There is strong evidence to suggest that schools play an important part in determiningthe attainment of pupils affected by deprivation. Yet the effectiveness of schools in providing the right support to socially and materially deprived pupils can vary considerably. Now a new report by the DCSF explicitly recommends that schools seek out best practice in this area.
There is no doubt that educational standards have been transformed in England over the past decade, thanks to the hard work of teachers and school leaders, and the education system has never been more motivated to fulfil its purpose: to help every child develop and succeed.
Yet despite this, childhood deprivation continues to present schools with special challenges. Take two pupils on the same level of attainment who are both performing below expectations. It is a statistical probability that the child from the deprived background will fall behind. So what can schools do to beat the odds? To begin, let’s consider the factors affecting children’s achievement.
For most pupils, school is a rich and rewarding experience, but it is an uncomfortable fact that at every ability level in the system, pupils from poorer backgrounds do less well than their counterparts. The reasons for this are complex, and not purely linked to money. Of course, absolute levels of poverty may mean children suffer from poor housing or an inadequate diet. But, even in families above the poverty line, parents may be sceptical about the value of education and not see that success at school is important for their children.
Even when children are very young, the link between cognitive development and family deprivation can be apparent. For example, research has identified significant gaps in development in very young children, and the Millennium Cohort Study has shown lower vocabulary in three-year- olds from poorer households.