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4 July 2024

By Charlotte Booth, Claire Crawford, Vanessa Moulton

Every new government likes to put their own stamp on the National Curriculum – with varying use of evidence to support their changes.

The next government is sure to be no different, no matter who wins today. While the UK’s two main parties have campaigned on very different platforms, there is one issue where the Conservatives and Labour do agree – the importance of maths. (more…)

chezbeate / Pixabay

6 September 2022

By Neil Kaye

Last month, hundreds of thousands of young people nervously opened their GCSE results – the first time in the post-pandemic world that such exams had been sat by a full cohort of Year 11 students. Whilst the headlines focused on the apparent fall in average grades from those of the previous two years, the results also highlight a seemingly-inevitable outcome of our present education system: the persistence of a ‘disadvantage’ attainment gap.

A recent IFS report concluded that, “despite decades of policy attention, there has been virtually no change in the ‘disadvantage gap’ in GCSE attainment over the past 20 years”. Whilst some improvement has been noted, modelling by the Education Policy Institute (EPI) from before the pandemic observed that “at the current rate of progress, it would take over 500 years for this gap to close completely at the end of secondary school” (Lupton & Hayes, 2021).

So, is this gap in attainment inevitable? Is it ‘baked’ into the system? Are the policies of successive governments doomed to failure, or have they (more…)

IOE Events.

Just as one can’t out-exercise a bad diet, education policy and the efforts of schools and teachers can’t out-run societal inequalities.  But they can serve to exacerbate or  alleviate those inequalities.

The socio-economic attainment gap has been a long-standing focal point of education policy and debate, albeit not as long-standing as the attainment gap itself. It’s a gap that seems in some respects inevitable and intractable (and on that point it is sobering to remind ourselves that 14m people in the UK, around a fifth, live in relative poverty; that’s a third of children).  It is an aspect of education systems that leaves optimists fatalistic, and new teachers surprised to find themselves defending elements they never thought they would, such as high-stakes exams.

For our debate What if… we really want to close the attainment gap ‘post-Covid’? we were (more…)

Julia Douëtil

The latest paper from the Education Endowment Foundation highlights the 25% of 11-year-olds in poverty each year who fail to reach national curriculum level 4, and the devastating impact that is likely to have on each of those children’s future. What if we could reduce that 25% failure rate to, say 7% – in other words, recover three out of four of those potential failures?
The good news is we can.
In 2012 we traced more than 1200 children who, at the age of six, had been identified as being in the very lowest attaining 20% of the age cohort and who had received Reading Recovery to enable them to catch up with their peers. Those children had just completed Key Stage 2 National Assessments and three out of four of them had achieved national curriculum level 4 in reading, and two out of three in writing (page 32).
In the EEF report, Professor Steve Higgins and his Durham University colleagues demonstrate the gap in attainment for children in poverty, and we see the same at entry to Reading Recovery: children entitled to free school meals are typically twice as likely to be among the lowest attaining identified for the programme at age six. At age 11, the gap between those in poverty and their peers attaining National Curriculum Level 4 had reduced to just 7%. At National Curriculum Level 3 the gap was just over 1% as 19 out of 20 of the previously lowest attaining children, those most likely to fail to reach level 3, reached level 3 or above.
The EEF report shows a grudging respect for one-to-one support over group teaching, but the evidence for intensive, high quality early intervention is compelling.
I would go further. If support offered to the lowest attaining six-year-olds is not enabling them to make four or five times the normal rate of progress, to catch up and stay caught up with their peers, we are not trying hard enough.