Bridget Phillipson emphasized the need to enhance support for children outside of school premises following an investigation that revealed the education system is not adequately catering to white working-class children and families.
The Education Secretary highlighted that the UK is confronting a significant challenge in improving outcomes for disadvantaged white children. She mentioned ongoing government initiatives to tackle issues such as school attendance, early childhood education expansion, and the establishment of Best Start Family Hubs based on the Sure Start model.
Acknowledging the necessity for further reforms, she expressed on BBC Radio 5 Live that comprehensive changes are imperative, both within schools and in the surrounding communities. She stressed the critical role of family support in determining a child’s achievements in life.
She clarified that the focus should not be on blaming either teachers or parents, rebutting a listener’s suggestion that parents should assume greater responsibility for their children’s education. She emphasized the collective societal responsibility to aid parents in various aspects like attendance, child poverty, access to quality guidance, healthcare, and more.
The recently published Independent Inquiry into White Working-Class Educational Outcomes underscored the urgent need for substantial reforms to address the educational underperformance of this demographic group. The inquiry, initiated last year, aimed to investigate the reasons behind the low academic achievement of white working-class children in England.
According to the inquiry findings, only 36% of white British students on free school meals attained a Grade 4 or higher in English and Maths GCSE exams last year, contrasting with the 72% success rate among non-free-meal recipients. This gap in achievement was labeled as the “white working-class disadvantage gap” in the report.
Among the 24 recommendations put forward by inquiry co-chairs Baroness Estelle Morris and Sir Hamid Patel are suggestions for enhanced mental health support, regulations on smartphone use in schools, and the extension of 30 hours of free childcare to all disadvantaged families currently ineligible.
The inquiry also proposes prioritizing reading fluency in primary schools at a national level and introducing free local public transport access for individuals aged 21 and under. Furthermore, it calls for a revision in how the system defines and prioritizes educational outcomes for white working-class students and advocates for a significant increase in apprenticeship opportunities in their communities.
Amy Sparkes, a headteacher at Ward Jackson Church of England Primary School, expressed concerns on BBC Radio 4 about schools overly emphasizing academic results. She highlighted that the issue does not stem from a lack of ambition among families and students but rather from the limitations of the education system in catering to all children from working-class backgrounds.
Ms. Sparkes questioned the emphasis on passing math and English GCSE exams as the basic requirement for employability and criticized the system for failing to engage children effectively, leading to disconnection and disinterest among students by the time they reach GCSE age.
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