Left behind white pupils from disadvantaged backgrounds

Education Committee Closed Inquiry
Opened: 17 Apr 2020 Closed: 11 Jan 2022 Parliament page
The Education Committee is to investigate the issues faced by disadvantaged groups, with an initial inquiry into the educational underachievement of white pupils from disadvantaged backgrounds including white working class pupils. This inquiry will examine the extent of the achievement gap between this group and their peers and how it … Read more
26 Recommendations
15 Conclusions
1 Report
8 Oral sessions
1 Letter
8 Events
Activity timeline 11 events
4 Nov
2021
Report published
22 Jun
2021
Report published
19 May
2021
Oral evidence
23 Mar
2021
Correspondence
9 Feb
2021
Oral evidence
26 Jan
2021
Oral evidence
7 Jan
2021
Oral evidence
1 Dec
2020
Oral evidence
17 Nov
2020
Oral evidence
3 Nov
2020
Oral evidence
13 Oct
2020
Oral evidence
Oral evidence sessions 8 sessions
19 May 2021
View on parliament.uk
Left behind white pupils from disadvataged backgrounds
Dr Tony Sewell CBE · Commission on Race and Ethnic Disparities Martyn Oliver · Commission on Race and Ethnic Disparities Professor Steve Strand · University of Oxford
9 Feb 2021
View on parliament.uk
Left behind white pupils from disadvataged backgrounds; Accountability hearing
Rt Hon. Nick Gibb MP · Department for Education Vicky Ford MP · Department for Education
26 Jan 2021
View on parliament.uk
Left behind white pupils from disadvataged backgrounds
Claire Smith · Halton Borough Council Dr. Javed Khan · Barnardo’s Louisa Reeves · I CAN Merle Davies · Blackpool Centre for Early Child Development Sonia Shaljean · Lads need Dads
7 Jan 2021
View on parliament.uk
Left behind white pupils from disadvantaged backgrounds
Chris Millward · Office for Students Dr Graeme Atherton · The National Education Opportunities Network (NEON) Karen Spencer MBE · Harlow College Professor Liz Barnes · Staffordshire University Rae Tooth · Villiers Park Educational Trust
1 Dec 2020
View on parliament.uk
Left behind white pupils from disadvataged backgrounds
Edward Davies · Centre for Social Justice Katie Sullivan · Regenerate UK Matt Leach · The Local Trust Miriam Jordan Keane · The National Citizen Service Suzanne Wilson · University of Central Lancashire
17 Nov 2020
View on parliament.uk
Left behind white pupils from disadvataged backgrounds - Round table
Andrew Smith · Learning Pathways Academy Claire-Marie Cuthbert · Evolve Trust Clementine Stewart · Langford Primary School Helena Mills CBE · BMAT Education Nick Hurn OBE · Bishop Wilkinson Catholic Education Trust Ruth Robinson · Swindon and Nova Hreod Academies
3 Nov 2020
View on parliament.uk
Oral evidence
Dr Alex Gibson · University of Plymouth Ed Vainker · Reach Academy Henri Murison · Northern Powerhouse Partnership Jonathan Douglas · The National Literacy Trust Liz Bayram · Professional Association for Childcare and Early Years (PACEY) Sammy Wright · Social Mobility Commission
13 Oct 2020
View on parliament.uk
Left behind white pupils from disadvataged backgrounds
Dr Sam Baars · The Centre for Education and Youth Mary Curnock Cook OBE Professor Becky Francis · Education Endowment Foundation Professor Diane Reay · University of Cambridge Professor Lee Elliot Major · University of Exeter Professor Matthew Goodwin · University of Kent
Title HC No. Published Items Response
First Report - The forgotten: how White working-class pupils hav… HC 85 22 Jun 2021 41 Responded
Recommendations & Conclusions
41 results
1 Conclusion Acknowledged
First Report - The forgotten: how …
For our inquiry we decided for pragmatic reasons to focus on FSM-eligible pupils.
For our inquiry we decided for pragmatic reasons to focus on FSM-eligible pupils. This is an imperfect measure, but data on FSM-eligibility and attainment is available for multiple cohorts at many stages of education, giving a good idea of the … Read more
Government Response
The government recognises FSM as an imperfect measure of disadvantage and is continuously looking at FSM data, working with DWP for improvements, and considering commissioning new research on more sophisticated poverty measures.
Department for Education
View details
2 Conclusion Acknowledged
First Report - The forgotten: how …
The Department’s current way of evaluating and funding disadvantage, relying on current and historical FSM-eligibility,...
The Department’s current way of evaluating and funding disadvantage, relying on current and historical FSM-eligibility, does not take account of the full range of challenges facing disadvantaged White pupils. It also makes external scrutiny of Government initiatives challenging. To understand … Read more
Government Response
The government acknowledges FSM is an imperfect measure of disadvantage, stating they are continuously reviewing data and working with DWP, and will consider commissioning new research for more sophisticated poverty measures.
Department for Education
View details
3 Recommendation Deferred
First Report - The forgotten: how …
Disadvantage is a gradient, not an ‘either-or’ of FSM-eligible or ‘advantaged’.
Disadvantage is a gradient, not an ‘either-or’ of FSM-eligible or ‘advantaged’. To support disadvantaged White pupils the Government must refine its key measures of disadvantage and widen public access to its statistics. This should be done in a way that … Read more
Government Response
The government acknowledges FSM is an imperfect measure and is continuously reviewing data and working with DWP for improvements. While it states FSM statistics are published at local authority level, it commits to only 'considering' commissioning new research for more sophisticated poverty measures at a later date, contingent on policy changes.
Department for Education
View details
4 Conclusion Acknowledged
First Report - The forgotten: how …
Our inquiry has shown that poor White pupils are far from “privileged” in education.
Our inquiry has shown that poor White pupils are far from “privileged” in education.
Government Response
The government explicitly agrees with the committee's finding that disadvantaged White pupils are not privileged in education and continue to lag behind, reaffirming its commitment to ensure every child has access to a great education.
Department for Education
View details
5 Recommendation Accepted
First Report - The forgotten: how …
Schools should consider whether the promotion of politically controversial terminology, including White Privilege, is consistent...
Schools should consider whether the promotion of politically controversial terminology, including White Privilege, is consistent with their duties under the Equality Act 2010. The Department should take steps to ensure that young people are not inadvertently being inducted into political … Read more
Government Response
The government confirms that schools must not promote partisan political views, including contested theories like 'white privilege,' as fact. It states it has already begun developing guidance for schools to help them teach complex political issues in a balanced, impartial, and age-appropriate way.
Department for Education
View details
6 Recommendation Not Addressed
First Report - The forgotten: how …
Disadvantaged White pupils fall behind their peers at every stage of education.
Disadvantaged White pupils fall behind their peers at every stage of education. Every year, thousands of disadvantaged White pupils leave school without strong passes in English and Maths GCSE. We recognise the efforts that the Government has made to close … Read more
Government Response
The government outlines various existing initiatives for children's mental health and disadvantaged pupils, including funding for MHSTs, recovery premium, and PE/Sport Premium, but does not explicitly acknowledge the identified underachievement of disadvantaged White pupils or commit to a new, specifically targeted approach for this group.
Department for Education
View details
7 Conclusion Accepted
First Report - The forgotten: how …
Schools have an important role in how well disadvantaged White children recover from the pandemic.
Schools have an important role in how well disadvantaged White children recover from the pandemic. This relates to academic progress, emotional development, and good mental health. This is as true for disadvantaged White pupils as it is for other groups, … Read more
Government Response
The government acknowledges the priority of mental health and wellbeing, detailing ongoing and committed initiatives such as the rollout of Mental Health Support Teams, senior mental health lead training, various funding streams, and an ambitious education recovery plan.
Department for Education
View details
8 Recommendation Acknowledged
First Report - The forgotten: how …
The Government must develop a more rounded view of what children need and what positive...
The Government must develop a more rounded view of what children need and what positive outcomes for children are as we recover from the pandemic. Specifically, with regard to mental health, we believe that the Department must fast-track its commitments … Read more
Government Response
The government acknowledges the priority of mental health, referencing existing commitments like the Mental Health Support Teams and significant funding. It states a review of evidence will inform future education recovery plans, but does not explicitly commit to fast-tracking green paper commitments or mandating specific mental health activities in all catch-up plans.
Department for Education
View details
9 Conclusion Acknowledged
First Report - The forgotten: how …
The Government has committed to ‘levelling up’, but there remain stark differences in educational outcomes...
The Government has committed to ‘levelling up’, but there remain stark differences in educational outcomes in different parts of the country, which seem likely to be exacerbated by the differential impact of covid-19. Education is a part of a larger … Read more
Government Response
The government details existing regional data breakdowns and commits to investigating where further regional breakdowns can be added. It also confirms its commitment to coordinating with wider government for the Levelling Up White Paper.
Department for Education
View details
10 Recommendation Accepted in Part
First Report - The forgotten: how …
The Department for Education must make itself central to levelling-up, and ensure that a focus...
The Department for Education must make itself central to levelling-up, and ensure that a focus on improving outcomes for children of all ages is a key part of any Government initiative to equalise opportunity and productivity across the country. Publishing … Read more
Government Response
The government notes that much attainment data is already broken down by region and local authority, and commits to investigating where further regional and localised breakdowns can feasibly be added to increase data granularity.
Department for Education
View details
11 Recommendation Not Addressed
First Report - The forgotten: how …
We need a better solution to geographic disparities in education.
We need a better solution to geographic disparities in education. The Government must acknowledge the diversity of challenges facing disadvantaged White communities and develop better ways to target support. We understand that Opportunity Areas are a relatively recent policy and … Read more
Government Response
The government's response is truncated and therefore does not allow for a full assessment of its commitment to acknowledging diverse challenges and developing better targeted support for disadvantaged White communities.
Department for Education
View details
12 Recommendation Not Addressed
First Report - The forgotten: how …
We were disappointed that the Department is investing another £18 million in a policy which...
We were disappointed that the Department is investing another £18 million in a policy which is reaching limited numbers of pupils and seems to be generating little return on investment. We urge the Department to set out a clear methodology … Read more
Government Response
The government's response is truncated and therefore does not allow for a full assessment of its commitment to setting out clear success criteria for the programme and ensuring funding goes to frontline services.
Department for Education
View details
13 Recommendation Accepted
First Report - The forgotten: how …
The free school system has failed to place new schools in areas of highest need...
The free school system has failed to place new schools in areas of highest need and so has failed to reach left behind pupils, and should be encouraged in areas of disadvantage or deprivation.
Government Response
The government strongly agrees that free schools are important for raising standards in disadvantaged communities. It highlights past and ongoing efforts to direct free schools to areas of high deprivation and commits to continuing to support and prioritise growth in areas of greatest need.
Department for Education
View details
14 Recommendation Accepted
First Report - The forgotten: how …
The Department must take a more proactive role in directing the evolution of free schools.
The Department must take a more proactive role in directing the evolution of free schools. It is not enough to suppose that disadvantaged White communities in left- behind areas will have the same resources as inner-city areas to create their … Read more
Government Response
The government states it already takes a proactive role in directing new free schools to areas of high deprivation, including those with underperforming White working-class pupils, and will continue to prioritise applications focused on raising attainment for disadvantaged pupils.
Department for Education
View details
15 Conclusion Accepted in Part
First Report - The forgotten: how …
Having access to high quality early years provision helps disadvantaged children, including White working-class children.
Having access to high quality early years provision helps disadvantaged children, including White working-class children. Maintained nursery schools deliver consistently high outcomes for disadvantaged pupils, but they face financial difficulties. (Paragraph 79) The forgotten: how White working-class pupils have been … Read more
Government Response
The government acknowledges the vital role of maintained nursery schools and has protected their supplementary funding until at least July 2022. It is also reviewing policy options for long-term funding, including permanent integration into the Early Years National Funding Formula.
Department for Education
View details
16 Recommendation Deferred
First Report - The forgotten: how …
The Government’s announcement of continued supplementary funding for maintained nursery schools is welcome, but the...
The Government’s announcement of continued supplementary funding for maintained nursery schools is welcome, but the underlying issues of short-termism and insufficiency remain and are more acute as a result of the pandemic. It is not enough for the Government to … Read more
Government Response
The government partially accepts the recommendation, protecting supplementary funding for maintained nursery schools until at least July 2022. It states that policy options for long-term funding and the sector's future will be considered as part of the Spending Review (SR21) later that year.
Department for Education
View details
17 Conclusion Accepted
First Report - The forgotten: how …
High-quality, joined-up education and health support for disadvantaged White families in the early years of...
High-quality, joined-up education and health support for disadvantaged White families in the early years of their child’s life is crucial and has demonstrable benefits. The Family Hub model is ideally placed to deliver continuity of support and care, helping disadvantaged … Read more
Government Response
The government accepts the importance of joined-up support via Family Hubs, committing over £500 million to the Start for Life offer, establishing a new cross-government unit, and providing funding for 75 areas to open or expand Family Hubs.
Department for Education
View details
18 Recommendation Accepted
First Report - The forgotten: how …
However, there are areas of the country, including those serving disadvantaged White communities, where families...
However, there are areas of the country, including those serving disadvantaged White communities, where families do not have this support. The Government’s work on the National Centre, and investment of £14 million is positive, but children need this support now. Read more
Government Response
The government accepts the recommendation, committing over £500m to the Start for Life offer, establishing a new Start for Life Unit, and funding 75 areas to open or expand Family Hubs to provide accessible support services.
Department for Education
View details
19 Recommendation Accepted in Part
First Report - The forgotten: how …
The Government must explain how the National Centre for Family Hubs will support the development...
The Government must explain how the National Centre for Family Hubs will support the development of Family Hubs and should set out bold targets for every town to have a Family Hub using existing community assets where appropriate.
Government Response
The government accepts the recommendation, detailing over £500 million for the Start for Life offer and funding 75 areas to expand Family Hubs, explaining how the National Centre will support development, but does not explicitly set bold targets for every town to have a Family Hub.
Department for Education
View details
20 Recommendation Accepted
First Report - The forgotten: how …
All Family Hubs must have a clear strategy for the early years, with the aim...
All Family Hubs must have a clear strategy for the early years, with the aim of bringing services, including health visitors and early years educators, together into one place to make it easier for disadvantaged White families to navigate the … Read more
Government Response
The government accepts these recommendations, committing over £500m to the Start for Life offer, championing Family Hubs, and funding 75 areas to open or expand them. It also highlights the cross-government Start for Life Unit and the National Centre for Family Hubs which will explore a 'key contact' for families and support local authorities.
Department for Education
View details
21 Conclusion Accepted
First Report - The forgotten: how …
We know that parents who are willing and able to engage with their children’s education...
We know that parents who are willing and able to engage with their children’s education have a positive influence on it. But we must not assume that all parents have the knowledge and skills to do so. We also know … Read more
Government Response
The government accepts the underlying premise of the conclusion, stating it is investing over £500m in the Start for Life offer, championing Family Hubs, and funding 75 areas to establish or expand these hubs to provide joined-up support.
Department for Education
View details
22 Recommendation Accepted
First Report - The forgotten: how …
Schools are well placed to be trusted institutions that can support and work with Family...
Schools are well placed to be trusted institutions that can support and work with Family Hubs to build strong relationships and help disadvantaged White parents 60 The forgotten: how White working-class pupils have been let down, and how to change … Read more
Government Response
The government accepts the recommendation and states that the National Centre for Family Hubs will work with local authorities to help establish relationships with various community organisations, including schools, to ensure Family Hubs are well-integrated and accessible.
Department for Education
View details
23 Recommendation Not Addressed
First Report - The forgotten: how …
The Department must ensure that disadvantaged White communities are a priority for support.
The Department must ensure that disadvantaged White communities are a priority for support. Schools should be an important part of the work of developing Family Hub models, following the example of the Reach Children’s Hub. The Department must help schools … Read more
Government Response
The government acknowledges the importance of early intervention and Family Hubs but does not specifically address the recommendation for the Department to help schools emulate specific models, invite applications for 'cradle to career' free schools, or support parental engagement strategies.
Department for Education
View details
24 Conclusion Acknowledged
First Report - The forgotten: how …
There is an important role for civil society organisations, such as youth clubs and youth...
There is an important role for civil society organisations, such as youth clubs and youth services, working with schools and families to build social capital and provide positive role models for disadvantaged young White people. We were concerned to hear … Read more
Government Response
The government welcomes the committee's recognition of civil society's role and outlines ongoing efforts, including a Youth Review, a £10 million Youth Investment Fund, and the Character Education Grant, to ensure access to high-quality youth services and support positive youth development.
Department for Education
View details
25 Recommendation Acknowledged
First Report - The forgotten: how …
The Department must ensure that schools have the capacity to build a triangle of support...
The Department must ensure that schools have the capacity to build a triangle of support for disadvantaged young people between schools, youth organisations and families, and consider introducing guidance for a designated extra-curricular co- ordinator in all schools. Read more
Government Response
The government acknowledges the important role of support for disadvantaged young people, highlights existing initiatives like NCS and Character Education Grants, and notes that the DfE already recommends appointing a senior leader for character development. The Department will continue to review and update guidance.
Department for Education
View details
26 Conclusion Accepted
First Report - The forgotten: how …
Given the number of disadvantaged White pupils leaving education every year without a strong pass...
Given the number of disadvantaged White pupils leaving education every year without a strong pass in English and Maths GCSE, it seems that the impact of parental lack of confidence in learning will continue. Helping disadvantaged White parents with their … Read more
Government Response
The government agrees on the importance of parental support and commits an additional £3.8 billion to further education and skills, including a new £560 million Multiply program for adult numeracy, to improve adult skills, including for disadvantaged White parents.
Department for Education
View details
27 Recommendation Acknowledged
First Report - The forgotten: how …
Our report on adult skills highlighted the decline in support for adult learners.
Our report on adult skills highlighted the decline in support for adult learners. Evidence suggested to us that disadvantaged White parents may particularly struggle with their own levels of education, which may impact on their children’s learning. The Department must … Read more
Government Response
The government agrees on the importance of adult skills and supporting parents, highlighting new investments in further education, a Lifelong Loan Entitlement, and a £560m Multiply numeracy programme. However, it does not commit to ensuring a community learning centre in every town or introducing a skills tax credit for employers, instead stating it funds community learning and encourages local authorities to ensure provision.
Department for Education
View details
28 Conclusion Accepted
First Report - The forgotten: how …
Good teachers who understand disadvantaged White students’ needs and who can be good role models...
Good teachers who understand disadvantaged White students’ needs and who can be good role models are central to raising this group’s outcomes. We know that teaching quality is worse in disadvantaged areas than in wealthier areas, with schools less likely … Read more
Government Response
The government highlights increased school funding and Pupil Premium, and new requirements for schools to use Pupil Premium on evidence-based approaches and publish spending rationale, demonstrating existing actions to support disadvantaged pupils.
Department for Education
View details
29 Recommendation Not Addressed
First Report - The forgotten: how …
High quality teaching is particularly transformative for disadvantaged pupils.
High quality teaching is particularly transformative for disadvantaged pupils. Over a school year, these pupils get 1.5 years’ worth of learning with high quality teachers, compared with 0.5 years with poorly performing teachers. To support the development of local teachers, … Read more
Government Response
The government's response highlights general school funding increases and changes to Pupil Premium conditions to ensure evidence-based spending for disadvantaged pupils, but does not address the specific recommendations regarding teacher training incentives, targeted recruitment, apprenticeships, or specific bursaries for challenging areas.
Department for Education
View details
30 Conclusion Accepted
First Report - The forgotten: how …
School funding has failed to keep pace with where deprivation is in the country, and...
School funding has failed to keep pace with where deprivation is in the country, and as a result schools serving disadvantaged communities, including disadvantaged White communities, have suffered financially. The National Funding Formula promises to correct this, but the formula’s … Read more
Government Response
The government highlights significant increases in overall school funding and Pupil Premium, asserting that this constitutes the 'biggest funding boost for schools in a decade.' It also outlines amendments to Pupil Premium conditions to ensure evidence-based spending and transparency, addressing concerns about funding effectiveness.
Department for Education
View details
31 Conclusion Accepted
First Report - The forgotten: how …
Additional funding for disadvantaged students, including disadvantaged White students, is welcome, but is insufficient and...
Additional funding for disadvantaged students, including disadvantaged White students, is welcome, but is insufficient and insufficiently targeted and does not always reflect true level of need. This seems to have extended to the Government’s “catch-up” funding, with insufficiently targeted formulas … Read more
Government Response
The government highlights significant increases in overall school funding and Pupil Premium, asserting that this addresses concerns about funding levels. It also outlines amendments to Pupil Premium conditions to require evidence-based spending and transparency, aiming to improve targeting and effectiveness.
Department for Education
View details
32 Recommendation Accepted in Part
First Report - The forgotten: how …
The Department must do more to target funding to address attainment gaps, such as that...
The Department must do more to target funding to address attainment gaps, such as that which persistently affects disadvantaged White pupils. This should begin with reform to the pupil premium, which should be weighted to account for persistent disadvantage, including … Read more
Government Response
The government acknowledges the need to address attainment gaps, citing increased school funding and pupil premium funding. It has amended Pupil Premium conditions to require evidence-based spending and public statements but does not commit to weighting the premium for persistent disadvantage or specific reforms to the National Tutoring Programme based on uptake.
Department for Education
View details
33 Recommendation Not Addressed
First Report - The forgotten: how …
The Department must also acknowledge that due to funding pressures 34% of headteachers are using...
The Department must also acknowledge that due to funding pressures 34% of headteachers are using the premium to plug financial gaps in other parts of their operation. We note the Department’s recent changes to the conditions of the pupil premium … Read more
Government Response
The government's response reiterates existing general school funding increases and recent amendments to Pupil Premium conditions requiring evidence-based spending and publication of online statements, but does not commit to the specific recommendation of ringfencing a percentage of the Pupil Premium for enrichment activities.
Department for Education
View details
34 Conclusion Accepted
First Report - The forgotten: how …
We support the Department’s insistence that all children should benefit from an ambitious and challenging...
We support the Department’s insistence that all children should benefit from an ambitious and challenging curriculum. A culture of low expectations is damaging for White working-class children. However, too many disadvantaged White pupils are leaving school without essential qualifications, and … Read more
Government Response
The government reiterates its existing policy that all state-funded schools must offer a knowledge-rich curriculum, asserting that this approach raises standards and benefits disadvantaged pupils by providing essential knowledge, rather than proposing new changes.
Department for Education
View details
35 Recommendation Rejected
First Report - The forgotten: how …
The Department must revisit the benefits of celebrating greater diversity of subjects in the pre-16...
The Department must revisit the benefits of celebrating greater diversity of subjects in the pre-16 curriculum. The focus should be ensuring all pupils achieve the essential level of qualifications they need with academic rigour and high expectations, while acknowledging the … Read more
Government Response
The government rejects the recommendation, defending its existing curriculum and EBacc policies by highlighting their focus on academic rigour and knowledge acquisition. It asserts that current reforms ensure pupils are prepared for further education and employment and cites research supporting EBacc's benefits.
Department for Education
View details
36 Recommendation Accepted
First Report - The forgotten: how …
Level 2 apprenticeships are a vital stepping-stone for disadvantaged learners.
Level 2 apprenticeships are a vital stepping-stone for disadvantaged learners. The Department must investigate and address the falling numbers of apprenticeship starts from deprived communities, to ensure disadvantaged White pupils have equal access to the opportunities offered by skills-based routes. … Read more
Government Response
The government agrees on the importance of apprenticeships and states it monitors participation from deprived communities. It highlights existing support for SMEs, progression routes, £7 million for flexi-job apprenticeships, and £1,000 payments for young apprentices, but does not commit to rebalancing the levy or introducing skills tax credits.
Department for Education
View details
37 Recommendation Accepted in Part
First Report - The forgotten: how …
For too long many schools have failed to fully deliver their obligations under the Baker...
For too long many schools have failed to fully deliver their obligations under the Baker Clause. This must be more uniformly enforced to prevent many disadvantaged pupils, including disadvantaged White pupils, missing the opportunity to access a variety of careers. … Read more
Government Response
The government agrees on the need for an effective careers system and has appointed an independent adviser to develop recommendations for improved alignment by summer 2022. However, it states that failure to comply with the Baker Clause will not automatically mean a school is judged to require improvement by Ofsted.
Department for Education
View details
38 Recommendation Accepted in Part
First Report - The forgotten: how …
The Government must conduct a significant review of Government-funded careers agencies to identify if they...
The Government must conduct a significant review of Government-funded careers agencies to identify if they are focused on skills, building employer-school partnerships and helping those from White working class in schools in disadvantaged areas. The Government should bring forward measures … Read more
Government Response
The government agrees on the need for an effective careers system and has appointed an independent adviser to develop recommendations for improved alignment by summer 2022. However, it explicitly rejects the committee's proposal to automatically limit a school's Ofsted grade for non-compliance with the Baker Clause.
Department for Education
View details
39 Conclusion Accepted
First Report - The forgotten: how …
Accessing higher education is the “end of the funnel” for many pupils’ academic journeys.
Accessing higher education is the “end of the funnel” for many pupils’ academic journeys. Evidence suggests that for disadvantaged White pupils the funnel narrows dramatically on leaving school. These statistics represent the outcome of accumulated educational disadvantage starting in early … Read more
Government Response
The government agrees on the importance of social mobility for White working-class students and confirms it has already directed the OfS to focus on this group in its strategic priorities, including strengthening guidance to providers on increasing access.
Department for Education
View details
40 Recommendation Accepted in Part
First Report - The forgotten: how …
The OfS should review how it holds providers to account for ensuring all low- participation...
The OfS should review how it holds providers to account for ensuring all low- participation groups are equally supported into higher education. This should not just be about inclusion, but ensuring disadvantaged White pupils are also completing their courses and … Read more
Government Response
The government agrees with focusing on schools and strengthening guidance for the OfS on increasing access for White working-class students, noting existing efforts and a specific focus requested in 2021. However, it supports the OfS's individualised target approach rather than implementing a universal target as recommended, thus accepting in part.
Department for Education
View details
41 Recommendation Accepted
First Report - The forgotten: how …
The OfS should also commit to a report to Parliament in a year’s time to...
The OfS should also commit to a report to Parliament in a year’s time to review progress against this measure and their targets and the Secretary of State’s request for a focus on disadvantaged White boys accessing higher education. The … Read more
Government Response
The government states the OfS already produces annual reports and monitors demographic trends. It confirms the OfS keeps its definition of 'under-represented groups' under review and will deploy its new ABCs measure to enable closer targeting of White working-class students.
Department for Education
View details
Government Response AI assessment · 41 of 26 classified
Accepted 17
Accepted in Part 7
Acknowledged 8
Deferred 2
Not Addressed 6
Rejected 1
Total 26 recs + 15 conclusions
Correspondence 1 letter
23 Mar 2021 To committee Letter from the Minster of State for School Standards on careers advice and the pupil premium, dated 15 March 2021
Parliament page