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Where a licence is displayed above, please note the terms and conditions of the licence govern your use of this document.When citing, please reference the published version. Take down policyWhile the University of Birmingham exercises care and attention in making items available there are rare occasions when an item has been uploaded in error or has been deemed to be commercially or otherwise sensitive.

direct contributions of morphological awareness and prosodic sensitivity to children's word reading and reading comprehension', Scientific Studies of Reading.

This paper presents findings from an exploratory review of the literature on school approaches and current issues within European schools in relation to migrant children with SEN. 13 papers were identified and analysed and three key 'journeys' reflecting the developing and negotiated nature of family and school experiences and practices were identified: the family journey, the school journey and the journey into SEN. The findings emphasise the importance of professionals acknowledging cultural and individual diversity, not only by considering the cultural backgrounds of migrants, but also by critically understanding their own cultural framework and how they use it in their work with families.The review provides a useful reference for future research in this area and for professionals working with diverse communities, by highlighting common practices to be aware of, and by providing evidence that more training is needed of school staff in how to manage and understand migration and diversity in relation to children with SEN.

Introduced in England in 2011, the pupil premium policy was an ambitious reform aimed at tackling the persistent attainment gap between disadvantaged pupils and their more affluent peers. The policy provides school leaders with the professional autonomy to determine how pupil premium funding should be used. This article examines the decision-making processes and influences involved in the use of these additional resources. We conducted interviews with 21 school leaders from different contexts across the Midlands in order to investigate the approaches, perceptions and experiences that influenced their engagement with the pupil premium policy. The findings highlight the range of strategies employed to determine how the funding should be used and the factors that influence the decisions made. Our data also indicate the tensions and challenges that are experienced by school leaders in relation to effective use of the funding. We conclude with recommendations for policymakers and practitioners in relation to the requirement for high-quality, accessible information to support pupil premium use, the role of accountability mechanisms and the need for wider societal reform in order to tackle social disadvantage.