This article examines the advice that local education authorities (LEAs) in England and Wales give to primary schools on the identification of able socially deprived pupils. The research described here is situated within the context of the theoretical literature and central government policy regarding these children. It is noted that identification of able pupils has become more inclusive, although limited research has been undertaken on socially deprived able pupils. The role of central government in supporting these pupils through flagship initiatives such as Excellence in Cities is then analysed and the identification advice that LEAs provide to primary schools is examined. It was found that, whilst LEAs provide systematic and inclusive identification advice, the identification of able socially deprived pupils is only tangentially addressed. The problems associated with the use of checklists by LEAs are examined and the implications of the research are discussed.