Christabel Shepherd, NACE Challenge and Curriculum Development Director, introduces the new NACE Essentials guide on this topic.

There is strong evidence that an educational equity gap exists across all phases of the English educational system and that the effects of disadvantage are cumulative, so that the gap tends to increase as children grow older, especially during secondary schooling. 

Concerns about disadvantaged pupils have never been as acute as they are currently, nor felt as keenly following the coronavirus pandemic and related lockdowns. According to studies collated by the Education Endowment Foundation (EEF) in its online collection Best evidence on impact of Covid-19 on pupil attainment, primary pupils from disadvantaged backgrounds have experienced 0.5 months more learning loss in reading and 0.7 months more in mathematics compared to their non-disadvantaged peers. Secondary pupils from disadvantaged backgrounds experienced two months more learning loss in reading than their non-disadvantaged peers. 

Information from the Education Policy Institute’s Annual Report (2020) points to the fact that the attainment gap between disadvantaged pupils and their peers has stopped closing for the first time in a decade. Disadvantaged pupils in England are 18.1 months of learning behind their peers by the time they finish their GCSEs – the same gap as five years ago. The gap at primary school increased for the first time since 2007 – which may signal that the gap is set to widen in the future.

The stalling of the gap occurred even before the Covid-19 pandemic had impacted the education system – as shown in reports commissioned for the Social Mobility and Child Poverty Commission (2014), briefings published by the DfE for school leaders (2015), and research from the Sutton Trust (2015 and 2018). 

Despite this worrying picture over many years, the plight of disadvantaged more able pupils continues to have been largely overlooked by schools. This may be based on an assumption that disadvantaged more able pupils will “be fine” and the misconception that, compared to less academically able learners, their needs are not as important or urgent. 

However, evidence shows that academically able pupils from disadvantaged backgrounds are most at risk of under-performing (Sutton Trust, 2018). 

The DfE’s most recent guidance for school leaders on the use of the pupil premium (November 2021) demonstrates increased expectations in terms of the identification of the specific challenges facing disadvantaged learners, and the planning of focused, evidence-based approaches to address those challenges effectively. Although reference to more able disadvantaged learners has been made in previous iterations of the pupil premium guidance for schools, it is now far more explicit: these pupils should receive just as much focus as less academically able pupils.

This is a welcome change, which should help to narrow the widening gap between these learners and their non-disadvantaged peers, and address the “levelling up” agenda. Like any group of pupils, more able disadvantaged leaners have a right to have their needs met and it is our moral responsibility as educators to ensure that this is happening so that these young people have the same life chances as their peers.  

This month NACE has published a new NACE Essentials guide on the topic “Pupil premium and the more able”. Based on an in-depth review of education research evidence and literature, the guide provides support for school leaders to ensure that their school’s pupil premium funding can be used to maximise the opportunities for, and the achievement of, disadvantaged more able pupils. The key factors in developing a culture which will support the development and implementation of an effective pupil premium strategy are explored, and a range of specific evidence-based approaches aimed at meeting the needs of more able disadvantaged learners are exemplified. 

The guide is available free for all NACE member schools, along with the full NACE Essentials collection. Read now (login required).

Not yet a member? Join our mailing list to access our free sample resources.

---

Read more:

• Lessons learned from the teacher assessed grades process of summer 2021
• Cause for celebration, not criticism: reflections on the GCSE class of 2021

Following the recently published report Access to Advantage, NACE Education Adviser Hilary Lowe shares additional recommendations for schools seeking to ensure more able learners of all backgrounds, socioeconomic contexts and in all parts of the UK have access to the most competitive higher education pathways.

The recently published Sutton Trust report Access to Advantage returns to the issues raised in the 2011 report Degrees of Success, which looked at university acceptance rates and how they differ by school type and area, finding state school pupils were considerably less likely to go to top universities than those at independent or grammar schools.

This new report uses UCAS data to analyse university acceptance rates for the 2015-17 cohorts by school type and region, with findings showing little changed since the 2011 study. In the UK, whether an individual attends university, and the institution at which they study, remains highly influenced by socioeconomic background, school attended, and the part of the country they are from.

Access to Advantage puts forward recommendations for schools and universities to help close the gap in higher education participation rates.

For schools:

 

• All pupils should receive a guaranteed level of careers advice from professional impartial advisers. For those facing disadvantage – or who are at risk of failing to reach their potential – there should be further support available, including being supported to undertake and reflect upon academic enrichment activities for the personal statement. The ‘Careers Leaders’ in schools, established by the government’s Careers Strategy, should ensure that key messages are consistent across staff and based on up to date guidelines.

• Advice should happen earlier, and include guidance on subject options at A level. Many young people are not getting the right advice when it comes to A level options. Students need more support at an earlier age, that can help them to make an informed choice on their A-level choices. This should include advice on ‘facilitating subjects’, favoured by Russell Group universities.
  

For universities:

• Universities should make greater use of contextual data in their admissions process, to open-up access to students from less privileged backgrounds. 
• There should be greater transparency from universities when communicating how contextual data is used, including the use of automated ‘contextual data checkers’.
• A geographic element should be included in future university access agreements, including a focus on peripheral areas. 
• Universities should work to reassure students and families who may be reluctant to move substantial distances to university. 

What more can schools do?

NACE endorses the report recommendations – many of which it already supports in practical ways through its professional development programmes and publications, such as the newly published NACE Essentials guide on careers education, information, advice and guidance (CEIAG) for more able learners (log in to our members’ site for access to the full Essentials range).

However, much needs to be in place – in and outside school – at the earliest stages of schooling to give all learners the best chances of reaching the destinations of which they are capable. Our recommendations for schools include:

 

• Make full use of the body of evidence on what works to improve learner outcomes, including what works for the most able learners. Join the NACE community for regularly updated updates, guidance, publications, professional development programmes and the latest relevant research from the only UK organisation with a specialist focus on more able learners.
• Ensure that subject choices and option and qualifications pathways allow optimal choices for learners. The new Ofsted framework will support schools in evaluating the “curriculum of opportunity” and this will be a focus for NACE in the coming months and at our national conference in June.
• Focus on aspiration raising and the development of social capital and wider learning experiences. NACE courses, resources and Challenge Award-accredited schools provide many examples of how this is being achieved and can be successfully achieved in all schools.
• Continue efforts to increase teacher supply/access in academic subjects where there are currently shortages and in the areas of the country most at risk.

Schools alone cannot alone solve the challenges of social inequality, but they do play a vital role in opening doors for all young people by providing high-quality learning experiences in and outside school, a challenging and broad curriculum, informed and inclusive advice and guidance, and inspiring role models and mentors.

For additional guidance and inspiration, log in to our members’ site for your free copy of the NACE Essentials guide to CEIAG for more able learners.

This month the Fair Education Alliance (FEA), a coalition of almost 90 organisations spanning business, education and the third sector, has published its third annual State of the Nation Report Card. In this blog post, FEA director Lewis Iwu outlines key priorities for UK government and schools, to ensure all young people are supported to fulfil their potential, regardless of their starting point in life.

Since the release of our last report card, the FEA has more than doubled in size, and we are proud to have welcomed organisations such as NACE that are doing great work to ensure that all children receive a world-class education.

As an alliance, we have set five ambitious Fair Education Impact Goals which, if achieved by 2022, would mean significant progress towards closing the gap between the most disadvantaged young people and their wealthier peers. These five goals are:

• Narrow the gap in literacy and numeracy at primary school;
  
• Narrow the gap in GCSE attainment at secondary school;
  
• Ensure young people develop key strengths, including character, wellbeing and mental health, to support high aspirations;
  
• Narrow the gap in the proportion of young people taking part in further education or employment-based training after finishing their GCSEs;
  
• Narrow the gap in university graduation, including from the 25% most selective universities.
  

Accelerated progress needed to close the gap

The year’s report finds that since last year there has been marginal progress made towards closing the gap between disadvantaged young people and their wealthier counterparts. For example, the gap in literacy and numeracy at primary level has narrowed from 8.4 months to 8.2 months, while the GCSE achievement gap has decreased from 13.1 months to 12.8 months.

However, the gap in permanent and fixed period exclusions remains stubbornly wide, and the gap in university entry has increased for the first time since 2010. On the current trajectory, we will not achieve the five Fair Education Impact Goals by 2022.

Inequality in education is still deeply entrenched in our country and our Report Card is a stark reminder of the scale of the challenge. As the UK seeks to reposition itself in the world, it becomes more crucial than ever that our young people are able to fulfil their potential irrespective of their parental background.

Five priorities for schools and government

We know that educational inequality is a complex issue to tackle – too complex for one institution or organisation to solve alone. But we believe that by combining the passion, talent and ideas of educationalists, charities and businesses, we can offer a strong collective voice that creates a lasting impact on young people’s lives.

In response to the findings, the members of the FEA have worked together to identify five key priorities:

• School funding: A commitment from the government that national spending should not decrease in real terms on a per pupil basis.
  
• Destinations and careers: Every primary and secondary school in England should have a designated and trained senior leader responsible for developing and delivering a whole-school approach to destinations.
  
• Avoiding an expansion in selective education: The government should continue to resist calls to expand selective education in the future.
  
• Measurement of social and emotional competencies: A framework of measures should be available to all schools in the UK to support their knowledge of the social and emotional competencies of their students.
  
• Early years: The government should commit to ensuring that every group setting serving the 30% most deprived areas in England is led by an early years teacher or equivalent by 2020.
  

We’re extremely proud that the Fair Education Alliance has provided the platform for such a diverse range of organisations to come together and collaborate on this joint report and the recommendations that stem from it. You can read the full report here.

Lewis Iwu is the director of the Fair Education Alliance, leading the coalition of 86 organisations. He was previously a campaigns adviser at corporate advisory firm Brunswick, where he specialised in education and social policy.

Colin Parker, headteacher of King Edward VI Aston School, outlines the school’s inspiring approach to admitting and supporting more able learners from disadvantaged backgrounds.

At King Edward VI Aston School (Aston) we have one of the highest proportions of students coming from a disadvantaged background at any selective school in the country, with around 40% of Year 7 and 8 students receiving financial support.

This is partly because of location; the school is situated in one of the most economically deprived areas of Birmingham, in a region offering numerous selective schools for parents wary of sending their child to the inner city. But primarily it is because the school has given priority to admitting students from disadvantaged backgrounds. We are also fortunate in having a separate source of funding, to support students based on postcode rather than parental income.

Levelling the admission test playing field

A few years ago, the King Edward VI Foundation commissioned research indicating that social diversity was declining in its selective schools, and consequently put in place measures that would result in more students from disadvantaged backgrounds gaining places.

The first issue to consider was admission policy; from September 2015 Aston has given priority to admitting up to 25% of pupils from disadvantaged backgrounds. To make this a realistic proposition and go some way to levelling the admission test playing field, the school has set a qualifying score significantly lower than the score achieved in recent years by the last student to gain entry. Any student from a disadvantaged background achieving the qualifying score has a very good chance of securing a place.

Secondly, with the support of the Foundation, the school runs a familiarisation programme, working with primary schools who have a significant number of disadvantaged students. Parents and their sons are invited into the school, with the students undertaking work similar to that which they will encounter on the admissions test, including sitting a practice test paper.

Bridging economic, social and cultural gaps

So far, the increase in the number of students from a disadvantaged background has had no noticeable impact in academic terms. Evidence to date indicates that their academic progress is in line with, if not better than, non-disadvantaged students. We use most of our pupil premium funding to bridge the economic, social and cultural gaps, including a grant for participation in extracurricular activities.

It is also about expectations and language. At GCSE, we are talking about grades A*/A or above 7 and at A-level grades A*-B and then progressing to a high-tariff university. These expectations are relentlessly shared with the boys and their parents.

This is a whole-staff effort and a shared culture. At Aston, unlike many schools, we do not have a pupil premium champion; it is an expectation that this role will be played by all staff.

This all comes back to the reasons why we are in education. Our view is that the point of education is to transform lives, and that will happen when a student from a disadvantaged background gets into a high-tariff university and consequently on the path to securing professional employment. It will not only transform the life of the student, but also that of his family.

This blog post is based on an article first published in the summer 2017 edition of the NACE Insight newsletter, available for all NACE member schools. To view past editions of Insight, log in to the members’ area of the website.