Improving educational outcomes for disadvantaged children

DfE should take a clearer whole-system approach by using this work, alongside evidence of what works, to inform clear, evidence?based decisions on how it distributes, and increases or decreases, funding; as part of this, it should compare the value of certain interventions, such as investing more in early years compared with schools.

DfE should take a clearer whole-system approach by setting out how it will more effectively engage with wider government to help develop a shared vision, robust joint risk assessment, clear responsibilities, and an understanding of how respective departmental priorities could be better integrated.

To effectively oversee its interventions DfE should develop its understanding of the capacity and capability of schools and early years providers to understand and deliver the range of interventions.

To effectively oversee its interventions DfE should monitor whether schools fund tutoring from their core funding after the planned end of the National Tutoring Programme, and then reflect on any further support it may need to provide to schools.

To better understand the impact of its approach, DfE should set out the progress it expects to make in reducing the disadvantage attainment gap over the coming years, including what good would look like, so it can better understand where, for example, it may need to change its approach.