feel safe to take risks, where effort is recognised and where progress is visible, we help every child believe that success is possible and within reach.
Foundations at secondary
As part of Hertfordshire’s ECP, our secondary pilot is a small-scale exploratory project with two schools to understand how foundational knowledge, attendance and belonging shape the trajectories of pupil eligible for FSM from the start of Key Stage 3. This is not a fixed intervention; it is action research. We are testing, refining and learning in real time. Our aim is to identify the “snakes” that undermine progress – some visible, such as absence and exclusion; others internalised, such as gaps in reading fluency or vocabulary that erode confidence. We are also examining the “ladders” pupils rely on – routines, relationships and support structures – and asking whether they are as steady and secure as they seem.
Secondary schools already invest time and expertise in supporting disadvantaged pupils through literacy programmes, mentoring, attendance strategies, and more. The barriers FSM pupils present are often layered and complex, and colleagues show strong commitment in unpicking them. Our pilot does not seek to replace that work; instead, it builds on the work collaboratively to explore what might help at the foundational level. Through screening, targeted clinics and embedded routines, we are probing the foundations that underpin future learning.
Turning potential into progress
From early years through to secondary, the message is clear: foundations matter. Whether laying the first building blocks of literacy or strengthening the routines that secure belonging in Year 7, the moral purpose is the same: to ensure no child is held back because of disadvantage.
Joining the ECP brings renewed energy. We are not waiting for change; we are becoming it. We are the champions who bring commitment, creativity and care to every child’s journey. We are the ones who see potential, who persist, and who never stop believing in what is possible.
This is an invitation, not only for those already involved but for every school leader and teacher across Hertfordshire, and indeed across the country. Let us be the advocates who lift horizons, the educators who unlock futures and the team who turns promise into progress for every child, every day. Together, we can raise attainment and change lives.
For more information, email Joanna.diBella@hfleducation.org
