Progress stalls on closing GCSE disadvantage gap, study finds

Research by the Education Policy Institute (EPI) found that "persistently disadvantaged" pupils, those who are entitled to free school meals for 80 per cent or more of their time at secondary school, are on average around two years (23.4 months) behind their peers in terms of academic achievement by the end of secondary school. 

The EPI said this figure is "essentially unchanged since 2011". The gap among "disadvantaged" pupils, those who are entitled to Pupil Premium funding, fell across all GCSE subjects from 19.3 months in 2016 to 18.4 months in 2017.

However, the EPI said much of this fall was due to Pupil Premium accountability measures which require to enter more disadvantaged pupils in academic subjects. The EPI said this is skewing the attainment gap figures as many are being entered in subjects, such as sciences and humanities, with historically smaller attainment gaps.

When looking specifically at maths and English in isolation the rate of progress in narrowing the attainment gap has been minimal, dropping from 18.1 months to 18 months between 2016 and 2017.

At such a rate of progress the EPI estimates it would take more than 100 years for the attainment gap in English and maths between disadvantaged pupils and their peers to close.

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Researchers found that in the early years, the attainment gap between disadvantaged pupils and their peers is 4.3 months, only slightly better than the gap in 2016 of 4.4 months and or 2013 when it was 4.5 months.

The EPI said the introduction of the 30-hour free childcare entitlement for working parents last September has benefited affluent families.

Progress at the end of primary school has also stalled. Between 2011 and 2015 the attainment gap fell markedly from 10.6 months to 9.6 months. But since then it has only fallen by a further 0.2 months.

"Our analysis finds that the gap in school performance between poorer and more affluent pupils in GCSE English and maths has barely narrowed at all over the last year, and is unlikely to close for well over a century, based on current projections," said EPI director for social mobility and vulnerable learners Jo Hutchinson.

"Of great concern is the complete lack of progress made in improving the outcomes of the most persistently disadvantaged pupils, who are still two whole years behind non-disadvantaged pupils across all GCSE subjects.

"These more vulnerable pupils are particularly reliant on access to support services - and will be disproportionately affected by the growing financial pressures in our schools." 

"The latest evidence indicates that there are a number of weaknesses across the children's workforce - in early years settings, schools and children's social care - in terms of staff shortages, turnover and instability, and inconsistent training and development opportunities.

"Addressing these weaknesses is essential if we are to make better progress with the outcomes of the poorest pupils and those with additional needs."

The EPI analysis includes a regional breakdown of the figures, which shows that educational disadvantage has become "firmly entrenched" in parts of the North East. In Northumberland and Hartlepool the gap between disadvantaged pupils by the end of secondary school and their peers is more than two years.

The EPI is calling on the government to ensure there is equal access to high-quality early years provision and to develop a "coherent and long-term strategy" on recruiting and retaining teachers in schools in disadvantaged communities.

Neil Leitch, chief executive of the Pre-school Learning Alliance, said it is "disappointing and concerning" to see such little change in the attainment gap between poor children and their peers.

"As this report rightly points out, equal access to high-quality childcare and early education plays a key role in ensuring that children from more disadvantaged backgrounds have the same opportunities as their peers," he said.

"But of course, this has to be supported by sensible government policy and EPI is also right to point out that current early years policy - and in particular, the 30-hour and tax-free childcare - does little to help achieve this aim, disproportionately benefiting wealthier families over and above those more in need of support."

Dr Mary Bousted, joint general secretary of the National Education Union, added: "Government needs to do much better at making sure that well-qualified teachers are recruited and supported to stay working in schools, and that it particularly needs to improve its support for schools serving the most disadvantaged communities."

The Department for Education has been contacted for comment.