The research project aimed to investigate how schools may allocate their funding to support the learning of ‘doubly disadvantaged’ children, and how this was impacted by the current funding gap (Pal, 2011; DfE, 2022). The research was undertaken in a maintained special school, which offered an alternative perspective to the mainstream-dominated research presented in the literature review. Data was collected through a mixed-method research (MMR) approach, which included observations, interviews, field notes and document analysis. The most discernible finding was that children in special education who are also eligible for pupil premium were not considered ‘doubly disadvantaged’; SEND was perceived to be the most significant barrier to learning.