Innovation Pilot 2026-27
The problem.
The disadvantage gap remains stubbornly wide.
Pupils from disadvantaged backgrounds fall further behind at every stage of education - with gaps reaching nearly 19 months by age 16.
Persistent absence and low parental engagement are two of the biggest drivers of this gap.
NSN’s Innovation Pilot Programme 2026-27 invited proposals that improve attendance or strengthen parental engagement in education, with the aim of improving outcomes for pupils from disadvantaged backgrounds.
96 expressions of interest were received in a two week window, which shows how keen schools are to test new, evidence informed answers to the tackle the barriers their pupils are facing.
Pilot 1.
Bristol Education Partnership: The Bristol Connect Project
The Bristol Connect Project is a relational transition intervention pilot that brings family and community engagement support, near-peer mentoring and practical barrier-removal to pupils in Years 5-7, helping them feel connected, improve attendance, engage and do well in school.
Project lead at Bristol Education Partnership, Rachel Jewell said:
“The transition from primary to secondary school is a critical period for engagement with education. Through this pilot, we're taking a holistic approach that recognises young people don't experience school in isolation. By working as a partnership alongside pupils, families, schools and communities, we want to strengthen the relationships and sense of belonging that help young people feel connected and engaged, building strong foundations for their success.”
Pilot 2.
William Hulme's Grammar School:
Early Identification, Engagement and Inclusion: A Multiple Vulnerabilities Tracking & Family Partnership Pilot.
A pilot to improve attendance, engagement and learning outcomes for disadvantaged pupils through a real‑time multi‑vulnerability tracker, an EBSA-focused intervention pathway, and strengthened parental engagement led by a dedicated Parent Liaison Officer.
Project lead and Vice Principal of William Hulme's Grammar School, Sophie Galloway said:
“EBSA is becoming an increasing problem which is particularly an issue with some of our more vulnerable pupils, and we have to do something differently if we want that to change. We want to build on early signs of effective practice and extend it. We want to test the impact of earlier recognition of warning signs, earlier intervention and family support to keep more children in school.”