Disadvantaged pupils nationally lag behind the average by around half a grade per subject, but those in London perform about the same as the average student nationally. Disadvantaged pupils in the North East had the lowest scores, but there is not a simple north/south divide, with the South East and South West both performing poorly for their disadvantaged pupils. The South East has an attainment gap twice the size of Inner London.
Sense of place and collaboration
- The London Challenge was very successful because it bought together local players who had a vested interest in improving local outcomes. Some of this success was replicated in Somerset and Manchester, but there was less buy-in from national government and so the schemes were mostly locally supported. Buy-in both at a national and local level is important and allows local areas to interpret and shape national policy in a way that works for them.
- Whilst there are pockets of local collaboration across the country, sharing best practice consistently and widely is more challenging. Facilitating the sharing of best practice is key to local improvement.
Financial issues
- School funding has a larger impact on disadvantaged pupils and can make a significant difference to their achievement at school.
- There remain questions around whether schools were using their funding effectively, however, with particular issues around spending of the pupil premium.
Teacher recruitment and retention
- Disadvantaged young people are more likely to be taught by teachers who are less experienced and have lower qualifications. A young person in the most affluent schools is 22 percentage points more likely to be taught physics by someone who has a degree in physics or related subject than a young person in a disadvantaged school.
- Recruitment and retention of teachers is a bigger challenge in the most disadvantaged schools and geographical areas with higher levels of deprivation. The lack of opportunities for continuing professional development (CPD) is a particular issue when it comes to retaining teachers.
The role of early years
- The inquiry heard how children hold on to the gains that they make in early years education throughout their lives, making them better learners and therefore progressing further.
- Current government policy has shifted the focus from good quality early years education to a focus on providing childcare to enable parents to work. This is affecting the quality of early years settings.