Recommendations & Conclusions
41 items
1
Conclusion
First Report - The forgotten: how White…
Acknowledged
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 journey that disadvantaged White pupils go on. We know that …
Read more
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 journey that disadvantaged White pupils go on. We know that this group does not map exactly on to ‘White working-class’, but this is a familiar term and one which occurred spontaneously from witnesses and written evidence. In this report we will use both ‘White working-class’ and ‘disadvantaged White’ to refer to White pupils who are eligible for FSM.
Show less
Government response AI 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.
Read full response →
Department for Education
2
Conclusion
First Report - The forgotten: how White…
Acknowledged
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 what causes the underachievement of disadvantaged White pupils we need …
Read more
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 what causes the underachievement of disadvantaged White pupils we need to understand their needs and the barriers facing them.
Show less
Government response AI 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.
Read full response →
Department for Education
3
Recommendation
First Report - The forgotten: how White…
Deferred
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 protects pupil anonymity as a priority, for example by redacting …
Read more
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 protects pupil anonymity as a priority, for example by redacting figures where they reflect very small groups of pupils. Particularly importantly, the Department must consistently publish statistics that are as locally targeted as possible, at least at local authority or constituency level. These statistics must underpin the targeting of all interventions to those communities that most need them. In the short term, the Department should learn from the former Children’s Commissioner’s approach to capturing disadvantage by including statistics on the length of time children are FSM- eligible, and how other forms of disadvantage (for example, SEND, care experience, and local levels of deprivation) interact with this status. In the long term, the Department should work with other parts of Government to build a more sophisticated measure of how poverty affects children. This could draw on initial work by the Social Metrics Commission to develop a metric of poverty that provides a better understanding of the nature of poverty by drawing on lived experience and identifying those least able to make ends meet.
Show less
Government response AI summary
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 …
Read full response →
Department for Education
4
Conclusion
First Report - The forgotten: how White…
Acknowledged
Our inquiry has shown that poor White pupils are far from “privileged” in education.
Government response AI 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.
Read full response →
Department for Education
5
Recommendation
First Report - The forgotten: how White…
Accepted
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 movements when what is required is balanced, age- appropriate discussion …
Read more
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 movements when what is required is balanced, age- appropriate discussion and a curriculum that equips young people to thrive in diverse and multi-cultural communities throughout their lives and work. The Department The forgotten: how White working-class pupils have been let down, and how to change it 57 should issue clear guidance for schools and other Department-affiliated organisations receiving grants from the Department on how to deliver teaching on these complex issues in a balanced, impartial and age-appropriate way. (Paragraph 29) The extent of the achievement gap for disadvantaged White pupils
Show less
Government response AI summary
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.
Read full response →
Department for Education
6
Recommendation
First Report - The forgotten: how White…
Not Addressed
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 this gap, but the Department has fallen victim to muddled …
Read more
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 this gap, but the Department has fallen victim to muddled thinking, and has shown little interest in exploring why disadvantaged White pupils underachieve relative to similarly deprived peers. As a result, the Department has not been able to target support and tackle specific barriers facing these groups. The Department must acknowledge that its reforms are not producing results, particularly for disadvantaged White pupils. A knowledge-rich curriculum is essential, but with progress on closing the disadvantage gap stalling, it is time to invest in a more targeted approach. (Paragaph 40)
Show less
Government response AI summary
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.
Read full response →
Department for Education
7
Conclusion
First Report - The forgotten: how White…
Accepted
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, particularly given NHS statistics indicate that around 18% of White …
Read more
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, particularly given NHS statistics indicate that around 18% of White pupils may suffer from mental health challenges.
Show less
Government response AI summary
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.
Read full response →
Department for Education
8
Recommendation
First Report - The forgotten: how White…
Acknowledged
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 under the 2018 Green Paper, particularly with regard to ensuring …
Read more
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 under the 2018 Green Paper, particularly with regard to ensuring all schools have a designated mental health lead or counsellor. All catch-up plans, including enrichment activities and longer school days, must include a specific role for activities that focus on mental health and wellbeing. These plans must also be targeted to those areas of the country where the disadvantage gap is currently greatest, particularly outside London. (Paragraph 45) The influence of place
Show less
Government response AI 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 …
Read full response →
Department for Education
9
Conclusion
First Report - The forgotten: how White…
Acknowledged
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 whole with regard to geographic inequalities. Without improvements to local …
Read more
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 whole with regard to geographic inequalities. Without improvements to local job markets and infrastructure (including digital infrastructure), education faces an uphill battle to raise outcomes for disadvantaged White pupils in left-behind areas. Equally, creating opportunities is of limited use if education has not equipped local people with the skills to fill them.
Show less
Government response AI 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.
Read full response →
Department for Education
10
Recommendation
First Report - The forgotten: how White…
Accepted in Part
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 all data on attainment measures on as localised a basis …
Read more
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 all data on attainment measures on as localised a basis as possible, including by 58 The forgotten: how White working-class pupils have been let down, and how to change it neighbourhood, will be the beginning of demonstrating a commitment to levelling-up education by identifying specific communities that are struggling. The Department must co-ordinate its efforts with wider Government in a comprehensive strategy to tackle the root causes of underachievement.
Show less
Government response AI summary
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.
Read full response →
Department for Education
11
Recommendation
First Report - The forgotten: how White…
Not Addressed
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 it is difficult to evaluate them. We heard evidence about …
Read more
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 it is difficult to evaluate them. We heard evidence about initial success, but we remain concerned about their value for money.
Show less
Government response AI summary
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.
Read full response →
Department for Education
12
Recommendation
First Report - The forgotten: how White…
Not Addressed
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 to define what the programme’s success criteria are. These should …
Read more
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 to define what the programme’s success criteria are. These should emphasise that the funding is not to be spent on “convene-itis” and discussion, but should go to frontline services, using statistics to micro-target struggling communities, with explicit targets for: i) Improving support for families, through targeting Family Hubs to deprived communities and closing the early years attainment gap ii) Focussing resource to schools that most need it, through a better measure of disadvantage and funding that is micro-targeted to areas of need iii) Channelling funding to schools that struggle to recruit and retain the best staff, through more local teacher training initiatives iv) Ensuring all pupils get the best careers advice, particularly in areas where varied career options are less visible.
Show less
Government response AI summary
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.
Read full response →
Department for Education
13
Recommendation
First Report - The forgotten: how White…
Accepted
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 AI summary
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.
Read full response →
Department for Education
14
Recommendation
First Report - The forgotten: how White…
Accepted
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 own outstanding schools. All future free schools must be established …
Read more
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 own outstanding schools. All future free schools must be established in areas where they will bring a specific benefit to the local community, and the Department should ensure there is a clear focus on targeting disadvantaged areas and should proactively encourage free schools in areas such as ‘challenged white communities’. (Paragraph 70) Supporting White working-class children and families: from cradle to career
Show less
Government response AI summary
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.
Read full response →
Department for Education
15
Conclusion
First Report - The forgotten: how White…
Accepted in Part
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 let down, and how to change it 59
Read more
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 let down, and how to change it 59
Show less
Government response AI summary
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.
Read full response →
Department for Education
16
Recommendation
First Report - The forgotten: how White…
Deferred
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 continually push a decision on the long-term future of maintained …
Read more
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 continually push a decision on the long-term future of maintained nursery schools back to the next spending review - the Government must decide how to guarantee their long-term future as soon as possible. The Government must also acknowledge the “threadbare” state of the early years system previous to the pandemic, and outline a long-term plan for the early years accompanied by a funding settlement for at least the next three years.
Show less
Government response AI summary
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.
Read full response →
Department for Education
17
Conclusion
First Report - The forgotten: how White…
Accepted
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 White families build relationships with trusted contacts, navigate a complex …
Read more
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 White families build relationships with trusted contacts, navigate a complex system of entitlements, and identify problems early on.
Show less
Government response AI summary
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.
Read full response →
Department for Education
18
Recommendation
First Report - The forgotten: how White…
Accepted
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
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.
Show less
Government response AI summary
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.
Read full response →
Department for Education
19
Recommendation
First Report - The forgotten: how White…
Accepted in Part
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 AI summary
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 …
Read full response →
Department for Education
20
Recommendation
First Report - The forgotten: how White…
Accepted
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 system, particularly with regard to taking full advantage of their …
Read more
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 system, particularly with regard to taking full advantage of their free entitlements. The Government must implement the recommendations put forward by the Early Years Healthy Development Review, particularly around exploring the idea of a “key contact” for families and supporting local authorities to identify how best to introduce families to their local hub. The Government should also follow the example of the Manchester system, where consistent and frequent contact with families enables early intervention. This will create a joined-up, universal early years support system that works for all parents, and most particularly those disadvantaged White parents whose children are falling off the ladder of opportunity from the very first rung.
Show less
Government response AI summary
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 …
Read full response →
Department for Education
21
Conclusion
First Report - The forgotten: how White…
Accepted
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 that the potential of Family Hubs to deliver “universal and …
Read more
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 that the potential of Family Hubs to deliver “universal and non-stigmatising” access to services is clear. Disadvantaged White children are falling behind in their early years and throughout education, and Family Hubs are well placed to provide wraparound help for families to prevent those gaps emerging.
Show less
Government response AI summary
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.
Read full response →
Department for Education
22
Recommendation
First Report - The forgotten: how White…
Accepted
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 it and carers help their children. Organisations like Reach Academy …
Read more
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 it and carers help their children. Organisations like Reach Academy Feltham demonstrate the potential of this model, providing support “from cradle to career”.
Show less
Government response AI summary
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.
Read full response →
Department for Education
23
Recommendation
First Report - The forgotten: how White…
Not Addressed
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 emulate this model by inviting applications to open free schools …
Read more
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 emulate this model by inviting applications to open free schools from organisations interested in creating their own ‘cradle to career’ pathway. The Department should explore what support will effectively help existing schools to build local partnerships in this way, as well as what resources schools need to build their own versions of parental engagement strategies such as those at Reach Academy Feltham, including parent-school pledges and home visits. Schools must have autonomy over the form of these parental engagement strategies, to take account of their local area’s cultural nuances.
Show less
Government response AI summary
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.
Read full response →
Department for Education
24
Conclusion
First Report - The forgotten: how White…
Acknowledged
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 that funding pressures are having an impact on how well …
Read more
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 that funding pressures are having an impact on how well young people in some areas of the country are able to access these opportunities.
Show less
Government response AI 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.
Read full response →
Department for Education
25
Recommendation
First Report - The forgotten: how White…
Acknowledged
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
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.
Show less
Government response AI 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.
Read full response →
Department for Education
26
Conclusion
First Report - The forgotten: how White…
Accepted
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 learning could benefit disadvantaged White pupils.
Read more
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 learning could benefit disadvantaged White pupils.
Show less
Government response AI summary
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.
Read full response →
Department for Education
27
Recommendation
First Report - The forgotten: how White…
Acknowledged
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 give more serious thought to how it may implement our …
Read more
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 give more serious thought to how it may implement our previous report’s recommendations to break the cycle of disengagement in some disadvantaged White communities by: i) Ensuring there is a community learning centre in every town ii) Incentivising employers to train their staff by introducing a skills tax credit. (Paragraph 110) The school system
Show less
Government response AI 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 …
Read full response →
Department for Education
28
Conclusion
First Report - The forgotten: how White…
Accepted
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 to be rated good or outstanding by Ofsted for their …
Read more
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 to be rated good or outstanding by Ofsted for their quality of teaching. Schools in disadvantaged areas are also less likely to have experienced The forgotten: how White working-class pupils have been let down, and how to change it 61 teachers, less likely to have teachers in qualified subject areas, and more likely to have higher teacher turnovers. The Department cannot take the current rise in applicants to teacher training during the pandemic for granted. Raising teachers’ starting salaries and the Early Careers Framework are welcome but there is more to do.
Show less
Government response AI summary
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.
Read full response →
Department for Education
29
Recommendation
First Report - The forgotten: how White…
Not Addressed
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, we should incentivise highly commended initial teacher training providers (like …
Read more
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, we should incentivise highly commended initial teacher training providers (like Redcar and Cleveland TTP or Leicester and Leicestershire SCITT) to work with disadvantaged schools and develop top-class school-led routes. The Department must use its enhanced local area statistics to target recruitment and retention policies to schools that are struggling, particularly those in left-behind White communities. The Department must build on the existing postgraduate teaching apprenticeship scheme to make it more widely available and introduce an undergraduate teaching degree apprenticeship with a specific focus on developing teacher subject specialisms. The Department must introduce bursaries, retention payments and salary bonuses to attract good teachers to challenging areas and prevent flight of local talent. This will encourage a more diverse workforce that reflects the communities it serves, through introducing more local teacher training centres in deprived White communities.
Show less
Government response AI summary
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.
Read full response →
Department for Education
30
Conclusion
First Report - The forgotten: how White…
Accepted
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 changes have not yet been fully enacted, and we have …
Read more
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 changes have not yet been fully enacted, and we have seen concerns that a “levelling up” funding uplift may risk further entrenching disadvantage.
Show less
Government response AI summary
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.
Read full response →
Department for Education
31
Conclusion
First Report - The forgotten: how White…
Accepted
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 and schemes that are not reaching the children, including disadvantaged …
Read more
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 and schemes that are not reaching the children, including disadvantaged White children, who need them most. Just 44% of the children who are using the National Tutoring Programme are eligible for free school meals, making this scheme a prime example of a Government initiative that is not getting to the children who need it most.
Show less
Government response AI summary
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.
Read full response →
Department for Education
32
Recommendation
First Report - The forgotten: how White…
Accepted in Part
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 in disadvantaged White communities, in line with our recommendation on …
Read more
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 in disadvantaged White communities, in line with our recommendation on better measures of disadvantage. The Department must also heed recommendations from the National Audit Office and keep its catch-up funding initiatives under close review, and introduce significant reform if take up of the National Tutoring Programme has not improved by the end of the school year. The Department should introduce changes to ensure the schools and pupils that most need the extra resource have access to it. (Paragraph 129) 62 The forgotten: how White working-class pupils have been let down, and how to change it
Show less
Government response AI summary
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 …
Read full response →
Department for Education
33
Recommendation
First Report - The forgotten: how White…
Not Addressed
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 grant, but in the light of the Sutton Trust’s findings …
Read more
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 grant, but in the light of the Sutton Trust’s findings about the number of schools using their grant to plug other gaps, we want to see more action. We will hold the Department to account for their progress, and should the reforms not be successful in ensuring this funding always directly benefits the most disadvantaged we will expect the Department to consider further measures. This should include ringfencing a percentage of the pupil premium grant to offer activities and enrichment opportunities to disadvantaged pupils, helping them access the same extra-curricular opportunities as their better-off peers. (Paragraph 130) Destinations for disadvantaged White pupils
Show less
Government response AI summary
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.
Read full response →
Department for Education
34
Conclusion
First Report - The forgotten: how White…
Accepted
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 something needs to change to re-engage these learners in their …
Read more
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 something needs to change to re-engage these learners in their education.
Show less
Government response AI summary
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.
Read full response →
Department for Education
35
Recommendation
First Report - The forgotten: how White…
Rejected
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 value of vocational and skills-based subjects and their potential to …
Read more
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 value of vocational and skills-based subjects and their potential to engage otherwise disaffected groups, such as some disadvantaged White pupils. We are clear that this does not mean introducing a two-tier system, with practical subjects a poor alternative for children who are perceived to be less able. The Department must reform current accountability measures by widening the range of subjects that can count towards the EBacc to include subjects that have been in decline over the past 10 years, such as Design and Technology, and incentivise schools to celebrate all their pupils’ aptitudes and create a parity of esteem for vocational subjects alongside a rigorous academic offer.
Show less
Government response AI summary
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.
Read full response →
Department for Education
36
Recommendation
First Report - The forgotten: how White…
Accepted
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. As the Centre for Social Justice recommends, the Government should …
Read more
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. As the Centre for Social Justice recommends, the Government should “rebalance the levy so that it supports more young people”, and more of the levy’s funding should be directed to disadvantaged learners or on courses meeting the skills needs of our nation. Skills tax credits, for example, could be introduced to incentivise businesses to retrain workers without high-level qualifications and in our vital skills areas.
Show less
Government response AI summary
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 …
Read full response →
Department for Education
37
Recommendation
First Report - The forgotten: how White…
Accepted in Part
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. We will monitor Ofsted’s review of careers guidance in schools …
Read more
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. We will monitor Ofsted’s review of careers guidance in schools closely, and look forward to hearing Ofsted’s recommendations as to how schools The forgotten: how White working-class pupils have been let down, and how to change it 63 could improve the careers guidance they offer their pupils, particularly with regard to ensuring that disadvantaged White pupils are aware of all their options on leaving school, including apprenticeships and higher education routes.
Show less
Government response AI summary
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 …
Read full response →
Department for Education
38
Recommendation
First Report - The forgotten: how White…
Accepted in Part
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 to tie Government-funded careers advice support to compliance with the …
Read more
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 to tie Government-funded careers advice support to compliance with the Baker Clause. The Association of Employment and Learning Providers have called for compliance with the Baker Clause to be linked to Ofsted judgements. We believe that a school’s Ofsted grade should be limited to “Requires Improvement”, should the school fail to comply with the Baker Clause.
Show less
Government response AI summary
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 …
Read full response →
Department for Education
39
Conclusion
First Report - The forgotten: how White…
Accepted
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 years and persisting through primary and secondary education. We share …
Read more
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 years and persisting through primary and secondary education. We share the Secretary of State’s concern about disadvantaged White pupils’ access to HE and support his directive to the OfS for including this group in its strategic priorities.
Show less
Government response AI summary
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.
Read full response →
Department for Education
40
Recommendation
First Report - The forgotten: how White…
Accepted in Part
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 progressing on to skilled work and satisfying careers. The OfS …
Read more
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 progressing on to skilled work and satisfying careers. The OfS should also implement a target for inclusion of pupils from disadvantaged White backgrounds, to ensure that White working-class students’ participation in HE is a key priority for all universities. At least some of the funding that universities currently spend on boosting access and participation should be redirected to where it can be more effective: either through school-based initiatives “upstream” in pupils’ journeys or towards increasing take-up of apprenticeships and particularly degree apprenticeships.
Show less
Government response AI summary
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 …
Read full response →
Department for Education
41
Recommendation
First Report - The forgotten: how White…
Accepted
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 OfS should review how it classifies ‘under-represented groups’ to ensure …
Read more
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 OfS should review how it classifies ‘under-represented groups’ to ensure it keeps pace with the current demographics of the higher education student population. (Paragraph 154) 64 The forgotten: how White working-class pupils have been let down, and how to change it
Show less
Government response AI summary
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.
Read full response →
Department for Education