Critics have also branded the government’s failure to include proposals to close the disadvantage gap as “disappointing”.
The gap between the attainment of disadvantaged children and their wealthier peers is at the same level as it was a decade ago, research shows, and puts disadvantaged pupils on average 18 months behind more affluent peers.
The schools white paper highlights policies previously announced by government in the Levelling Up white paper and most recent comprehensive spending review.
It includes plans for 90 per cent of primary school children to achieve the expected level of attainment in reading, writing and maths and aims to boost average GCSE grades in English and Maths from 4.5 to 5 by 2030.
Proposals have also been put forward for closer dialogue with parents over the progress of children who have fallen behind and plans for every school to increase hours to 32.5 hours per week to offer extracurricular activities.
Further measures also noted in the white paper include previously announced plans for all schools to have a senior mental health lead and giving a duty of power to councils to form multi-academy trusts.
Natalie Perera, chief executive of the Education Policy Institute (EPI) said: “It seems unlikely that many of these bold pledges will in practice be met. Since the pandemic started, children have fallen behind in their learning, and the data published so far shows that there has been little catch-up for secondary pupils and much bigger losses for the disadvantaged and those in the so-called levelling up areas of the North and Midlands.
"The government seems to be placing a lot of weight on all schools being in a 'strong multi-academy trust' by 2030, but it is clear from our research that academisation is no silver bullet for improving school performance and there may simply not be enough capacity to absorb thousands of schools into the higher performing multi-academy trusts. The 32.5-hour school week, which amounts to a 9am-3.30pm day, will not make much difference to most children.”
David Laws, executive chairman of the EPI, added that it is “disappointing that there is no commitment to a really big reduction of the disadvantage gap between the poorest pupils and the rest, in the ambitions set for 2030.
"If the government wishes to meet the white paper aims, it may well need a further education recovery package, targeted on the pupils, schools and local areas which have missed out most."
Sir Peter Lampl, chair of the Education Endowment Foundation and chair of the Sutton Trust, described the government’s “parent pledge”, which will see parents given regular updates on the progress of children who have fallen behind at school, as a “tall order”
“As we’ve seen from a number of research studies we have carried out, it is extremely difficult for young people to catch up once they have fallen behind,” he said.
Steve Chalke, founder of Oasis, which runs 53 schools in England, called on the government to ensure there is sufficient investment to support the plans laid out in the paper, saying: “There is an extremely large elephant sitting in the middle of the room – how will schools pay for it all? The cost-of-living crisis means some schools are facing the prospect of a real-terms cut in their budget. This could hold back their ability to deliver the reforms the government is proposing.
“The government’s plans for greater future inclusion are very encouraging, but they must not end up being simply warm words. All schools will need significant investment to make these necessary improvements.”
Robert Halfon MP, chair of the education select committee said: “I am particularly pleased to see the commitment made by the Department to establish a uniformity of school hours. It is my hope that this will mean pupils up and down the country will have more time to catch up on their lost learning from the pandemic, and to also develop their skills by exploring creative subjects like sport, drama and music. Not only will this benefit their mental health and resilience, but it will also improve their educational attainment and allow every child to climb the ladder of opportunity, regardless of their background or circumstance.”
