Two periods of compulsory school closure in England as a result of the COVID-19 pandemic necessitated the adoption of virtual teaching and learning environments. Although such platforms had already been launched in English schools prior to March 2020, when schools closed, their usage by classroom teachers had not been established. Pupil premium funding to support disadvantaged students in English schools began in 2011, with the aim of narrowing the academic performance gap between these students and their peers. Less likely to do as well at school as their peers, the consequent narrative around these children at school is one of 'catch-up', a narrative which grew during the pandemic with debate around 'lost learning' amongst all children, but particularly, the disadvantaged. The enduring assumption that these children will do less well than their peers, rather than be less likely to, was thus further compounded. This paper considers one secondary school English department's provision of additionality to support equity during the pandemic, its success and lessons which might be applied in the future.