The changing face of disadvantage

Damian Hinds

Secretary of State for Education

life

outcomes

work

earnings

health

wellbeing

educational

attainment

innate

ability

experiences

background

multi-generational impact

The gap has narrowed…

Primary school Gap down 13.2%

Secondary school – GCSE Gap down 9.5%

…but now, to sustain progress…

Recognising

Deeper understanding

Re-gauging scale

How it is changing Acting

In school

Beyond school

Ethnicity Language Place Home Adversity

Background Experiences

Mental healthSEND

Race Disparity Audit

• Some groups have particularly low outcomes – e.g. Black Caribbean children

• For other groups the picture is more complex – e.g. Black African children

Ethnicity

Primary Secondary Entering HE Graduating with a

first or 2.1

Employment five

years after

graduating

Earnings five years

after graduating

Achieving expected

standards in reading,

writing and maths at KS2

(2017/18)

Achieving grade C/4 in

English and maths at

GCSE (2017/18)

Attending higher education

(2016/17)

Graduating from a first

degree with a first or 2.1

(2016/17)

Employment five years

after graduating from a

first degree (2016/17 tax

year)

Earnings five years after

graduating from a first

degree (2016/17 tax year)

Relative likelihood of Black African pupils achieving … (compared to all pupils)

Chinese

Indian

Bangladeshi

Any other Asian background

Any other ethnic group

Black African

Pakistani

Any other white background

White and Black African

White and Asian

Any other mixed background

Any other black background

Irish

White and Black Caribbean

Black Caribbean

White British

Traveller of Irish heritage

Gypsy / Roma

Ethnicity

Attainment 8 FSM-eligible pupils 2017/18

White British

Chinese

Black African

Pakistani

Ethnicity

– Black Caribbean

Attainment 8 FSM-eligible pupils 2017/18

Number

in each

ethnic

group

Language

½ a grade

better

49% oflast year’s Year 6 inLondon

Non-EAL pupils

0

10

20

30

40

50

60

R Y1 Y2 Y3 Y4 Y5 Y6 Y7 Y8 Y9 Y10 Y11

Academic year joined an English school

Attainment 8 for EAL pupils

2017/18, by year of joining an English school

Language barriers overcome

Early years KS1 KS2 KS4 UniversitySelective

university

All pupils 1× 1× 1.1× 1.1× 1.3× 1.5×

2 % pts 3 % pts 5 % pts 3 % pts 12 % pts 6 % pts

FSM-

eligible

pupils

1.1× 1.1× 1.2× 1.3× 1.7× 2×

8 % pts 7 % pts 9 % pts 12 % pts 19 % pts 5 % pts

% meeting at least

expected standard

in all early learning

goals

% meeting at least

expected standard

in reading, writing,

maths and science

(unweighted

average)

% meeting at least

expected standard

in reading writing

and maths

% achieving 9-4 in

English and Maths

% progressing to

HE by age 19

% progressing to

1/3 most selective

HE by age 19

Increased chance of achieving key education goals in London compared to the whole of England

Place

What’s different about London? Place

different

approaches

and

practices

more

working

mums More take

up of Early

Years

different

mix of

schools

Place

have the highest

attainment make the most

progress And the gap between them and their

more affluent peers

is smallest

Disadvantaged children in our biggest cities

Coastal

Place

Disadvantaged children

in coastal areas achieved

in their GCSES*

3grades

lower

*on average, compared to those in non-coastal areas

Place

There are Outstanding schools all over the country

Place

Outstanding Secondary schools (accurate as at May 2019). . Map created with OpenStreetMap, CartoDB and Leaflet

School always matters

one innine pupils is

persistently

absent

as many pupils miss more than half their

schooling8x…than are

permanently excluded in a year

Home

childrenhave a social worker

as many as are in Care

children‘ever-CiN’

400,000

5×

1.6m

Adversity

Children in Need Review

GCSE Results

———— C———— C———— C———— C———— C———— C———— C———— C

GCSE Results

———— E———— E———— E———— E———— F———— F———— F———— F

Children who had been in

contact with a social worker

at any timesince year five achieved on average

grades lower

at GCSE

20

Adversity

Children in Need Review

Ethnicity Language Place Home Adversity

Complex picture

London effect interaction

Enduring disadvantage

for minority groups

White British FSM

London

Cities

The North East

Coastal

Extent of affected group

Enduring effect

Outcomes similar to LAC

Disadvantage turns to

(marginal) advantage

Wider peer group benefits

Parental engagement

Earliest years gap

endures

early intervention

resourcing

aspiration

targeted interventions

health

visitors

Schools’

deprivation

funding

What Works

Centres and

the EEF

virtual school

heads (for

looked-after

children)

early years

pupil premium

/ pupil

premium plus

education,

health and

care plans

access and

participation

in HE

opportunity

areas /

opportunity

north east

home

learning

environment

early years

provision

pupil

premium

careers

strategy

measuresP8 EBacc OfStEd

The changing face of disadvantage

Damian Hinds

Secretary of State for Education