Poverty proofing the school day in Sefton

Hear from Amanda Burton, Advanced Practitioner Public Health, Sefton Council about Sefton’s ‘Poverty Proofing the School Day’ initiative

The Poverty Proofing the School Day initiative in Sefton is focused on reducing the financial barriers that can prevent children and young people from fully participating in education. Developed by Children North East and delivered as part of Sefton’s wider Child Poverty Strategy, the programme aims to ensure that no aspect of school life identifies, excludes or disadvantages pupils based on household income. The approach centres on fairness, dignity and inclusion, with schools encouraged to examine their everyday practices and understand the experiences of families living in poverty.

Across Sefton, 25 schools including primary, secondary, special schools and a pupil referral unit have taken part in the programme. More than 1,200 individuals, including pupils, parents, staff and governors, have contributed their experiences through the audit process, helping schools to gain a deeper understanding of the hidden costs associated with the school day. In addition, over 130 professionals have taken part in poverty awareness training, leading to a marked increase in confidence and understanding of the challenges faced by families.

Child poverty has a significant impact on educational participation, particularly school attendance. Pupils eligible for free school meals are more than twice as likely to be persistently absent compared to their peers, highlighting the extent to which financial hardship can affect engagement with education. Barriers contributing to absence include the cost and availability of school uniform, the pressure associated with non-uniform days, transport costs and instability, and wider issues such as poor health, food insecurity and unsuitable housing conditions.

The audits carried out in schools have identified a range of everyday costs that can create pressure for families. In primary settings these include expectations linked to themed days, school trips, birthday celebrations and seasonal events, while in secondary schools costs often relate to transport, food, uniform requirements, extracurricular activities and social expectations such as prom. These pressures can lead to stigma, reduced participation and, in some cases, absence from school.

In response, schools have begun to implement a range of practical changes aimed at reducing these barriers. Early actions include removing small or hidden charges, improving communication with families, and introducing more discreet ways for pupils to access support. Schools have also taken steps to improve access to period products, provide reusable lunch bags, and offer greater flexibility and advance planning for trips and activities to help families manage costs.

More systemic changes are also beginning to emerge. These include reviewing and adapting uniform policies to make them more affordable, increasing efforts to maximise uptake of free school meals, and improving monitoring of participation in school activities to identify where pupils may be excluded. There is also growing awareness of the need
to remove sanctions that disproportionately impact pupils experiencing poverty, particularly where issues relate to uniform or equipment.

Overall, the Poverty Proofing approach is contributing to a cultural shift within schools, encouraging greater awareness of hidden barriers and promoting more inclusive and equitable practices. Schools report increased confidence in addressing poverty-related challenges and a stronger commitment to ensuring that all pupils feel included and supported. The work is helping to build a more consistent and compassionate approach across the education system, with the ultimate aim of improving wellbeing, attendance and outcomes for children and young people.

Looking ahead, there is a continued focus on embedding and sustaining these changes, alongside a planned expansion to reach more schools and settings. Early Years provision will be introduced from July, with a phased rollout of this approach to additional schools from September onwards. This will enable earlier support for families and help reduce the impact of poverty from the earliest stages of a child’s development.

Learn more about the experiences of programme participants in the video below.