We must pull together for deprived children

For some families, the cost of a holiday is often unrealistic as are many activities. But this is particularly the case for those children trapped in double disadvantage - those who attend poorly performing schools plus live in deprived surroundings. These children too rarely receive the opportunities their peers enjoy.

It is in these communities that the support of charity programmes for these children makes a tangible difference.

Once term-time returns, their teachers will strive to remedy a huge variety of challenging social and educational issues. Intervening at school is the best opportunity to redress the balance for those growing up in our most-deprived communities. It is here that barriers can be removed and opportunities identified for each individual pupil to ensure they avoid being trapped in a cycle of intergenerational worklessness, poverty and low aspiration.

According to Save the Children, 1.6 million children live in poverty. While teachers can and do change the lives of many children, they can't tackle this challenge on their own. Over the past five years, I have seen some incredible interventions in schools and looked at hundreds more. As head teachers are given even more control over their budgets than ever before, including pupil premium money to focus on their most disadvantaged students, there are five burning issues that they should prioritise.

First, literacy and numeracy. Every teacher knows that those who do not master the basics find it hard to engage in the other areas of the curriculum.

Second, the jobs market is really tough. For the 50 per cent of young people who do not go on to university, a smooth transition from school into the world of work is vital if they are to reach their full potential. Consistent support, good advice and links to employers are key.

Third, too many young people are disengaging from the standard curriculum and particular attention is required to match their needs effectively to courses that inspire them and provide the skills they need.

Fourth, we must work at a family level. To truly tackle disadvantage we need to help parents read to and support their children so that they have the skills and confidence to make the most of school.

And fifth, there are too few role models for disadvantaged children, especially from the world of work. Inspirational mentors working alongside school teachers can help children to think big and open their minds to all the opportunities that are on offer but they do not know about. On our council estates, worklessness is double the norm, leaving many children with no understanding of the world of work.

There are tough choices ahead for schools and head teachers with the financial pressures placed at their door. Through the combination of teachers and voluntary sector professionals, those children who face a double disadvantage can be given the support they require. We are doing all we can to engage the private sector in supporting this partnership.

The Education Endowment Foundation recently launched its £110m grant-making fund. Lessons from this fund will be spread about what works in supporting disadvantaged children. But to make real inroads into these issues we need to all pool our resources to focus on those with a double disadvantage.

Starting and ending the school year knowing that these children have what they need to succeed is a collective challenge to all of us and we must work together to ensure we help where each of us can.

Shaks Ghosh, chief executive of the Private Equity Foundation