Recommendations & Conclusions
17 items
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 …
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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
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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.
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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 …
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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.
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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.
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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.
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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 …
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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
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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.
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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 …
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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.
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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.
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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.
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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.
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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.
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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 …
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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.
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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 …
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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 …
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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.
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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.
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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 …
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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”.
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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.
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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.
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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.
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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.
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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 …
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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.
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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.
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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 …
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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.
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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.
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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 …
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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.
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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.
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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 …
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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.
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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.
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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 …
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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.
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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 …
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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 …
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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.
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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.
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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 …
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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
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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.
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Department for Education