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Deprivation and Education

The evidence on pupils in England, Foundation Stage to Key Stage 4

DEPRIVATION AND EDUCATION

The evidence on pupils in England, Foundation Stage to Key Stage 4

Schools Analysis and Research Division, Department for Children, Schools and Families March 2009

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1 INTRODUCTION

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1.1 Deprivation and education: why it matters

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1.1.1 Effect on life chances

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1.1.2 Substantial and pervasive impact from an early age

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1.2 Policy context

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1.3 Overview of the paper

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2 DEPRIVATION: DEFINITION AND MEASUREMENT

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3 WHO AND HOW MANY ARE DEPRIVED

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3.1 The proportion of pupils from deprived backgrounds

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3.1.1 Eligibility for free school meals

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3.1.2 Distribution of FSM pupils

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3.1.3 Change in pupils' FSM status

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3.1.4 Pupil, school and area level deprivation

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3.2 Characteristics of pupils who experience deprivation

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3.2.1 Ethnicity

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3.2.2 Special Educational Needs

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4 IMPACT ON PUPIL ATTAINMENT AND OTHER OUTCOMES

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4.1 Attainment

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4.1.1 Overview of the FSM gap in educational attainment

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4.1.2 Early years

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4.1.3 Key Stage 1 to Key Stage 4 7

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4.1.4 Changes in the FSM gap over time

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4.1.5 Educational progress

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4.1.6 Relative impact of FSM eligibility and prior attainment

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4.1.7 Interaction with ethnicity, gender and other variables

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4.1.8 An international problem

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4.2 Attendance and exclusions

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4.2.1 Attendance

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4.2.2 Exclusions

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5 WHY DEPRIVED PUPILS CAN FALL BEHIND

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5.1 Explaining the association between deprivation and poor outcomes

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5.1.1 Income and material deprivation

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5.1.2 Health

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5.1.3 Family stress

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5.1.4 Parental education

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5.1.5 Parental involvement in their children's education

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5.1.6 Cultural and social capital, and the experience of schooling

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5.1.7 Low aspirations

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5.1.8 Exposure to multiple risk factors

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5.1.9 Literacy

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5.2 Change over time

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6 THE SCHOOL EFFECT

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6.1 The difference schools can make

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6.2 In the classroom

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6.2.1 Teaching quality

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6.2.2 Pupil grouping

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6.2.3 Assessment for learning

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6.2.4 Curriculum

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6.2.5 Homework and study support

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6.2.6 Intervention for pupils who fall behind

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6.2.7 Class size

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6.3 School culture

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6.3.1 Positive school culture

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6.3.2 Attitudes, aspirations and expectations

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6.3.3 Behaviour

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6.3.4 Pupil voice

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6.4 Transitions and decisions

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6.4.1 Transitions between Key Stages

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6.4.2 Pupil mobility

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6.4.3 Choice of subject or qualification route

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6.5 School size and resources

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6.5.1 School size

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6.5.2 School resources

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6.6 Leadership, workforce and governance

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6.6.1 Effective leadership in deprived contexts

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6.6.2 Teacher turnover and qualifications

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6.6.3 Wider workforce

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6.6.4 Governance

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6.7 Engaging parents and carers

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6.8 Supporting pupils with multiple needs

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6.9 National initiatives

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6.9.1 Excellence in Cities

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6.9.2 London Challenge and City Challenge

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6.9.3 Extended schools

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6.9.4 Academies

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6.9.5 Building Schools for the Future

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6.9.6 National Challenge

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6.9.7 The Extra Mile

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