First Report - The forgotten: how White working-class pupils have been let down, and how to change it
Select Committee
Education Committee
HC 85
22 June 2021
Government response
The forgotten: how White working-class pupils have been let down, and how to change it - Government response to the Committee’s First Report · published 4 Nov 2021
Recommendations & Conclusions
8 results
1
Conclusion
Acknowledged
Para 17
For our inquiry we decided for pragmatic reasons to focus on FSM-eligible pupils.
Conclusion
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 …
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Government Response Summary
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
Para 18
The Department’s current way of evaluating and funding disadvantage, relying on current and historical FSM-eligibility,...
Conclusion
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 …
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Government Response Summary
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
Para 28
Our inquiry has shown that poor White pupils are far from “privileged” in education.
Conclusion
Our inquiry has shown that poor White pupils are far from “privileged” in education.
Government Response Summary
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
The Government must develop a more rounded view of what children need and what positive...
Recommendation
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 …
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Government Response Summary
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
Para 57
The Government has committed to ‘levelling up’, but there remain stark differences in educational outcomes...
Conclusion
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 …
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Government Response Summary
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
Para 104
There is an important role for civil society organisations, such as youth clubs and youth...
Conclusion
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 …
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Government Response Summary
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
Para 105
The Department must ensure that schools have the capacity to build a triangle of support...
Recommendation
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.
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Government Response Summary
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
Our report on adult skills highlighted the decline in support for adult learners.
Recommendation
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 …
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Government Response Summary
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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