White working class pupils need ‘action across society’ to end their chronic underachievement at school, according to the chair of an inquiry into the issue.
Baroness Morris launched the next phase of her landmark review today, warning of the ‘consequences’ of ‘failing to do anything about it’.
The Independent Inquiry into White Working Class Educational Outcomes was commissioned by the multi-academy trust Star Academies, and is supported by the Department for Education.
Its first phase, published in the summer, found 36 per cent of white British pupils on free school meals achieve a grade 4 or above in English and Maths GCSE, compared with 72 per cent of non-free school meal pupils.
In addition, 52 per cent of white working class pupils told the inquiry they were likely to go to university, compared with 82 per cent of their peers.
The inquiry said once-in-a-generation reforms were needed to fix a system ‘not serving the interests of white working-class children’.
The next phase will look at ‘practical solutions’ to give children a ‘stronger start at primary school’ and better routes into qualifications and jobs for teenagers aged 14 to 19.
Baroness Morris, co-chair and former Labour education secretary, said: ‘Our report on white working class educational achievement clearly highlighted the extent of the challenge and the consequences of failing to do anything about it.
White working class pupils need ‘action across society’ to end their chronic underachievement at school, according to Baroness Morris (pictured), who is chairing an inquiry into the issue
‘We can’t stop there. Our next phase of work will be led by experts in the field and will consider what needs to be done. This isn’t just the responsibility of schools but calls for action from across society. The partnerships we will bring together can play a powerful role in beginning this work.’
Education Secretary Lucy Powell added: ‘A child’s background should never mean opportunity belongs to someone else. But right now, too many white working class children are falling behind at every stage of their education.
‘That is why I am backing this independent inquiry to get to the heart of the barriers holding children back – from their first steps into school, through to the opportunities and choices they have as teenagers into further study, training or work.’
The inquiry spoke to thousands of young people and their parents, as well as hundreds of teachers.
Education data about white working class pupils was also analysed as part of the year-long review, looking at the 1.25 million young people in England who are white British and in receipt of free school meals.
The inquiry, which was also co-chaired by Sir Hamid Patel, revealed increasing scepticism among white working-class families about whether education can secure future success.
Education Secretary Lucy Powell backed the independent inquiry, saying: ‘A child’s background should never mean opportunity belongs to someone else’
It found that while many families place greater importance on the social experience of school and call for more importance to be placed on vocational options for students, such as apprenticeships, the education system often emphasised academic progression to higher education.
It said the true scale of white working-class disadvantage is ‘likely to be substantially larger’, as the education data they looked at did not include those who were on low incomes but did not receive free school meals.
Since then, all families receiving Universal Credit have become eligible for free school meals.
The next phase of the project will involve developing practical advice for government, schools and other organisations working with white working class pupils.
It will look at how clearer pathways can be created for teenagers to ensure they get into sustained employment.
It comes after Prime Minister Andy Burnham announced plans to open up new technical routes from age 14 in England over the summer.
He said he was ‘on a mission’ to reduce the number of young people not in education, employment or training – known as ‘Neet’.
Currently, nearly a million young people are classed as Neet.
On Sunday, Ms Powell announced that schools will be told to stop teaching the GCSE syllabus to students in years 7 to 9 (Key Stage 3) under planned reforms to the national curriculum.
The new national curriculum, which will be introduced in September 2028, will say schools should wait to teach the GCSE syllabus until Years 10 and 11.
While GCSE courses are not officially introduced until Year 10, many schools start teaching the syllabus during Years 7, 8 and 9, during Key Stage 3, when pupils are aged 11 to 14.
Ms Powell said it had become widespread for GCSE content to be ‘dragged’ into Key Stage 3 and that she was opposed to ‘early exam factories’.
She said: ‘The pressures of GCSEs and an overcrowded curriculum are resulting in too many children receiving a narrower offer during Key Stage 3 and being rushed towards exams without grasping the fundamentals or developing deeper understanding,’ she said. ‘I’m putting a stop to that.’
