A recent analysis from the Education Policy Institute (EPI) indicates that the academic divide between pupils from affluent families and their less fortunate classmates is expanding once again in England. Although there were slight gains following the pandemic, the gap remains larger across every schooling phase compared to pre-Covid times.
The study highlights a particularly significant divergence during early childhood development. Currently, low-income students are approximately 19 months behind their better-off peers by the time they reach Key Stage 4 and undertake their GCSEs. The EPI reports that the achievement gap for early years pupils is now 17% wider than it was before the pandemic.
Regional variations are also prominent, with disadvantaged children in London performing better than their counterparts in other areas. Conversely, the inequality gap has intensified most significantly in the South-East and South-West of England. Regarding pupils with special educational needs and disabilities (SEND), the findings show record-high attainment gaps for those with formal education, health, and care plans.
Julie McCulloch, chief executive of the EPI, described the ongoing disparity as a societal crisis. While she welcomed the government’s aim to halve this gap, she urged the next prime minister to prioritize a concrete plan for implementation. Suggested measures include broader access to funded childcare and increased financial support for schools serving pupils eligible for free meals.
The Department for Education maintained that it is committed to closing these gaps by expanding childcare and meal eligibility, promising to do whatever is necessary to ensure equal opportunities. Meanwhile, union leaders and local government representatives have called for systemic changes to assessment methods and increased investment in the SEND workforce to better support marginalized students.
