The educational divide between pupils from affluent backgrounds and those from low-income households is growing wider in England. Despite some post-pandemic improvements, the disadvantage gap has increased again, according to a recent report by the Education Policy Institute (EPI). This gap is particularly pronounced in early education, raising concerns about long-term educational equity.
The Department for Education has set a target to halve this disadvantage gap by the time the current generation of children completes secondary school. However, the EPI’s findings suggest that achieving this goal will require more focused and effective strategies.
Widening gaps in early education and Key Stage 4
The EPI report highlights that the While some gaps have begun to close post-pandemic, they are widening again in early years and at Key Stage 4 when pupils sit their GCSEs.
Disadvantaged pupils are, on average, 19 months behind their classmates from better-off backgrounds by the time they reach Key Stage 4. This significant lag underscores the urgent need for targeted interventions to support these students.
Regional disparities and special educational needs
The report also reveals regional disparities, with disadvantaged pupils in London outperforming those from similar backgrounds in all other regions. Conversely, the gap between well-off and worse-off pupils has grown most in the South-East and South-West of England.
For pupils with special educational needs and disabilities (SEND) the EPI found that attainment gaps had narrowed for older age groups. However, gaps are at their highest levels on record for children who have education, health, and care plans, which outline the additional support they are entitled to.
The EPI has made several recommendations to address these disparities, including widening access to free funded childcare for all children and increasing the funding schools receive for pupils eligible for free school meals. Julie McCulloch chief executive of the EPI, emphasized the need for a ‘laser-like focus’ to achieve the government’s ambitious target of halving the disadvantage gap.
Daniel Kebede general secretary of the National Education Union called for an end to statutory testing in primary schools and a broadening of assessment approaches in secondary schools. He argued that current tests and assessments ‘set many students up to fail, overwhelmingly those from less advantaged backgrounds.’
The Local Government Association advocated for more investment in the SEND workforce and a review of which children qualify for funded childcare hours to ensure that those on lower incomes do not miss out. Education Secretary Bridget Phillipson recently called for a ‘bolder future’ of universal early years education to prevent disadvantaged children from missing out on opportunities.
The Department for Education reiterated its commitment to ensuring that every child has access to opportunity, regardless of their background. However, the EPI’s report serves as a stark reminder of the challenges that lie ahead in achieving this goal.
