A new independent inquiry has concluded that fundamental changes are necessary to address an education system that currently serves white working-class children poorly. The review, commissioned by Star Academies with Department for Education backing, examined why this demographic consistently ranks among the lowest performers in English schools.
Baroness Estelle Morris, who co-chaired the inquiry, argued that schools cannot be held solely responsible for these outcomes, noting that the issue does not stem from a lack of student ambition. Instead, the report highlights a disconnect between traditional academic curricula and the aspirations of families who prioritize vocational training and local apprenticeships over university pathways.
The study, which incorporated feedback from thousands of families and educators, calls for several major policy shifts. Key recommendations include prioritizing primary school reading fluency, expanding vocational learning opportunities, extending free childcare for disadvantaged families, and providing free public transport for young people up to age 21.
Education Secretary Bridget Phillipson acknowledged the report’s findings, stating that generations of children have been denied fair opportunities. She emphasized that the current government is committed to addressing these inequalities through broader support for families and improved access to skills training. The inquiry stressed that the goal should not be to alter these communities but to reform the education system so it better utilizes and values the strengths inherent within them.
