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Children from poorer areas 'make two years' less progress' at school Children from poorer areas 'make two years' less progress' at school
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Children from the poorest backgrounds who live in some of the most disadvantaged areas of the country leave secondary school having made almost two years’ less progress than their wealthier peers living elsewhere, according to a new report.Children from the poorest backgrounds who live in some of the most disadvantaged areas of the country leave secondary school having made almost two years’ less progress than their wealthier peers living elsewhere, according to a new report.
The findings are based on a comparison of student progress in six regions of the country – recently highlighted by the government as areas of particularly low social mobility – with pupil progress elsewhere in England.The findings are based on a comparison of student progress in six regions of the country – recently highlighted by the government as areas of particularly low social mobility – with pupil progress elsewhere in England.
And while the problem is long-standing, the report concludes that among disadvantaged children, the progress gap in these areas has “grown dramatically” in the last five years.And while the problem is long-standing, the report concludes that among disadvantaged children, the progress gap in these areas has “grown dramatically” in the last five years.
The report, entitled Ambitious for Every Child and published on Tuesday, follows an announcement in October by education secretary Justine Greening of a £60m investment in six so-called “opportunity areas” – Norwich, Blackpool, Derby, Oldham, Scarborough and West Somerset – to try to boost social mobility rates which remain stubbornly low. The report, entitled Ambitious for Every Child and published on Tuesday, follows an announcement in October by the education secretary, Justine Greening, of a £60m investment in six so-called “opportunity areas” – Norwich, Blackpool, Derby, Oldham, Scarborough and west Somerset – to try to boost social mobility rates which remain stubbornly low.
The study found that the most persistently disadvantaged pupils – those who were on free school meals (FSM) for 80% of their time at secondary school – were 20.1 months behind by the age of 16 compared to non-disadvantaged children across England. The study found that the most persistently disadvantaged pupils, those who were on free school meals (FSM) for 80% of their time at secondary school, were 20.1 months behind by the age of 16, compared with non-disadvantaged children across England.
But even children who are not classed as disadvantaged but live in one of the opportunity areas are falling behind their peers nationally, making almost five months less progress than pupils elsewhere. But even those children not classed as disadvantaged but living in one of the opportunity areas are falling behind their peers nationally, making almost five months less progress than pupils elsewhere.
The report has been compiled by a new education charity, Ambition School Leadership (ASL), which identifies and develops high-quality school leaders and places them in challenging schools as a way of improving attainment and extending equality of opportunity to children across the country.The report has been compiled by a new education charity, Ambition School Leadership (ASL), which identifies and develops high-quality school leaders and places them in challenging schools as a way of improving attainment and extending equality of opportunity to children across the country.
It finds that the progress gap in the government’s six opportunity areas has grown every year from 2010 to 2015 – increasing by 3.6 months for non-disadvantaged pupils and 8.3 months for persistently disadvantaged students.It finds that the progress gap in the government’s six opportunity areas has grown every year from 2010 to 2015 – increasing by 3.6 months for non-disadvantaged pupils and 8.3 months for persistently disadvantaged students.
It also reveals that schools in these areas were most likely to see a fall in Ofsted’s grading of their leadership and management. Around 18% of schools rated as having good or outstanding leadership in 2010 went down to requires improvement or inadequate by 2016. It also reveals that schools in these areas were most likely to see a fall in Ofsted’s grading of their leadership and management. About 18% of schools rated as having “good” or “outstanding” leadership in 2010 went down to “requires improvement” or “inadequate” by 2016.
The report concludes: “Action is needed to stop the decline in progress in disadvantaged areas. We must increase the number of high-quality leaders in these areas and support those in post, so that schools have enough leaders capable of improving school performance, closing the progress gap and ensuring positive outcomes for pupils.”The report concludes: “Action is needed to stop the decline in progress in disadvantaged areas. We must increase the number of high-quality leaders in these areas and support those in post, so that schools have enough leaders capable of improving school performance, closing the progress gap and ensuring positive outcomes for pupils.”
Last week the government’s social mobility commission delivered its annual state of the nation report which found that “Britain has a deep social mobility problem which is getting worse for an entire generation of young people”.Last week the government’s social mobility commission delivered its annual state of the nation report which found that “Britain has a deep social mobility problem which is getting worse for an entire generation of young people”.
“The rungs on the social mobility ladder are growing further apart,” said Alan Milburn, the former Labour MP who chairs the commission. “It is becoming harder for this generation of struggling families to move up.”“The rungs on the social mobility ladder are growing further apart,” said Alan Milburn, the former Labour MP who chairs the commission. “It is becoming harder for this generation of struggling families to move up.”
Commenting on the ASL report, Russell Hobby, general secretary of the National Association of Head Teachers (NAHT), said: “We know that social disadvantage easily becomes entrenched, with low educational attainment and poverty exacerbating each other.Commenting on the ASL report, Russell Hobby, general secretary of the National Association of Head Teachers (NAHT), said: “We know that social disadvantage easily becomes entrenched, with low educational attainment and poverty exacerbating each other.
“We also know that without the right interventions and support, the most disadvantaged pupils tend to fair the worst. Headline-grabbing government policies like grammar schools rarely work for these children. Ensuring they get great teaching from the earliest age does.” “We also know that without the right interventions and support, the most disadvantaged pupils tend to fare the worst. Headline-grabbing government policies like grammar schools rarely work for these children. Ensuring they get great teaching from the earliest age does.”
James Toop, ASL chief executive, said: “Addressing social mobility has to start with great schools. Great schools have to start with exceptional school leadership at all levels. It’s these leaders who raise the expectations and self belief of pupils, parents and staff.James Toop, ASL chief executive, said: “Addressing social mobility has to start with great schools. Great schools have to start with exceptional school leadership at all levels. It’s these leaders who raise the expectations and self belief of pupils, parents and staff.
“Our new organisation is a chance to make this happen. We develop school leaders – from heads of department to head teachers and beyond – because we know great leaders at all levels make great schools.”“Our new organisation is a chance to make this happen. We develop school leaders – from heads of department to head teachers and beyond – because we know great leaders at all levels make great schools.”