Free School Meal Pupils Falling Behind Peers
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Free School Meal Pupils Falling Further Behind Peers, Report Warns
The latest report from the Education Policy Institute (EPI) has highlighted a persistent and worrying trend in England’s education system. Despite some improvements since the pandemic, the disadvantage gap is widening. The EPI’s findings paint a stark picture of a system that continues to fail its most vulnerable pupils.
The report highlights stark disparities between early years and later stages of education. While progress has been made in narrowing gaps at certain school stages, the early years remain a critical juncture where disadvantage takes hold. According to the EPI, the gap between low-income students and their wealthier peers is now 17% greater for children in early years than it was before Covid.
The report underscores the need for targeted interventions to support disadvantaged pupils, particularly those with special educational needs and disabilities (SEND). The EPI found that attainment gaps had narrowed for older age groups but were at their highest levels on record for children who had education, health and care plans. This trend is disturbing and demands immediate attention from policymakers.
The regional breakdown of the report’s findings raises important questions about resource distribution and support across different parts of the country. Disadvantaged pupils in London outperformed those from similar backgrounds in all other regions, while the gap between well-off and worse-off pupils grew most in the South-East and South-West of England.
Education Secretary Bridget Phillipson has responded to the report with upbeat rhetoric, committing to building towards a “bolder future” of “universal early years education”. However, it remains to be seen whether the government will follow through on its promises. The EPI’s recommendations for widening access to free funded childcare and increasing support for schools are sensible and necessary steps in addressing the disadvantage gap.
The report also highlights the need for a more fundamental rethink of England’s education system. Daniel Kebede, general secretary of the National Education Union, is right to point out that current tests and assessments “set many students up to fail, overwhelmingly those from less advantaged backgrounds”. The Local Government Association’s call for more investment in the SEND workforce is equally pressing.
The report serves as a stark reminder of the need for sustained effort and commitment to addressing the disadvantage gap. England’s education system has been criticized for its failure to support disadvantaged pupils, but it is not just about resources or funding – it is also about fundamentally rethinking the way we approach education in this country. As Julie McCulloch, chief executive of the EPI, notes, “the size of the gap between the educational outcomes of children from more and less advantaged backgrounds is a scourge on our society”. It is time for policymakers to acknowledge the scale of this problem and take bold action to address it.
The question now is whether the government will rise to the challenge. Will they deliver on their promises, or will we continue down a path that perpetuates inequality? The answer lies in their actions, not just their words. As England’s education system moves forward, one thing is certain: it needs more than just rhetoric – it needs real change.
Reader Views
- CMColumnist M. Reid · opinion columnist
While Education Secretary Bridget Phillipson's rhetoric may be aspirational, the devil lies in the delivery. The government's proposed solutions often overlook the elephant in the room: systemic inequalities perpetuated by local authorities and funding formulas that favor affluent areas. In many regions, schools in less wealthy districts are struggling to access resources and expertise, exacerbating the disadvantage gap. Instead of vague promises, policymakers should focus on implementing targeted interventions that account for these regional disparities, such as providing dedicated support staff and training for teachers in disadvantaged areas.
- RJReporter J. Avery · staff reporter
This latest report from the Education Policy Institute should serve as a stark reminder that England's education system remains woefully inequitable. While progress has been made in narrowing gaps at certain stages, the fact that disadvantaged pupils are falling behind their peers by 17% greater in early years is nothing short of alarming. Policymakers must consider not just targeted interventions but also systemic reforms to address the root causes of this disadvantage gap. This includes a thorough examination of regional disparities and resource allocation to ensure equal access to quality education for all, regardless of socio-economic background.
- EKEditor K. Wells · editor
The Education Secretary's response rings hollow when faced with such stark statistics. While bridging attainment gaps in older age groups is crucial, it's equally important to address the early years where disadvantage takes hold. One area missing from this report is the intersection of poverty and migration. Pupils who move between schools or countries may experience even greater learning setbacks. Policymakers must account for these complexities and prioritize targeted support for all disadvantaged pupils, regardless of their circumstances.