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
11 Recommendations
30 Conclusions
1 Report
8 Oral sessions
1 Letter
8 Events
Activity timeline 19 events
4 Nov
2021
Report published
22 Jun
2021
Report published
19 May
2021
Oral evidence
19 May
2021
Formal meeting (oral evidence session) · Virtual meeting
23 Mar
2021
Correspondence
9 Feb
2021
Oral evidence
9 Feb
2021
Formal meeting (oral evidence session) · Virtual Meeting
26 Jan
2021
Oral evidence
26 Jan
2021
Formal meeting (oral evidence session) · Virtual meeting
7 Jan
2021
Oral evidence
7 Jan
2021
Formal meeting (oral evidence session) · Virtual Meeting
1 Dec
2020
Oral evidence
Oral evidence sessions 8 sessions
19 May 2021
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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
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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
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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
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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
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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
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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
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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
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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
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
We recognise that eligibility for Free School Meals (FSM) is an imperfect measure of disadvantage. We are continuously looking at our FSM data and are working closely with DWP to … Read more
Department for Education
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2 Conclusion
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
We recognise that eligibility for Free School Meals (FSM) is an imperfect measure of disadvantage. We are continuously looking at our FSM data and are working closely with DWP to … Read more
Department for Education
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3 Recommendation
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
Department for Education
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4 Conclusion
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.
Department for Education
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5 Conclusion
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
21. Schools play a crucial role in helping pupils understand the world around them and their place within it, and in teaching about respect for other people and for difference. … Read more
Department for Education
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6 Conclusion
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 mental health and wellbeing of children and young people remains a priority for the Government, both in responding to the current pressures felt by the pandemic and in the … Read more
Department for Education
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7 Conclusion
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 mental health and wellbeing of children and young people remains a priority for the Government, both in responding to the current pressures felt by the pandemic and in the … Read more
Department for Education
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8 Recommendation
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
Department for Education
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9 Conclusion
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
34. Many of our attainment measures are broken down by region, local authority and local authority district and parliamentary constituency in the National Statistics. Institution level data is also available … Read more
Department for Education
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10 Conclusion
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
Many of our attainment measures are broken down by region, local authority and local authority district and parliamentary constituency in the National Statistics. Institution level data is also available on … Read more
Department for Education
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11 Recommendation
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
Department for Education
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12 Recommendation
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
Department for Education
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13 Conclusion
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.
Department for Education
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14 Conclusion
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
Department for Education
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15 Conclusion
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
Department for Education
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16 Recommendation
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
Department for Education
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17 Conclusion
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
Department for Education
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18 Conclusion
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
Department for Education
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19 Recommendation
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.
Department for Education
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20 Recommendation
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
Department for Education
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21 Conclusion
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
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22 Conclusion
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
Department for Education
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23 Conclusion
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
We recognise the importance of early intervention and have committed to championing Family Hubs as a place for parents to go with their children to access help that might otherwise … Read more
Department for Education
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24 Conclusion
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
Department for Education
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25 Conclusion
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
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26 Conclusion
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
Department for Education
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27 Conclusion
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
Department for Education
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28 Conclusion
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
87. We recognise the pressures schools have faced and have listened to teachers and parents. This Government has announced the biggest funding boost for schools in a decade, which will … Read more
Department for Education
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29 Conclusion
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
87. We recognise the pressures schools have faced and have listened to teachers and parents. This Government has announced the biggest funding boost for schools in a decade, which will … Read more
Department for Education
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30 Conclusion
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
87. We recognise the pressures schools have faced and have listened to teachers and parents. This Government has announced the biggest funding boost for schools in a decade, which will … Read more
Department for Education
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31 Conclusion
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
87. We recognise the pressures schools have faced and have listened to teachers and parents. This Government has announced the biggest funding boost for schools in a decade, which will … Read more
Department for Education
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32 Conclusion
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
87. We recognise the pressures schools have faced and have listened to teachers and parents. This Government has announced the biggest funding boost for schools in a decade, which will … Read more
Department for Education
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33 Conclusion
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
87. We recognise the pressures schools have faced and have listened to teachers and parents. This Government has announced the biggest funding boost for schools in a decade, which will … Read more
Department for Education
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34 Conclusion
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
Every state-funded school must offer a broad and balanced curriculum which promotes the spiritual, moral, cultural, mental and physical development of pupils, and prepares them for the opportunities, responsibilities and … Read more
Department for Education
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35 Conclusion
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
Every state-funded school must offer a broad and balanced curriculum which promotes the spiritual, moral, cultural, mental and physical development of pupils, and prepares them for the opportunities, responsibilities and … Read more
Department for Education
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36 Recommendation
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
Department for Education
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37 Conclusion
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
117. We agree with the Committee that we need to ensure the careers system is effective in supporting people from all backgrounds. That is why the Secretary of State has … Read more
Department for Education
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38 Recommendation
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
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39 Conclusion
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
124. It is essential that education beyond the age of 18 offers opportunities for real social mobility and equality of opportunity for White working-class students, and other under-represented groups. It … Read more
Department for Education
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40 Recommendation
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
Department for Education
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41 Recommendation
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
Department for Education
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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
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