Statistics published by the Department for Education suggest “that disruption to learning during the Covid-19 pandemic has had a greater impact on disadvantaged pupils”.
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It adds that while attainment has fallen for all children, “the attainment of disadvantaged pupils has fallen further than for other pupils, increasing the disadvantage attainment gap”.
The proportion of non-disadvantaged pupils meeting the “expected standard” in reading, writing and maths fell from 71 per cent in 2019 to 65 per cent this year, whereas the drop for poorer pupils was from 51 to 43 per cent.
Disadvantaged pupils are classed by the DfE as those eligible for free school meals.
In reading, attainment remained stable for disadvantaged pupils compared with 2019 levels at 62 per cent and increased from 78 per cent to 80 per cent for other pupils.
In writing, attainment fell from 68 per cent to 55 per cent for disadvantaged pupils and from 83 per cent to 75 per cent for other pupils.
While in maths, attainment fell from 67 per cent to 56 per cent for disadvantaged pupils and from 84 per cent to 78 per cent for other pupils.
The attainment gap is measured using an index that compares the mean ranking of disadvantaged children’s point scores in reading, writing and maths with that of their non-disadvantaged peers.
In 2022, the gap grew from 2.91 to 3.21, according to latest figures.
The report adds that the figures come despite the gap narrowing between 2011 and 2018 – “indicating that the gap in attainment between disadvantaged pupils and other pupils was becoming smaller”.
However, experts have warned the gap was already widening in 2019.
Natalie Perera, chief executive of the Education Policy Institute, said the data “paints a worrying picture for social mobility in England”.
She added: “Some of the country's most vulnerable children are falling further behind their peers.
“According to the government's own data, the disadvantage gap is now around the same level as it was in 2012, taking us back a decade. This is not just a result of the pandemic. The disadvantage gap for primary school pupils was already widening in 2019 and we can see that the pandemic has made it worse.
“Addressing the increasing inequality in our education system should be an urgent priority for the new Prime Minister. Given the challenges that loom ahead, ministers must focus on adequately resourcing schools and implementing a cross-government child poverty strategy."
Professor Becky Francis, chief executive of the Education Endowment Foundation, said the figures reflect disruption faced by some pupils “throughout their entire school life”.
“What is most concerning is the confirmation that children from socio-economically disadvantaged backgrounds have been most impacted by the pandemic.”
Kevin Courtney, joint general secretary of the National Education Union, said that the data “shows an insight into the effects of long-term underfunding, as well as the effects of the Covid-19 pandemic”.
He said: “The attainment of disadvantaged children has again, been disproportionately affected. This is not only due to school closures, but because poverty reduces access to food and learning resources. It also affects the physical and mental health of children and their social development. These are all factors which impact learning.
“In the coming months, the same families will be facing increasing energy bills. We expect that without thorough support from the government, the effects of poverty will worsen for these children and their families.
“Schools will also be making difficult decisions to pay these bills too. Leaders have considered measures such as reducing staff and increasing class sizes. All of these decisions will impact children’s education, especially those who are disadvantaged.”
