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
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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
8 results
Clear
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
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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
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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
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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
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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
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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
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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
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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
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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
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