WALTHAM FOREST LIFE CHANCES COMMISSION ENABLING YOUNG PEOPLE TO THRIVE

SEPTEMBER 2018 2 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

FOREWORD BY CONOR RYAN CHAIR OF THE LIFE CHANCES COMMISSION WALTHAM FOREST LIFE CHANCES COMMISSION 2018 3

Waltham Forest is a borough with great potential. But reaching that potential means addressing challenges over the next decade that could prevent many of its children and young people from succeeding. Identifying those issues and suggesting practical solutions were the tasks the Life Chances Commission was set by the Council Leader, Councillor Clare Coghill.

Over the last year, we visited not the only option. Apprenticeships educational institutions across the are increasingly available, but they borough, heard from local business suffer from poor awareness, variable and education leaders, invited and quality and limited progression. polled the views of local residents There is an opportunity for Waltham and looked at the evidence from the Forest to set the pace here with a Gold borough and beyond. But above all, we Standard apprenticeship. heard the views of local young people and benefited greatly from their The borough also suffers from a wisdom and experiences. surfeit of poorly paid local jobs. While residents can arguably access the In our report we look at the challenges wider London jobs market, they don’t across three phases of a young person’s always have the skills or motivation to life – the early years, school or college, do so. The growth of the gig economy and what happens after that. Our can benefit some, but it can also recommendations try to build both on perpetuate poor pay and conditions. evidence of what we know is working Addressing these issues will be elsewhere and on the good practice important in encouraging young that we know is already happening in people to stay and live in the borough. the borough. I am very grateful to all the members In the early years, so important to later of the Commission for their invaluable Waltham Forest faces development and educational success, insights and contributions to our work. “ challenges that are not take-up of places for the youngest My thanks to all those who hosted children is too low and there remain unique. They are common and came to our evidence sessions, challenges to ensure every setting particularly the young people who to many outer London has well trained staff and the poorest brought their personal perspectives to boroughs. But there is a children can access the best quality our deliberations. I am grateful too to providers. At school, while results are Clare Coghill and the other councillors vibrancy in this borough – relatively good, we heard significant who attended these sessions – and and a willingness to concerns from young people about commissioned this report. And I am the quality of careers guidance, change – that can particularly grateful to the Council information for students on their officers who did all the hard work ensure it is well placed options and access to the sort of work organising sessions and helping us in to secure the life chances and cultural experiences that will help the preparation of this report. them when they leave school. of its young people in Waltham Forest faces challenges that the years ahead. This impacted on their choices after are not unique. They are common to school. Access to the most selective many outer London boroughs. But ” universities is relatively low and there is a vibrancy in this borough – there is more that can be done to and a willingness to change – that can address family fears and student ensure it is well placed to secure the misapprehensions through summer life chances of its young people in the schools, engaging with existing years ahead. students and support with the application process. But university is Conor Ryan 4 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

CONTENTS WALTHAM FOREST LIFE CHANCES COMMISSION 2018 5

Introduction from the Commission Chair...... 3

Executive summary...... 6

Our findings...... 7

Key recommendations...... 8

Full list of recommendations...... 11

Introduction...... 14

Waltham Forest...... 15

Who we are...... 16

What we did...... 17

Young people in Waltham Forest...... 18

The Council and our work...... 20

Early years...... 22

(1) Take-up and sufficiency...... 25

(2) Quality...... 28

(3) Information and support...... 31

School age...... 33

(1) Outcomes for disadvantaged pupils...... 37

(2) Careers advice...... 41

(3) Mentors and role models...... 45

Post-school opportunities...... 48

(1) Apprenticeships...... 51

(2) University...... 57

(3) Low pay...... 60

Conclusion...... 63

Appendix 1: The Big Youth Conversation...... 64

Appendix 2: List of those contributing evidence...... 67

Appendix 3: Commissioners’ biographies...... 68 6 WALTHAM FOREST GROWTH COMMISSION 2018

EXECUTIVE SUMMARY

Waltham Forest is a London borough Addressing these issues is not just a in the midst of rapid change, with moral imperative. Waltham Forest strong economic growth, a growing benefits culturally and economically population and a thriving cultural and from the impact that young people creative sector. Next year Waltham have, bringing creativity, energy and Forest will become the first London making the borough a good place to Borough of Culture following a strong live and work. But for this to continue, community-led campaign. young people need to be able to live, work and succeed in the borough. These changes have coincided with Losing their dynamism would cost accelerated gentrification of some the borough economically, as well as parts of the borough. Whilst this culturally and socially. has brought positive developments – including new people, businesses This is all the more important in a and regeneration to areas in need of changing world. The nature of work improvement – it has also led to some and employment is set to radically difficulties for existing residents, most alter over the years to come. It is crucial obviously in the rapidly increasing cost that young people can gain the skills of housing. At its heart, the borough needed to thrive now and flourish in a remains one with relatively high levels modern economy that is increasingly Waltham Forest Big Culture Conversation – March 2018 of poverty, and in 2015 was ranked as data-driven and automated in nature. the 35th most deprived local authority in the country.1,2 As a result, enabling young people in the borough to get a good education This is not just a Waltham Forest which leads to a rewarding career is, story, but one that is replicated and should remain, a key priority for across outer London, with significant the Council. implications for our young people. Families are under pressure from It is with this in mind that the Life rising living costs, and for parents Chances Commission was established, that work – or want to work – the to focus in particular on identifying the costs of childcare can be prohibitive.3 actions that the Council should take, Nationally, ever-increasing pressures and activities the Council should lead, on local authorities are affecting the to ensure young people in Waltham quality and coverage available to Forest have the opportunities and support children in their early years support to thrive during their lives. and their parents, and the extent of advice and guidance in schools for young people to make the best possible choices about their futures. We are increasingly living in a low- wage society that, when twinned with inflation-busting housing costs, makes it more and more difficult for people to build their lives in London. WALTHAM FOREST LIFE CHANCES COMMISSION 2018 7

OUR FINDINGS

This insight was To address this challenge, we sought to see if it supported the messages out the views of young people in we heard. The following chapters set complemented with the borough, particularly drawing out what we found through these information gathered from on their experiences and thoughts discussions and our recommendations the local education and about their futures. This insight was to the Council that aim to address the complemented with information issues identified. business sectors, local gathered from the local education residents and evidence and business sectors, local residents In summary, we heard consistently from the young people in the from the borough and evidence from the borough and beyond. We then tested our initial borough on two themes: the lack and beyond. recommendations with over 2,000 or incompleteness of information local young people as part of the they receive to help them determine Council’s ‘Big Youth Conversation’. their future options and the lack of opportunities locally to experience Our work spanned the broad stages work and build careers. From local of a child and young person’s practitioners we heard about the development: early years, school and importance of high quality early years post-school. To understand each, support and education, and specifically we held six evidence sessions to the need to engage with the most hear from young people about their disadvantaged families so that they lived experiences, listened to experts can benefit. These headline findings on particular issues and looked at are set out in Table 1. evidence and data to spot local trends

KEY ISSUE WE HEARD THAT… Quality and take up of We heard that high quality early years education is key to boosting life chances, particularly early years education in disadvantaged groups, but take-up of free places is much lower than it should be. We need to ensure that families, particularly those that are disadvantaged, are aware of how to access it and that it’s of high quality to give everyone a good start in life.

Information on We heard consistently that young people don’t feel they receive the right information at the future options right time about career, university, apprenticeship or job options and opportunities. Young people don’t feel that they hear from role models who reflect their life experiences and the diversity of the borough, and who might help them feel like adequate candidates for the opportunities that are available. We heard that the bulk of advice comes from parents and teachers, who may be less familiar or comfortable with vocational options such as apprenticeships (due to a perception of them being lower-grade qualifications). Access to opportunities Students in Waltham Forest are less likely than those in other boroughs to attend Russell Group universities or to take up apprenticeships. We heard that local young people from diverse backgrounds, and sometimes their parents, are often nervous about how accepted they would feel at top universities assumed to be ‘white and middle-class’. We heard that young people weren’t getting the opportunities to experience working life before they left school and that they felt there weren’t many jobs available for them locally. 8 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

KEY RECOMMENDATIONS

Our remit was not just to identify the issues that could prevent our young people from maximising their potential, but to set out actions the Council could take to address them. There are many things beyond the control of local government and we are conscious of the constrained financial context in which councils operate. That said, investing in our young people is good economics as well as the right thing to do. We set out a series of recommended actions for the Council throughout this report – 30 in total – which we believe, if delivered in concert, could make a material difference to the life chances of young people in Waltham Forest. WALTHAM FOREST LIFE CHANCES COMMISSION 2018 9

The full list of recommended actions is set out in Table 2, but here we summarise the eight priority actions we consider would have the greatest impact:

INCREASE THE TAKE-UP including theatres, special museum COMMUNITY 1 OF THE EARLY YEARS OFFER and gallery exhibitions and concert 5 MENTORS FOR THOSE WHO NEED venues – for free and discounted entry Waltham Forest is rich in social IT MOST for pupil premium students and an capital, yet we heard consistently aspiration that all school children in High quality early years education that young people were not hearing Waltham Forest will attend at least is hugely important in giving young from diverse and inspiring role models one event in the Borough of Culture people the best start in life, and who resonated with them. As such, programme. the best chance to progress during young people told us they often saw school, with educational, social and opportunities that were within their GOOD QUALITY CAREERS developmental benefits. It opens 3 reach academically as being for others ADVICE up more opportunities for maternal and not for them. The Council should employment and increases families’ Alongside work experience, a lack develop options for tapping into the financial stability. The concern is that of quality and consistent advice borough’s strong social capital by the most disadvantaged children over their future career options was building a programme for a diverse and families in Waltham Forest are another regular theme which arose range of community mentors who not benefiting as much as their peers from discussions with young people, can support young people in thinking from the good quality offer that is who often claimed to have received through their future options. This could available. The Council should adopt no advice at all during their school include those working in or running a forensic focus not only on quality in years. The Council should work with local businesses. early years provision – which is crucial local schools and colleges, local and GOLD STANDARD – but also access to and take up by regional businesses and the Careers 6 the most disadvantaged families in and Enterprise Company to develop APPRENTICESHIP SCHEME the borough; high quality early years options for providing careers advice Apprenticeship take-up in Waltham support has little benefit if it is not and experiences earlier and at multiple Forest is low, especially amongst young utilised. A refreshed early education stages throughout secondary school, people, restricting the vocational and childcare strategy provides an covering the full range of options options for those who don’t consider opportunity to respond positively, for young people, including face-to- the academic route to be appropriate. recruiting and retaining excellent early face advice. This should start with To support a greater emphasis on years staff and encouraging more take- implementing the requirements in high-quality vocational education, up of free places for disadvantaged the 2018 Careers Strategy, including the Council should establish a two and three year-olds. The Council providing careers advice early – gold standard apprenticeship and should also consider how it can starting at the end of primary school ~ traineeship programme – with work with parents and businesses to in Year 6. progression to Level 3 as standard, maximise take-up. training as a key element and 4 OPPORTUNITY BANK opportunities to move to higher levels – PUPIL PREMIUM working with local schools and colleges The lack of opportunities for work 2 ENRICHMENT CARD to attract uptake. This approach experience, traineeships and should then be recommended Disadvantaged young people often ‘Saturday jobs’ was regularly cited to local businesses to replicate. lack exposure to cultural activities by young people as a barrier to their An ‘apprenticeship ambassador’ that evidence shows can support development. Many felt that the lack programme should be implemented better choices at A-Level and beyond. of experience of an office environment, to increase knowledge of successful The Council should use its status as or of holding a responsible position apprenticeships within schools. To Borough of Culture next year to build in a business, meant they lacked tackle some of the misconceptions cultural and creative capacity to confidence when pursuing potential around apprenticeships, the Council support disadvantaged young people. career options. To address this, the should work with schools and families This should include encouraging Council should work with young people to ensure young people learn about schools to invest their pupil premium to develop an ‘Opportunity Bank’ that the full range of learning pathways in cultural activities for the most uses digital tools or smart technology and career options, not just the disadvantaged, the Council negotiating to promote meaningful local university route. with cultural bodies in London – opportunities to local young people. 10 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

7 THE UNIVERSITY regeneration) are enabling young teaching, work on persistent CHALLENGE people to succeed over the next absence, improve careers advice, decade. This work should consider support the exposure of students to The low rate of attendance of pupils how to actively engage and plan a diverse range of role models, boost from Waltham Forest schools services with young people, local interest in apprenticeships and and colleges at the most selective businesses and education providers support the most academic universities is striking. University is not and practitioners. students into the top universities. for everyone and it is important that young people get good advice on their As part of this, the Council should play - Building on its relationships vocational as well as academic options. a more active convening role to build with business, the Council However, under-representation at closer relationships between young should encourage local Russell Group universities suggests people, parents, local employers, companies and organisations to that some students for whom the schools, colleges and Russell Group communicate with their employees top universities would be beneficial universities. about the availability of childcare, are not applying or succeeding with engage with schools and their applications. We recommend For example: young people around careers, work the Council introduce a ‘University - Through its work with families experience and traineeships, and Challenge’ programme to support and parents, the Council boost the provision of those young people with capability to can deliver many of the apprenticeships and other good attend a Russell Group or other highly recommendations in this report quality employment opportunities selective university, through subject and is perfectly placed to lead by for young people. advice, links to outreach programmes example, for instance with In addition, all Council jobs should be including summer schools, facilitation regard to its policies on maternal advertised locally with colleges and on with other local students, parental employment. Encouraging relevant social media, and the Council reassurance and support with take-up of childcare and the use should work with local employers and admissions. of home learning tools, developing its own suppliers to encourage local community-led approaches to recruitment and sourcing of services. childminding and mentoring, and LEADING working to address misconceptions Finally, as part of this work, the 8 BY EXAMPLE about apprenticeships and Council should report on progress university will all require the towards improving the life chances of To embed support for young people, Council to work closely with young people. They should consider the Council should act as an exemplar families, embedding these ideas the appropriate performance for how it supports its young people within its Think Family programme. measurements to use, and report to build their lives in the borough. This publicly at least annually on their includes monitoring and reviewing - In its interactions with children’s progress, including online. how all of the Council’s activities centres, schools and colleges, (including skills, employment, the Council should seek to procurement, planning, housing and continue to drive up standards in

Planting trees at Pocket Park – 2018 WALTHAM FOREST LIFE CHANCES COMMISSION 2018 11

FULL LIST OF RECOMMENDATIONS

Table 2 - Summary of recommended actions

KEY ISSUE KEY ACTIONS OTHER RECOMMENDED ACTIONS Quality and 1. The Council should: coverage of early Increase the i. Undertake research into why early years take-up is low, years education take-up of the particularly in disadvantaged families, building on the findings early years offer of the 2016 Childcare Sufficiency Assessment. for those who ii. Ensure all Council departments are signed up to the importance need it most of providing sufficient childcare places. iii. Support schools and settings that are experiencing difficulty recruiting and retaining quality staff. iv. In partnership with providers, support the retention of top professionals through a formal celebration event to reward excellent early years provision. v. Encourage the use of and access to digital home learning tools such as: easypeasyapp.com vi. Consider and test whether high quality childcare in group settings can be complemented by wrap-around home care

EARLY YEARS EARLY that is affordable, particularly for disadvantaged families. vii. Work with parents and businesses to encourage take-up of free child-care provision and other early years services particularly by disadvantaged families, looking at the opportunity the Integrated Communities pilot provides for focused support. viii. Advertise the early years offer and the financial support available through digital platforms, and improve signposting on the website, whilst supporting those without access to digital technology. ix. Use the Connecting Communities’ programme to encourage residents within and across communities to ‘reconnect’ and share solutions to local problems.

Information on 2. x. Work with local schools and multi-academy trusts future options Pupil Premium to improve professional development for teachers ensuring that Enrichment Card all children receive the best teaching. xi. Investigate the reasons behind the high rates of persistent absence, and take steps to address this. xii. Encourage schools to use their pupil premium to support disadvantaged children and young people in a more innovative

SCHOOL and transformative way – including through a Pupil Premium Enrichment Card. xiii. Take steps to ensure young people, in particular those that are disadvantaged, are fully involved in the Borough of Culture programme. 12 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

KEY ISSUE KEY ACTIONS OTHER RECOMMENDED ACTIONS 3. Good quality xiv. Improve careers advice by implementing the requirements in careers advice the Careers Strategy. Provide careers advice early – starting at Year 6 – and seek opportunities to create Careers Leaders, working with the Careers and Enterprise Company to bring business speakers into schools.

4. Opportunity Bank xv. Work with young people on the design of a Waltham Forest ‘Opportunity Bank’ that links them with meaningful local opportunities. Ensure local businesses, schools and colleges are all aware of Bank, encouraging them to use it to SCHOOL promote vocational routes, traineeships, Saturday jobs, work shadowing and better preparation for the workplace.

5. Community xvi. Pursue options for mentoring of young people through a mentors network of community and employer mentors. xvii. Promote a diverse programme of guest speakers to go into schools and talk about their life experiences and achievements.

Access to 6. opportunities Gold standard xviii. Work to increase the number of Level 3+ apprenticeships apprenticeship open to Waltham Forest young people, and to improve scheme progression. Do this through ensuring the Council has its own gold-standard apprenticeship scheme – minimum one year duration with automatic progression to Level 3 or 4, and a minimum of a day a week college/training – and utilise levy payments to support young people into work. xix. Work with local businesses and colleges to promote apprenticeship provision and take-up across Waltham Forest. xx. Consider introducing an ‘apprenticeship ambassador’ programme where Waltham Forest apprentices and apprentice alumni visit local schools and colleges to talk about their experiences. xxi. Work with parents and teachers to make the value of apprenticeships clearer so that apprenticeships are promoted positively as one of the options for students when they leave education. POST - SCHOOL POST 7. ‘The university xxii. Use its agency to increase links between Russell Group and Challenge’ other highly selective universities, and parents, schools and colleges in the Borough to maximise participation in outreach events and summer schools, and reduce misconceptions. xxiii. Develop ways to help young people to become more aware of university options, including through a ‘buddy’ system that links young people from Waltham Forest attending the same university, and a scheme to see university students visit their old schools and talk about their experiences. xxiv. Work to improve the personal statements and supporting references provided by schools to help young people applying to university. Consider options for business-led after-school support. WALTHAM FOREST LIFE CHANCES COMMISSION 2018 13

KEY ISSUE KEY ACTIONS OTHER RECOMMENDED ACTIONS

8. xxv. Lead by example, embedding an approach across the Council Leading by to support young people into work, and career or educational example advancement. xxvi. Ensure that through all of the Council’s investment activities and programmes – including the Town Hall Campus, Borough of Culture and Sixty-Bricks – opportunities for employment for local young people are considered and prioritised. xxvii. Use its relationship with the Top 20 group of businesses to encourage apprenticeships, placements and internships, and seek to boost opportunities to employment for young people. xxviii. Consider whether the ‘Steps Into Work’ programme can play a bigger role in linking young people with good POST - SCHOOL POST employment opportunities locally. xxix. Promote the Living Wage locally through relationships with local businesses, and consider introducing incentives to encourage take-up. xxx. Advertise all Council jobs locally with colleges and on relevant social media, and work with local employers and its own suppliers to encourage local recruitment and sourcing of services.

Young people enjoy their Easter holidays at The Fern – March 2018 14 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

INTRODUCTION WALTHAM FOREST WALTHAM FOREST LIFE CHANCES COMMISSION 2018 15

Waltham Forest is a London borough in the midst of rapid change, with strong economic growth, a growing population and a thriving cultural and creative sector. Next year, Waltham Forest will become the first London Borough of Culture, following a community-led campaign.

These changes have coincided with in a low-wage society that, when twinned Social Mobility Commission reported accelerated gentrification of some with inflation-busting housing costs, on the UK’s “lamentable social mobility parts of the borough. Whilst this has makes it increasingly difficult for people track record”, finding that “there is a brought many positives in an influx to build their lives in London. fracture line running deep through our of new people, innovative businesses labour and housing markets and our Addressing these issues is not just a and the regeneration of areas in need education system. Those on the wrong moral imperative. Waltham Forest of improvement, it has also led to side of this divide are losing out and benefits from its young people – their difficulties for existing residents, most falling behind.” Whilst the Commission creativity, energy and ability to make obviously in rapidly increasing costs of found that London had a more positive the borough a good place to live and housing, which can make it harder for story to tell on social mobility than work. But for this to continue, young them to thrive in the borough. Average other parts of the UK, largely as a result people need to be able to live, work and rental costs now account for almost of better schooling and early years succeed here. Losing their dynamism half of median earnings, up from 37 per provision for disadvantaged pupils, it would cost the borough economically, cent in 2012, and average house prices nevertheless found that “the capital as well as culturally and socially. are now about 15 times the average has entrenched pockets of deprivation, annual salary of residents.4 This is This is all the more important in while high housing costs together complicated further because, at its a changing world. The nature of with the prevalence of low-paid heart, the borough remains one with work and employment is set to alter employment are structural barriers relatively high levels of poverty.5 radically over the years to come. It is to achieving a higher level of social crucial that young people are given mobility.”9 Young people are particularly affected. the skills needed to thrive now, and Only a third of Waltham Forest It is in this context that the Life flourish in a modern economy, which residents believe the opportunities Chances Commission was established, will be increasingly data-driven and young people have as they become to understand how to improve the life automated in nature. Waltham Forest adults are better than those their chances of Waltham Forest residents, is in a good place in this respect, with parents had.6 This matches recent and to focus in particular on identifying strong growth in digital and creative national research which found actions that the Council should industries creating more opportunities more than twice as many people are undertake, and activities the Council for employment, supported by pessimistic than optimistic about should lead, to ensure that young improvements in the digital young adults’ chances of improving on people in Waltham Forest are enabled infrastructure including broadband. their parents’ lives.7 to thrive during their lives.10 Increasing digital knowledge and This is not just a Waltham Forest story, skills at school and college will mean but one that is replicated across outer young people will be able to make the London. And it has an impact on our most of this. young people. Families are under The Mayor’s draft Skills Strategy is pressure from rising living costs, and intended to give fresh impetus to for parents that work - or want to improving skills provision across work - the costs of childcare can be the capital and build on the recent prohibitive. Ever-increasing pressures Government focus on improving on local authorities are affecting the technical skills through the new T-Level quality and coverage available to qualifications, Institutes of Technology, support children and parents in their the Apprenticeship Levy and the early years, and the extent of advice implementation of an Industrial Strategy. and guidance in schools for young people to make the best possible These frameworks need a concerted choices about their futures.8 Though local focus to address the systemic unemployment across the UK is inequalities in our society as they relatively low, we are increasingly living impact on the borough. Last year, the 16 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

WHO WE ARE

The Life Chances Commission was established in autumn 2017. It was chaired by Conor Ryan, the Director of Research at the Sutton Trust, alongside seven other commissioners who brought expertise and experiences from business and academia, as well as representatives from local schools and colleges. The Commissioners are shown in Figure 1 with full biographies in Appendix 3. The Commission worked independently of the Council, though was supported by council officers who acted as a secretariat, supporting the Commission’s meetings and helping with the drafting of this report. This report reflects the collective views of the Commission.

Conor Ryan (Chair) Eli Brown Naomi Eisenstadt Dr Aminul Hoque MBE Sutton Trust Pupil, Walthamstow Early Years Specialist Goldsmiths College School for Girls

Professor Steve Machin Alexis Michaelides Ian Parkes Lesley Retallack LSE Big Creative East London Business Eurostar Alliance

Figure 1 Life Chances Commissioners WALTHAM FOREST LIFE CHANCES COMMISSION 2018 17

WHAT WE DID

The Life Chances Commission was sessions focused on different themes Following our evidence sessions, our asked to investigate how the Council that can drive or describe the life draft recommendations were tested and its partner organisations can chances of young people, as set with over 2,000 young people in the enable young people in Waltham out in Figure 2. The discussions borough as part of the Council’s ‘Big Forest to get on and thrive. To concentrated on the journey of a child Youth Conversation’ – the results from address this question, we sought to adulthood which has resulted in this are set out in Appendix 1. We have out the views of young people in the the following structure of the report: used these results to shape our final borough, particularly drawing on their early years, school age and post-school recommendations, and refer to the experiences and thoughts about their opportunities. We looked at these results throughout the report. futures. We supplemented this with areas in the context of the specific visits to local educational institutions, environment currently facing heard from local business and young people in Waltham Forest. education leaders, invited and polled the views of local residents and looked at the evidence from the Early Years borough and beyond. Over the course of nine meetings we built our knowledge of existing work affecting young people in Waltham Apprenticeships Family Forest. We combined the experience Cohesion of commissioners in different areas Life Chances affecting life chances with that Commission of professionals with extensive local knowledge, to identify best Evidence practice and areas which needed Sessions further exploration, research and Progression to Low-wage development. University Economy In total, the Commission held six evidence sessions and an additional Differences three sessions that established the between remit of the research and considered cohorts and refined the recommendations. Figure 1 Young people played a significant The six evidence sessions held part in most sessions. The six evidence by the Life Chances Commission 18 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

YOUNG PEOPLE IN WALTHAM FOREST

Waltham Forest residents are concerned about the future opportunities for their young people. As Figure 2 illustrates, a much greater proportion of respondents to the latest Residents’ Insight Survey felt that young people have worse opportunities than their parents had. Interestingly, this pessimism does not come from young people themselves: the youngest cohort surveyed (16-29) were the only cohort to view their opportunities favourably.

Do you feel that the opportunities young people today have as 5% they become adults are better 14% worse or the same as those their parents had? 33% BETTER

WORSE Figure 2 Only 33 per cent of residents believe that opportunities for young people are better SAME than their parents’ generation. DON’T KNOW 47%

Research suggests that life outcomes causes: relationships under financial impact on the mental health of young for young people in the UK are stress are more likely to break down.13 people.16 Poverty contributes to closely related to parental income, mental ill health in children through Over recent years the freeze in benefit socio-economic status and parental environmental effects, a higher chance payments and introduction of a education.11 Financial pressures on of facing adverse experiences, reduced benefits cap have contributed to a many families in London are increasing opportunities to build resilience, and projected increase in child poverty due to rising rents and childcare the direct effect of simply knowing that across the UK: absolute child poverty costs. High childcare costs mean that you have less than your peers.17 after housing costs is projected to financial work incentives in London increase from 27.1 per cent in 2015-16 Child poverty is more prevalent in are weaker than in other parts of to 31.3 per cent in 2021-22; relative child Waltham Forest than in other areas of the country.12 Many families are poverty after housing costs is projected Outer London and is higher than the increasingly facing the choice of living to increase from 29.7 per cent to 36.6 national median – the borough ranks in poverty or leaving London. per cent over the same period.14 This 25th in a list of local authorities with The financial status of families affects will reverse progress made in the last the highest rates of child poverty and the life chances of young people in 25 years to reduce child poverty.15 11th highest in London.18 several ways. Family cohesion can be Family breakdown, poverty and seriously damaged by the stress that poverty relocation can all detrimentally WALTHAM FOREST LIFE CHANCES COMMISSION 2018 19

% of children in poverty 2017 (after housing costs) 60% Source: End Child Poverty 50%

40%

30%

20%

10%

0% Brent Ealing Bexley Sutton Barnet Enfield Merton Harrow Camden Bromley Croydon Hackney Lambeth Islington Newham Havering Haringey Hounslow Lewisham Redbridge Hillingdon Greenwich Southwark Westminster Wandsworth City of London Tower Hamlets Tower Waltham Forest Waltham Kingston upon Thames Barking and Dagenham Kensington and Chelsea Kensington Figure 3 - Percentage of children in poverty Richmond upon Thames

(after housing costs) in London boroughs – 2017 Hammersmith and Fulham

The child poverty rate after housing These disadvantages are cemented as Forest perform above the national costs in Waltham Forest is 35.9 per young people progress into adulthood. average but below the London one. At cent, with some wards facing a Research into young people and KS4 in 2016/17, the average Attainment particular problem: the rate is 43.6 their housing options in the borough, 8 score was below the London average, per cent in Leyton and 42.2 per cent in undertaken by the Council in 2017, albeit above the national one. Progress Cathall wards. Living in poverty can found that those with fewer skills 8, which measures the average make many children in the borough and qualifications, little or no family progress of pupils with similar starting susceptible to poor mental health.19 financial support or option of returning points, was significantly above the As many as 111,000 children across to the family home had more restricted national average (the zero line) at +0.14 London will suffer from a clinically and precarious future prospects.22 in 2016/17. This figure was below the significant mental health problem.20 London average of +0.22.25 Despite these pressures and Research shows children living in disadvantages, young people and their GCSE Attainment 8 Score, 2016/17 poverty are at a significant health families are working hard to achieve 48.9 45.5 44.6 disadvantage because being poor education success and attainment. In negatively affects developing 2016/17 Waltham Forest recorded a physiological systems. Living in poverty total of 67 per cent of children entitled can also have detrimental health to Free School Meals reaching a good consequences that are severe and level of development age five. This is lifelong, and it can lead to family stress the 7th highest figure in London, above Waltham Forest London National and breakdown. In 2015 research by the the London average of 64 per cent and 23 Dartington Research Unit found that in the national average of 56 per cent. GCSE Progress 8 Score, 2016/17 the borough:21 The picture is less rosy for 0.25 0.22 • 16 per cent of children experience disadvantaged students during 0.2 difficulties in relation to their secondary school. Of the cohort 0.15 0.14 communication and language that completed Key Stage 5 (KS5) in 0.1 development (compared with 7 per Waltham Forest schools and colleges 0.05 cent in similar areas) in 2014/15, 87 per cent of young • 59 per cent experience difficulties people secured sustained education 0 Waltham Forest London in relation to their social and emotional or employment destinations, below development (compared with 35 the national average (89 per cent). For Figure 4 GCSE Attainment 8 and Progress 8 scores – 2016/17 per cent in similar areas) pupils that had been disadvantaged at • 28 per cent were considered ‘high Key Stage 4 (KS4), the proportion was It is against this background that we need’ compared to 23 per cent in 86 per cent, the same as the national considered what the Council might do similar areas – but a lower proportion average for this group of students.24 to improve the life chances of young report receiving high need services More broadly, pupils in Waltham people in the borough. 20 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

THE COUNCIL AND OUR WORK

Whilst this is an independent report, we have been conscious of both the financial circumstances in which Waltham Forest Council and all local authorities find themselves, and the breadth of work that has been done or is being developed within the Council to support young people and improve their outcomes.

The borough has recently These are constrained times: our being faced by some young people, recommended actions are those that which can act as a barrier to the been announced as the we consider will make a real difference achievement of potential, and of first London Borough of to the life chances of young people, but which there have been high profile Culture which will see we have avoided anything we consider examples in Waltham Forest in would be unrealistic for any local recent months. We heard little in a focus on Waltham authority in 2018, even for those which our evidence sessions about gangs, Forest through a prioritise improving life chances. substance abuse, and the fear of crime that we know affects young programme of cultural Equally, we have focused on areas people in particular. We are aware where we consider the most impact and creative events the Council is undertaking detailed can be had accounting for existing research into these areas, so have not in 2019. projects and programmes. In some sought to duplicate this effort. That cases, this may mean areas that have is not to underplay the seriousness of a real impact on young people may these issues. appear as though they have been missed. In particular: Equally, we have noted some of the key strategies, policies and programmes - We have avoided making the Council is pursuing, and have recommendations on housing. sought to make recommendations that Housing – its availability and build on these where appropriate. In affordability – is a key factor particular: affecting whether young adults can build working lives in the - The borough has recently been borough, and affects them indirectly announced as the first London as they are growing up through Borough of Culture which will the financial impact of housing see a focus on Waltham Forest costs upon their families. The through a programme of cultural Council has recently published and creative events in 2019.27 A key research on housing and young part of the bid focused on the legacy people26 and is working on a Housing impact of this programme and we Strategy for publication later have suggested recommendations this year. Aside from expressing a that would see young people benefit view that there is a clear need for from being involved. more housing that is genuinely - The Council has recently been affordable, the Commission awarded funding as part of the considered the complexities of this Integrated Communities area as beyond its remit. Strategy to pilot activities to build - We have not looked in detail at a more inclusive and cohesive the anti-social and criminal issues society.28 This will form WALTHAM FOREST LIFE CHANCES COMMISSION 2018 21

Cycle confident training at Mission Grove – 2018

The Council has recently part of a broader ‘Connecting Finally, the Council has recently Communities’ programme within launched a new corporate strategy launched a new corporate the Council. Where we have made – Creating Futures – that seeks to strategy – Creating recommendations around engaging transform the way the Council delivers Futures – that seeks to particular groups within the services, in order to achieve the three community or the potential to build priorities set by the Leader: keeping transform the way the on social capital within the borough, Waltham Forest clean and safe; Council delivers services, in we have made references to this ensuring a decent roof over residents’ programme. heads and improving residents’ life order to achieve the three chances. Creating Futures consists priorities set by the Leader: - In recent years the Council has of five driving principles, including a adopted a cross-cutting ‘Think keeping Waltham Forest ‘People Focused’ approach that builds Family’ approach to supporting ‘New Relationships’ and encompasses clean and safe; ensuring a residents, seeking to offer more ‘New Ways of Working’. In the Council’s decent roof over residents’ holistic and effective solutions own words, the strategy is both across children’s services, adults’ ambitious and radical, and so we have heads and improving social care, public health, housing sought to recommend actions for the residents’ life chances. services, housing solutions and Council that work with the grain of housing strategy and delivery this new strategy. Improving young 29 programmes. Where our people’s life chances could be a radical recommendations would support or programme at the heart of this new build on this approach, we have said Creating Futures approach. as much.

- To support unemployed residents to return to employment, Waltham Forest was awarded funding from the European Social Fund to create a Steps into Work programme. Given the potential link with support for young people into employment, we have referred to this programme in our recommendations. We are aware of further work streams in the Council that are looking to further prioritise local employment opportunities, including a new Think Work approach to support residents into good jobs and develop skills to support the local economy. 22 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

EARLY YEARS

THOUGH QUALITY IS GENERALLY GOOD, THE COUNCIL MUST NOT REST ON ITS LAURELS. RECRUITING AND RETAINING THE BEST EARLY YEARS PROFESSIONALS SHOULD BE A PRIORITY, INCLUDING THROUGH REWARDING OF EXCELLENT PROVISION. WALTHAM FOREST LIFE CHANCES COMMISSION 2018 23

KEY POINTS - Whilst the quality of early years performance gap of young people in In more than a quarter of local provision and childcare in England arises before children even enter authorities in the UK, fewer than half Waltham Forest is good, take-up school, which is testament to the importance of disadvantaged children are school in the borough is poor, particularly of early years development. 30 ready by the age of five.35 For many amongst certain communities. children, this translates into worse Over recent years the emphasis of Almost half of eligible two year olds educational outcomes throughout national policy has been to support aren’t taking up their entitlement to their school careers and later lives. parents of children aged two to five free childcare, less than comparable with childcare.31 However, evidence Much depends on the widest possible authorities and the national increasingly shows the importance of take-up of high quality childcare and average. More needs to be done to quality care and group interaction for early education provision to reduce encourage take-up, especially in the children who are under two – both in the likelihood and size of attainment most disadvantaged families. supporting healthy brain development gaps between disadvantaged children - There are sufficient childcare places and developing social and relationship- and their peers. To achieve this, the at present, but given the growth building skills. The recently published provision needs to be affordable, in the borough and level of new cross party manifesto, which focused and parents and carers need to be development, the Council must on the first 1001 days of a child’s life, motivated and informed to take it up. highlighted this period’s lifelong ensure sufficient provision is built Alongside high quality care in group impact, for good and bad.32 into plans for new developments. settings, evidence suggests that a home - Though quality is generally good, High quality early years provision can learning environment is important to the Council must not rest on its help young people to achieve good long supporting a child’s development. The laurels. Recruiting and retaining term outcomes. This places a premium combination of quality childcare in the best early years professionals on combining the take up and quality group settings with wrap-around home should be a priority, including of provision, including health and care is simple in theory, but difficult to through rewarding of excellent development support for babies and deliver, especially for working parents. young children, and a support offer provision. The Council should Crucially, lower cost, affordable provision for parents. High quality childcare for also look at whether high quality must not lead to lower quality: there children must go hand in hand with childcare in group settings can be is concern that a focus on affordability support for carers and parents during complemented by wrap-around and boosting maternal employment is a period that, as well as joyous, can be home care that is affordable, coming at the expense of quality care. difficult and stressful.33 High quality particularly for disadvantaged families. The recent extension of free 30 hours early years services, including health, provision to some working families is - The Connecting Communities education and childcare, as well as a aimed at supporting parents into the programme offers an opportunity to stable, low-stress home environment, labour market. However, it may also support residents within and across all help to ensure children get the best mean quality care is focused on those communities to ‘reconnect’ and start in life.34 already more advantaged. Nationally share solutions to local problems. Achieving a consistently high quality a third of eligible children – those from level of early years provision is a the poorest 40 per cent of society – challenge for areas with diverse don’t currently take up free provision at CONTEXT: populations and with high levels age two and a tenth of poorer families of poverty. Children from poorer don’t take up their entitlement at age backgrounds have worse development three.36 This tension at the heart of The early years of a child’s life, from outcomes than their more affluent national policy has led to the Sutton birth to five years old, have been shown peers during the early years: although Trust warning that the provision of free to be the most important determiner of not all disadvantaged children do childcare is ‘coming at the expense of outcomes for that person. Research has badly, as a group they are less likely the quality of provision’.37 found around two-fifths of the educational to do well than their better off peers. 24 WALTHAM FOREST GROWTH COMMISSION 2018

WALTHAM FOREST STORY During the early years in Waltham Forest, a high proportion of children develop difficulties in their health and development: 28 per cent are considered ‘high need’, 16 per cent experience difficulties in relation to their communication and language development and 59 per cent experience difficulties in relation to their social and emotional development.38 In this context, quality early years care, including healthcare, is crucial including for babies and children up to two years old.

On the surface, Waltham Forest has eating, oral health and speech and In this chapter, we look at the key a good story to tell on early years language development, so parents can issues related to early years provision provision: most providers are rated by access expert advice and support in and offer recommendations on where Ofsted as ‘Good’ or ‘Outstanding’. But their local Children and Family Centre. to improve, largely in respect of: the good outcomes for those children While it is still early days, these centres • Take-up and sufficiency, where benefiting from childcare – a relatively have the potential to be exemplars provision needs to be increased high proportion of disadvantaged of an approach to supporting child and taken up particularly by the children in the borough achieve a development. most disadvantaged families and ‘good level of development’ at the end Early education and childcare in communities. of Early Years Foundation Stage39 – Waltham Forest are available through needs to be seen in a context where • Quality, in rigorously ensuring a diverse and regularly shifting market almost half the eligible two year olds good standards through hiring and of maintained, private, voluntary aren’t taking up their free childcare retaining top professionals but also and independent providers. Levels of entitlement. people from diverse backgrounds provision fluctuate regularly but at to improve engagement with the For an area where child poverty is August 2017 it was made up of a mix of diverse communities in Waltham a prevailing concern, an important 56 providers of full day care provision, Forest. focus should be on supporting parents 28 providers of seasonal provision, 212 of the very youngest children from childminders, 42 maintained/academy • Information and support, birth. Waltham Forest has recast its nursery classes and three maintained ranging from awareness of the approach to Sure Start provision since nursery schools. financial support available to 2016 through a new Children and careful and tailored messaging As elsewhere, Waltham Forest reflects Family Centre model based around a about the benefits and availability the national offer of support to parents whole family approach and offering of childcare, which could include with the costs of childcare. Free health and parenting support.40 efforts to encourage community early education of 15 hours a week solutions. The Council’s four Children and Family is available to all three and four year Centres provide local families with olds, with an extended entitlement of We address each of these in turn below access to enhanced early education 30 hours to eligible working parents. and set out our recommendations to and early help services, including Free places are also available for the Council for addressing them. support with parenting, child health two year olds where the parent is in and welfare, family life, employability, receipt of a working-age benefit. For community links and life skills. To children under two there is support improve child development and for parents and carers through a mix wellbeing for children aged nought to of tax free childcare, vouchers and tax five, specialist healthy child services credits. Universal Credit allows eligible are available, provided by HENRY, families to claim back up to 85 per a national charity. These have a cent of childcare costs within certain particular focus on infant feeding defined limits. from birth, as well as help for healthy WALTHAM FOREST LIFE CHANCES COMMISSION 2018 25

TAKE-UP & SUFFICIENCY

…DEVELOPMENT SUPPORT CAN BE CRUCIAL, AND LESS THAN A QUARTER OF TWO YEAR OLDS HAVE ONGOING CONTACT WITH THE CENTRES. 1 26 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

We heard through our evidence sessions and have seen through the data that there is a particular issue with take-up of early years places in the borough. Though the existing four Children and Family Centres offer a range of parental support sessions with a focus on the development of very young children based on the Early Years Foundation Stage model, they are only reaching half of two year olds at a time when such development support can be crucial, and less than a quarter of two year olds have ongoing contact with the centres.41

Figure 5 illustrates take up of free childcare by eligible two, three and four year olds since 2014. Across all ages, take-up in Waltham Forest is well below the England average, and below the London average for two and four year olds: take-up by eligible two year olds – representing some of the most disadvantaged families – was just 53 per cent, below the London average of 58 per cent and the national figure of 71 per cent.42,43

100

90 4yr olds - England 80 4yr olds - London 4 4yr olds - Waltham Forest 70 3yr olds - England 3yr olds - London 60 3yr olds - Waltham Forest by local authority by from funded education places 3 50 2yr olds - England 2yr olds - London benefiting Percentage of 2, 3-and 4-year-old children of 2, 3-and 4-year-old Percentage 40 2yr olds - Waltham Forest

30 2014 2015 2016 2017

Figure 5 Percentage of two year, three and four year olds accessing early education, 2014-201744

We understand there are several perceptions that childcare was of poor This means creative solutions need reasons why take-up is low quality. In some communities there to be found to attract families and in Waltham Forest. The borough’s is also a culture of informal childcare communities who don’t traditionally 2016 Childcare Sufficiency Assessment through extended networks of family use the early years services. At the involved discussions with young and friends. There are other challenges same time, there is a need to explore parents, parents of children with for parents relating to their particular other ways of supporting parents and a disability, Polish parents and circumstances or background. carers with challenging family circumstances, parents of Pakistani ethnicity, and with busy work lives and limited space identified a range of issues which act The Commission heard that not only to deliver the best outcomes for their as barriers. These included a lack of must information about childcare and children in the early years. awareness about financial support financial support be widely available, and availability, lack of flexibility it must also be accessible to parents As we discuss in the next section, the to fit in with working patterns and and carers from different backgrounds. quality of early years provision within WALTHAM FOREST LIFE CHANCES COMMISSION 2018 27

the borough is generally high, yet the prioritising joint work to find solutions Based on these findings, benefit of the good quality provision on to these anticipated shortages. offer is undermined if take-up is poor. we recommend the Benefits of take-up are not just It wasn’t clear to the Commission the educational and developmental for Council should: extent to which targeted work is being the child. We know childcare offers the undertaken within those communities opportunity to access employment and 1. Undertake research where low take-up is a particular issue. therefore greater financial stability The Council’s Integrated Communities into why early years for mothers – in particular where local pilot may provide a means of engaging rates of maternal employment are take-up is low, particularly with these groups as part of its wider a critical factor underlying London’s Connecting Communities programme. in disadvantaged families, high child poverty rates.47,48 In Either way, the Council must do more building on the findings Waltham Forest, of the 55,500 women work to understand and address poor of childbearing age, one in five are of the 2016 Childcare take-up in the borough and advertise either unemployed or economically the services that are on offer. Sufficiency Assessment. inactive – with women from ethnic Take-up and sufficiency of places go minorities twice as likely to be in this 2. Ensure all Council hand in hand. In terms of sufficiency, category as white females. About 21 departments are signed analysis for the Council suggests there per cent of women who are currently are sufficient early education places inactive (5,800) say they would like to up to the importance at present, but over the next five years have a job.49 The Council is well placed of providing sufficient more childcare places will have to to make a difference, becoming an childcare places. be found to cater for an increasing exemplar as an employer supporting population and (hopefully) greater maternal employment and in take-up of free early education.45 discretionary decisions about where to There are also concerns over the target its resources – some approaches lack of suitable premises limiting an are set out in the Child Poverty Action expansion of places. Group’s 2013 study.50 In addition to places being sufficient, In summary, more needs to be done childcare should be convenient for to boost take-up of good quality early parents to find when they need years education, which will both it. The 2016 Childcare Sufficiency support the most disadvantaged in Assessment reported that 57 per cent school readiness, and help mothers of parents surveyed in Waltham Forest that want to re-enter the work place found it difficult, or very difficult to boost their (and their family’s) to find childcare in a convenient economic situation. This should be a location.46 Given the level of growth key focus of the Council’s updated early and regeneration in the borough, years and childcare strategy. availability of quality early years

education and care needs embedding through the Council’s planning, business support and housing functions: all have a role to play in 28 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

QUALITY IT IS NOT ENOUGH FOR CHILDCARE AND EARLY YEARS PROVISION TO BE AFFORDABLE AND WIDESPREAD; IT MUST ALSO BE OF THE HIGHEST QUALITY. EXCELLENT CHILDCARE PROVIDES A BOOST FOR CHILDREN’S ATTAINMENT IN A WAY THAT MEDIOCRE PROVISION DOES NOT.51,52 HIGH QUALITY PRE-SCHOOLING IS ESPECIALLY BENEFICIAL FOR THE MOST DISADVANTAGED STUDENTS AND FOR THOSE OF LOW QUALIFIED PARENTS IN PROMOTING BETTER ENGLISH OUTCOMES AT AGE 11.53 2 WALTHAM FOREST LIFE CHANCES COMMISSION 2018 29

In contrast, children who attend poor quality or less effective pre-school generally show no significant benefits compared with those who do not attend any pre-school provision. There is little point encouraging take-up of low-quality care, just as there is little point to providing outstanding care which is not being accessed by those families who need it most.

The Commission recognises outcomes are good when families in Waltham Forest access early years provision. The key trends on achievement are:

• A relatively high proportion • There remains an achievement • The proportion of three and four (67 per cent in 2016/17) of gap between the bottom 20 per cent year olds taking up their place at children eligible for free school of children and the rest – in 2017 it a good or outstanding provider meals achieved a ‘good level of stood at 31.5 per cent, similar to the reached 98 per cent, higher development’ at the end of Early national average of 31.7 per cent and than all other local and national Years Foundation Stage: the London average of 31.3 per cent.55 measures that are at between borough was ranked as 7th in the 77 per cent and 97 per cent.56 country for this measure.54

Three and Four Year Olds Funded Early Education at Good and Outstanding Providers

98% 95% 95% 94% 93% 2015 88% 87% 87% 86% 86% 85% 86% 85% 2016 84%

2017

Waltham Forest Outer London London Statistical England neighbours

Figure 6 Three and four year olds funded early education at ‘Good’ and ‘Outstanding’ providers, 2015 – 201757

Further, considerable improvement • 88 per cent of Childminders are improve the quality of provision has been made in the quality of ‘Good’ or ‘Outstanding’. and outcomes for disadvantaged childcare provision in the borough children, in particular in reducing • 94 per cent of Childcare on over the last four years. By March 2017:58 the achievement gap between the Non-Domestic Premises is ‘Good’ bottom 20 per cent of children and • 91 per cent of all Private, or ‘Outstanding’. Voluntary and Independent the rest. The importance of quality • In 2017, 100 per cent of funded (PVI) sector childcare was rated in shaping outcomes for young two year old places were in ‘Good’ ‘Good’ or ‘Outstanding’ by Ofsted people makes it crucial for Waltham or ‘Outstanding’ settings. (a significant improvement from Forest to attract and retain high August 2012, when only 64 per Despite these successes, it is clear quality staff into their services. 2 cent had achieved this). there is more to do to continue to 30 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

Fun at the Wetlands – May 2018

We heard recruitment and The Commission also heard how Based on these finding, we retention of high quality early new digital home learning tools may recommend the Council years staff is central to good quality be able to support parents in lower provision. Waltham Forest has a income families with educational should: high proportion of graduate-led provision for their children – for early years provision across the example through applications such 3. Support schools and PVI sector. If quality of provision as ‘EasyPeasy’ which are designed settings that are is to be improved further, schools to help parents to support their and settings need support to help children at home to achieve basic experiencing difficulty them attract and keep their best skills before they arrive at school. recruiting and retaining staff in a challenging recruitment Take-up of such tools could be quality staff. environment. The Council should encouraged and access made more work with these bodies to help them widely available for those that lack 4. In partnership with achieve this. the digital technology. providers, support the To support retention, some councils Finally, we heard of how high- have adopted formal recognition quality learning in group retention of top of early years excellence – environments can be most professionals through Bournemouth’s Annual Childcare effectively complemented by a Awards is a good example59 – good home learning environment: a formal celebration event creating a systemic valuing of what as well as interacting with larger to reward excellent early can be seen as a low profile/low groups of children, learning daily years provision. priority profession. We recommend routines and taking instructions that the Council look at doing so too, from adults, young children need 5. Encourage the use of and to reward and retain top staff. some down time; walking to the shops or the park, going to the There are pressures on the system access to digital home library, experiencing the warmth with an influx of new providers and intimacy of home settings. learning tools such as entering the market as a result of Many parents who have the easypeasyapp.com the extension of the free offer to 30 resources to choose opt for five days hours for three and four year olds of group care, supplemented by of eligible working parents. Some of 6. Consider and test whether nanny or childminder care in the these have been of very poor quality, high quality childcare home – a model that is simple to leading to Ofsted interventions in understand but complex to achieve in group settings can be Waltham Forest. The challenge is for those that lack the resources. We to continue to improve quality in complemented by recommend the Council consider a complex mixed market where and test whether high quality wrap-around home care provision is fluid. This brings added childcare in group settings can be that is affordable, complexity when added to the need complemented by wrap-around to do more to support access to particularly for home care that is affordable, childcare for disadvantaged children particularly for disadvantaged families. disadvantaged for whom the stakes are much higher. families. WALTHAM FOREST LIFE CHANCES COMMISSION 2018 31

INFORMATION & SUPPORT THE RANGE OF EARLY YEARS PROVISION CAN BE COMPLEX FOR RESIDENTS, PARTICULARLY THOSE FOR WHOM ENGLISH IS NOT A FIRST LANGUAGE OR WHO ARE NEWLY ARRIVED IN THE BOROUGH. BECAUSE PROVISION IS DIFFERENTIATED BY AGE AND ELIGIBILITY, IT PLACES A PREMIUM ON ENSURING INFORMATION FOR PARENTS AND CARERS IS TIMELY AND CLEAR. 3 32 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

The range of early years provision can be complex for residents, particularly those for whom English is not a first language or who are newly arrived in the borough. Because provision is differentiated by age and eligibility, it places a premium on ensuring information for parents and carers is timely and clear. In Waltham Forest we heard this is not always felt to be the case; that more can be done to improve the quality of information offered to both primary carers and also others that are influential in decisions about a young person’s life.

Traditional information provision high level of social capital is matched Based on these finding, we approaches need to be rethought. by a high degree of ‘collective efficacy’ recommend the following: Whilst the Council should consider – social cohesion and informal social periodic focused communications control – which is at 70 per cent 7. Work with parents and campaigns to raise awareness, it is (compared to 47 per cent in similar in its role as a convener and place areas).65 This suggests the borough businesses to encourage leader that it should seek to have the is in a good place to encourage take-up of free childcare greatest impact, encouraging partners community involvement in tackling provision and other early to provide the right information, at the issues in society. right time to those who need it. The The Council is undertaking work years services, particularly borough’s Children and Family Centres in this area already, working with are already showing the way: by co- by disadvantaged families, the Government on an Integrating locating early years provision with Job Communities pilot to better connect looking at the opportunity Centre Plus, they are able to highlight communities in order to promote their services to parents who may not the Integrated Communities opportunity, improve community have been aware previously. pilot provides for focused relations and better involve local support. Communities also have a role to play: groups in policy development. This the strength of communities and the forms a part of the Council’s new 8. Advertise the early years support they can provide is a contributor ‘Creating Futures’ corporate strategy, to life chances across early years and where building new relationships is a offer and the financial beyond. Social cohesion, social capital key theme. and collective efficacy can encourage support available through Schemes such as ‘Maternity Mates’, solutions and support to be sourced which supports pregnant women who digital platforms, and and secured within communities. improve signposting on do not have a suitable support network Neighbourhoods that engender high with a trained volunteer from the the website, whilst levels of social capital can support local community, can improve social supporting those without mental health, promote health- cohesion and help residents gain the benefitting behaviours and reduce support they need in the community.66 access to digital technology. risk-taking behaviours, leading to This too can be an access route to more better overall perceptions of health60,61 formal early years support. The Council 9. Use the Connecting and greater likelihood of physical should explore how it can make the Communities programme activity.62 Building neighbourhood most of such arrangements to bolster to encourage residents social capital is therefore a means of access to and take-up of health and early tackling health inequalities.63 Feeling years support for those most in need. within and across part of a community and having strong As part of the Connecting Communities community relationships has been communities to ‘reconnect’ programme, the Council should work shown to improve residents’ sense of with the local community to identify and share solutions to well-being more than social status or and design further mechanisms that life circumstances.64 local problems. tackle residents’ issues and promote Waltham Forest has a good level of social cohesion, building social capital community strength. Research has across the borough. This could help found 85 per cent of parents report address some of the recommendations being connected to someone – friends, within this report about changing family and people in their community attitudes, values and behaviours – for – if they needed them for social, example views on higher education emotional or financial support. This and apprenticeships. WALTHAM FOREST LIFE CHANCES COMMISSION 2018 33

SCHOOL AGE 34 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

KEY POINTS - Waltham Forest has a high CONTEXT: disadvantaged backgrounds, who are proportion of disadvantaged often provided with less preparation students, though this is falling. or support to make ‘good decisions’ They generally perform well, A good start in life, whilst helpful to about post-16 options, are more likely but more could be done to reach those who receive it, is not a guarantee to do poorly in their transition into the the standards of the top London of good life outcomes. High quality labour market.70 Evidence from the US boroughs. We recommend actions early years care and support needs suggests that bright students from low to boost outcomes for these to be followed by good primary and income families now achieve worse students, including looking at secondary education.67 educational outcomes than weaker 71 opportunities through the London Nationally, there is a well-documented students from high income families. Borough of Culture. and long-standing gap in the Schools have a crucial role to play - Careers advice is considered to educational attainment between in helping improve the life chances be poor, infrequent and inconsistent pupils from the most disadvantaged for young people and reducing this by young people. We recommend and the most advantaged attainment gap through high quality implementation of the Careers backgrounds, which persists teaching. In the US, having a high- Strategy, and better linkages with throughout school years. At the age of performing teacher (in the 90th employment and educational five, there is a ‘school-readiness’ gap of percentile) versus a low-performing opportunities locally. up to 19 months between the richest teacher (in the 10th percentile) equates and poorest children. By the age of - Some young people say they are to a difference of almost $2m in the 16, this translates to children on free 72 held back by a lack of diverse lifetime earnings of those pupils. school meals (FSM) acquiring grades role-models. We recommend a A similar study in the UK found the 20 to 30 per cent lower than their community mentoring programme impact of teaching quality was counterparts who are not receiving to support young people and especially great for poorer pupils: free meals.68 improve integration, and that the where there is less support outside of council promote a programme of This is because the same financial the classroom, the difference between diverse speakers into schools to talk and environmental factors that a high and low-performing teacher is 73 to young people about their careers affect young people during their early equivalent to a whole year’s learning. at an earlier age. years are at play during school years: It is in this context we looked at how where families are able to provide a experiences during school age might financially secure, stable, supportive affect the life chances of young people and lower-stress environment, in Waltham Forest. young people are better able to learn academically and develop their softer skills.69 Children of highly educated parents are more likely to have access to positive learning resources, role models, occupational knowledge and informal networks. Conversely, where there are significant stresses and disruption at home, it is harder for families to provide young people the same level of support. Young people from more WALTHAM FOREST LIFE CHANCES COMMISSION 2018 35

WALTHAM FOREST STORY Waltham Forest residents believe that a good education and having access to good schools and teachers are the most important factors for getting ahead in life, and in helping those from less advantaged backgrounds to fulfil their potential.

Having a good education 43% Access to good schools and excellent teachers

Having ambition 22% Provision of Apprenticeships in Waltham Forest

Knowing the right people 15% Early years education through nurseries and childcare

Coming from a wealthy family 7% High quality Career Advice

Having well educated parents 6% Advice and support for university applications

None of these 0.5% None of these

Don’t know 1% Don’t know

0% 10% 20% 30% 40% 50% 0% 10% 20% 30% 40% 50%

Figure 7 Responses to the Residents’ Insight Survey questions (left) ‘Which of the following factors do you think is the most important for getting ahead in life?’, and (right) ‘Which one of the following do you think is the most important in helping those from less advantaged backgrounds to fulfil their potential?’

GCSE Attainment 8 Score, 2016/17 48.9 Schools in Waltham Forest are 45.5 44.6 generally better than the average across England and result in better attainment for pupils, as illustrated in Figure 8, though attainment is below the London average. As shown in Figure 9, the rated quality of teaching in schools is significantly better than average across London. Waltham London National Forest Figure 8 Average Attainment 8 scores 36 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

City of London Kensington and Chelsea Harrow Haringey Waltham Forest Westminster Wandsworth Tower Hamlets Camden Hammersmith and Fulham Greenwich Brent Hackney Redbridge Islington Sutton Richmond upon Thames Outstanding Barnet Good Kingston upon Thames LONDON Newham Bromley Hounslow Lambeth Merton Ealing Southwark Lewisham Enfield Hillingdon Bexley ENGLAND Barking and Dagenham Havering Croydon

0 10 20 30 40 50 60 70 80 90 100 % Figure 9 Proportion of Good and Outstanding schools across London Boroughs74. 97 per cent of schools in Waltham Forest are rated Good or Outstanding as of April 2018.

From our discussions and analysis, we found the following key issues in Waltham Forest: • Waltham Forest has a high proportion of disadvantaged students, though this is declining. Schools are rated highly, but more could be done to match the attainment outcomes for disadvantaged students achieved in the top performing London boroughs.

• Careers advice was considered to be poor, infrequent and inconsistent by the young people we spoke to.

• We heard from young people that they felt they were held back in their aspirations by a lack of diverse speakers and role models whose experiences resonated with theirs, and would like greater exposure to mentors, speakers and meaningful work experience. WALTHAM FOREST LIFE CHANCES COMMISSION 2018 37

OUTCOMES FOR DISADVANTAGED STUDENTS WALTHAM FOREST HAS A HIGH PROPORTION OF DISADVANTAGED STUDENTS: AFTER HOUSING COSTS, 36 PER CENT OF CHILDREN ARE IN CHILD POVERTY IN THE BOROUGH. THIS IS THE 11TH HIGHEST CHILD POVERTY RATE IN LONDON AND THE 25TH HIGHEST CHILD POVERTY RATE IN ENGLAND. 1 38 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

Waltham Forest has a high proportion of disadvantaged students: after housing costs, 36 per cent of children are in child poverty in the borough. This is the 11th highest child poverty rate in London and the 25th highest child poverty rate in England.75 This high proportion of disadvantaged students is reflected in the large proportion eligible for the pupil premium. In 2017 this stood at 28 per cent of primary students and 40 per cent of secondary students, although both figures were lower than in 2013, suggesting the proportion of disadvantaged students is reducing. The proportions are broadly in line with London averages, but well above the national average, as illustrated in Figure 10.

Primary Pupils with Deprivation Pupil Premium, 2013-2017 50% Waltham Forest 45%

National 40%

35% London

30% Statistical Neigh

25%

20% 2013 2014 2015 2016 2017

Secondary Pupils with Deprivation Pupil Premium, 2013-2017 50% Waltham Forest

45% National

40% London 35% Statistical Neigh 30%

25%

20% 2013 2014 2015 2016 2017

Figure 10 Proportion of pupils eligible for the pupil premium in primary and secondary schools

Despite this, the borough is ranked However, by both the Progress 8 an average Progress 8 score of -0.02, as the 20th best local authority in the metric, which measures changes in indicating marginally worse outcomes country for encouraging social mobility performance for different groups than expected, versus a relatively good in school years (though only 18th in during school, and Attainment 8 Progress 8 score for other pupils of 0.29. London), reflecting the percentage of score, which measures attainment, For a wider ‘disadvantaged’ group, the children eligible for free schools meals disadvantaged pupils in Waltham figures are -0.04 and 0.29 respectively78. attending primary and secondary Forest do less well. They make less Positively, no schools in Waltham schools rated ‘Outstanding’ or ‘Good’, progress during school than the Forest fall below the Government’s achieving the expected level in reading, average disadvantaged pupil in London ‘floor’ level of -0.5 on the Progress 8 writing and maths at the end of Key Stage and achieve lower levels of attainment. metric across all students.79 2 (KS2), and their average attainment.76 They make less progress than their 96 per cent of pupils are attending non-disadvantaged peers as well. schools that are ‘Good’ or ‘Outstanding’. 77 Pupils on free schools meals have WALTHAM FOREST LIFE CHANCES COMMISSION 2018 39

Average Progress 8 score Average Attainment 8 Score per pupil 0.5 60 49.9 52.6 0.4 48.5 0.37 50 0.3 0.29 42.8 41.3 0.2 40 37.1 0.1 0.11 0 -0.01 -0.04 30 -0.1 -0.2 20 -0.3 -0.4 -0.4 10 -0.5 0 National London Waltham National London Waltham National London Waltham National London Waltham Forest Forest Forest Forest

Disadvantaged Not Disadvantaged Disadvantaged Non Disadvantaged Figure 11 Average Progress 8 scores – 2016/17

Poor teaching leads to Despite successes there remains room We note the high rates of persistent “ boredom and is often for improvement. In particular, there absence of pupils at school in Waltham are several London boroughs where Forest – the second highest rate in marked by an inability to disadvantaged pupils are achieving London across all schools, and the listen to young people - more at KS2 and Attainment 8. In our highest rate in secondary schools. discussions with young people, we Whilst we have not looked at the issues they should be bringing heard regularly about how teachers behind this in detail, it is crucial for creative approaches to were failing to connect with young young people to be attending school the classroom. people, and pushing the university if they are to fulfil their potential. route too strongly (see Chapter 4). The It is worth noting, however, that Young person in evidence” session Council should work with schools and there isn’t necessarily a link between local multi-academy trusts to improve disadvantaged students and higher training and development for teachers, absence levels. We recommend the so that all pupils receive the highest Council investigate the reasons behind quality teaching. the high rates of persistent absence, and take steps to address these.

16 State-funded secondary schools All State-funded schools 14

12

10

8

6

4

2

Percentage of persistent absentees Percentage 0 Brent Ealing Bexley Sutton Barnet Enfield Merton Harrow Camden Bromley Croydon Hackney Lambeth Islington Newham Havering Haringey Hounslow Lewisham Redbridge Hillingdon Greenwich Southwark Wandsworth Westminister Tower Hamlets Tower London average Waltham Forest Waltham England average Kingston upon Thames Barking and Dagenham Kensington and Chelsea Kensington Figure 12 Richmond upon Thames

Rates of persistent absence across London Hammersmith and Fulham boroughs. A persistent absentee is defined as a pupil that misses at least 10 percent of their sessions due to authorised or unauthorised absence. 40 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

In addition, schools should consider how best to spend their pupil premium to support disadvantaged pupils, learning from best practice (including from the Education Endowment Foundation toolkit80) and considering innovative ways to foster ambition and achievement.

Waltham Forest has recently been statistically significant improvements Based on these findings, selected as the first London Borough in GCSE results.81 One idea would be we make the following of Culture and 2019 will see a to encourage schools to invest their comprehensive programme of creative pupil premium in cultural activities recommendations: and cultural events. The Council for the most disadvantaged. A Pupil should use the Borough of Culture, Premium Enrichment Card could 10. Work with local schools and its excellent work in building include the Council negotiating with and multi-academy cultural and creative capacity, to cultural entities in London – including support disadvantaged young people, theatres, museums, galleries and trusts to improve particular those that are harder to other educational attractions – for professional reach, and encourage schools to use free and discounted entry for pupil development for their resources to get involved. premium students, and an aspiration that all school children in Waltham Engaging those aged 11-13 in cultural teachers to ensure Forest attend at least one event on the enrichment activities, such as school Borough of Culture programme. all children receive the outings, has been shown to produce best quality teaching. 11. Investigate the reasons behind the high rates of persistent absence, and take steps to address them. 12. Encourage schools to use their pupil premium to support disadvantaged children and young people in a more innovative and transformative way – including through a Pupil Premium Enrichment Card. 13. Take steps to ensure young people, in particular those that are disadvantaged, are fully involved in the Borough of Culture programme.

Getting involved at Leyton Carnival – July 2018 WALTHAM FOREST LIFE CHANCES COMMISSION 2018 41

CAREERS ADVICE SUPPORTING YOUNG PEOPLE TO MAXIMISE THEIR POTENTIAL REQUIRES CONSISTENT, HIGH QUALITY CAREERS ADVICE. SCHOOLS ARE UNDER PRESSURE TO SECURE STRONG EXAM RESULTS AND WE HEARD OF SOME TENSIONS IN RELEASING STUDENTS FROM CLASSROOMS TO LEARN ABOUT POTENTIAL CAREERS. 2 42 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

Supporting young people to maximise their potential requires consistent, high quality careers advice. Schools are under pressure to secure strong exam results and we heard of some tensions in releasing students from classrooms to learn about potential careers. However, evidence suggests that careers advice can support better academic outcomes. In one study, and controlling for other factors, schools that had a good quality careers advice service had a two percentage point advantage in the proportion of students with five good GCSEs, including English and Maths.82

Many studies demonstrate the exposure and experiences they would There needs to be more importance of high-quality careers traditionally have accessed through advice on boosting the life chances direct, paid experience of the labour “ preparation for young of young people.83 Conversely, when market. One study suggests two-thirds people before they start young people are not given this of young people wanted more input work - many students do advice, they can underestimate the from employers while they were in educational outcomes required for school to inform their decisions over not have the opportunity their desired profession, and are their career and further learning of work experience. statistically more likely to end up not priorities.86 in education, employment, or training The Government’s Career Strategy, Young person in evidence session (NEET). Young people from poorer ” launched in December 2017, offers backgrounds are more likely to have a framework for better careers career aspirations that are misaligned implementation.87 From January 2018, with their educational ambitions schools should use the Gatsby Good and careers advice is particularly Careers Guidance Benchmarks to guide useful to boost outcomes for the most their careers activity provision, if they 16 year olds often arrive disadvantaged. don’t already.88 The Government aims “ at our college without Careers advice should be introduced for all schools and colleges to meet all having had a discussion early and consistently: there is eight of the benchmarks by 2020. From evidence that suggests career learning September 2018, schools and colleges at school about what their should begin in primary school and will need to have a named Careers career path might be. continue through adulthood.84 Two- Leader in place, responsible for running thirds of studies into the impact of their careers programme. By 2020 College teacher at Life Chances evidence session ” careers advice have provided evidence every young person should have at of positive economic outcomes; no least one experience of work every year study has found evidence that careers during school years 7-13. education can be linked to poorer In addition, the London Enterprise outcomes. Adviser Network helps to prepare As part of a careers advice programme, young people aged 5-18 for the world job shadowing and work experiences of work, by connecting businesses with have been shown to produce positive London schools.89 Enterprise Advisers economic outcomes for participating are business volunteers working in young people. In the UK, teenage senior roles that work with careers part-time employment is rapidly in leads in schools to develop strategies decline: the proportion of British 16 to boost careers education. They also to 17 year-olds combining full-time help schools to access local careers education with part-time employment resources, and help businesses link up has fallen from 42 per cent in 1997 to 18 with schools. per cent in 2014.85 With such decline, We heard throughout our discussions the requirement grows on schools, with young people that the careers colleges, and employers, through advice they had received to date had the realm of careers education, to been scant and of poor quality. It left help young people gain insights, WALTHAM FOREST LIFE CHANCES COMMISSION 2018 43

Enjoying Easter holidays at The Fern – March 2018 them confused about their options We heard from head teachers and Based on these findings, and particularly undervalued the principals how the pressure on schools we make the following vocational and apprenticeship routes and colleges to secure good exam recommendations: on offer. In one session we held, none results can mean teachers struggle to of the young people present had release students for non-curriculum 14. Improve careers advice received careers advice. In addition, activities, including careers advice and some college principals we spoke to work experience. As set out previously, by implementing the bemoaned the lack of careers advice the academic benefits and positive requirements in the that their intake had received during long-term impact on careers outcome Careers Strategy. Provide school years. means schools and colleges must prioritise consistent and high-quality We recommend the Council works careers advice early – careers advice from a young age. with their schools to implement the starting at Year 6 – and Careers Strategy and engage the Finally, alongside the need for work seek opportunities to London Enterprise Adviser Network to experience, young people told us they create Careers Leaders, get senior leaders into Waltham Forest needed access to better information working with the Careers schools. This should include face- on local jobs, traineeships and careers to-face advice for all young people, in order to make informed choices. and Enterprise Company and not focus solely on provision of They were positive about the Council to bring business information. working with them, and with schools, colleges, and employers, to design tools speakers into schools. The lack of opportunity to undertake that could link them to meaningful work experience was raised by opportunities. To address this, the 15. Work with young people several young people who felt that Council should work with young people experience of work, and a working on the design of a to develop an ‘Opportunity Bank’ culture and environment, would be Waltham Forest using digital tools to post meaningful useful in school to help prepare for opportunities to local young people. ‘Opportunity Bank’ that and decide upon post-school options. links them with meaningful This was particularly raised by young local opportunities. people from families where parents and family members may not have Ensure local businesses, worked in more formal office or schools and colleges are business environments. In addition, all aware of the Bank, evidence suggests exposure to good work experience can support entrance encouraging them to use into the top universities – something it to promote vocational to which those from more affluent routes, traineeships, communities and families have greater access.90 Saturday jobs, work shadowing and better preparation for the workplace. 4444 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

Arts and crafts at Walthamstow Garden Party – July 2018 WALTHAM FOREST LIFE CHANCES COMMISSION 2018 45

MENTORS & ROLE MODELS LINKED TO BETTER INFORMATION ON CAREERS, WE HEARD CONSISTENTLY ABOUT THE NEED FOR A DIVERSE GROUP OF MENTORS AND ROLE MODELS WHO COULD SUPPORT YOUNG PEOPLE BY PROVIDING INSPIRATION AND COMFORT ABOUT DIFFERENT OPTIONS AVAILABLE TO THEM. 3 46 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

Linked to better information on careers, we heard consistently about the need for a diverse group of mentors and role models who could support young people by providing inspiration and comfort about different options available to them. This was raised by young people where they were interested in certain career or educational routes but didn’t feel they had sufficient knowledge; particularly where young people from different ethnic or social backgrounds were unsure of how comfortable they would feel in a career or educational setting. The changing nature of the borough, with an increasingly diverse number of people with lived experiences, could help support young people to better understand their opportunities.

Mentoring approaches are popular, and entrepreneurship skills will be Based on these findings, though the evidence suggests they crucial in enabling young people to we make the following have limited impact on the educational benefit from the local context. outcomes of young people when Business involvement in a community recommendations to the compared to other support strategies. mentoring approach would be a Where they are used, mentoring Council: valuable addition, with employer schemes that are community-based mentoring schemes having been are more effective than those based 16. Pursue options for shown to improve behaviour within schools.91 We heard from mentoring of young and engagement if undertaken young people on both the desire effectively.92 The Council could look at people through a for mentoring opportunities from a how Homework Clubs have enabled diverse range of residents, and of the network of community businesses to support young people benefits in terms of confidence and after school, and how approaches and employer mentors. decision-making that having a mentor such as Lifeskills have helped young had provided to some young people. people get skills they need through 17. Promote a diverse A community-based mentoring businesses.93, 94 scheme could have wider benefits programme of In addition to mentoring, young people than just on educational attainment. felt that having a greater range of guest speakers to go Mentors can inspire and support role models come into their schools decisions on career choices, can into schools and talk and talk to them about opportunities provide a community-based social about their life would be helpful. We heard from infrastructure that can be missing for several young people who bemoaned experiences and many disadvantaged young people, the nature of in-school speakers – all and can support efforts to improve achievements. fitting a demographic that they felt social integration and collective didn’t reflect their experiences – and efficacy. Such a scheme could link who struggled to connect with the well with the Council’s Integrating advice as a result. Promoting a diverse Communities pilot and Connecting programme of guest speakers to visit Communities programme, especially schools could address this. The Council since the benefits of mentoring can should look at the London Enterprise flow both ways. It could also support Adviser Network and consider working the Council’s work on youth resilience. with Speakers for Schools95, seeking Mentors were particularly raised in the to attract leading professionals and context of building entrepreneurship other role models that reflect a broader skills for young people interested range of work, backgrounds and in developing their own businesses experiences that young people may after school, which suggested a lack be interested in. of support for this through the school curriculum. Given the borough’s focus on the creative sector, where business growth rates are high and start-ups are more common, provision of business WALTHAM FOREST LIFE CHANCES COMMISSION 2018 47

There are all these new “ people moving to the area with skills we could learn from. Could we create a community mentoring programme? Young person in evidence” session I often feel that the “ people that come and talk to us don’t relate to me – it would be great to hear from people who more closely share my background and experiences.

Young person in evidence session Speakers don’t all have to ” “ be doctors or lawyers – or even rappers and creative types. Hearing from more regular people would be good too: what’s it like to be an estate agent, or to work in a bank? Young person in evidence” session 48 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

POST-SCHOOL OPPORTUNITIES WALTHAM FOREST LIFE CHANCES COMMISSION 2018 49

KEY POINTS - Better vocational routes, and CONTEXT: apprenticeships in particular, are important to residents in Waltham Forest. Yet there are relatively few We want young people to be able to apprenticeships undertaken in the shape the future they want as they borough. We recommend working leave education – be that through with local businesses, colleges, apprenticeships, university, vocational schools and parents to promote training or employment. Good schools apprenticeship provision and and early years education, quality take-up across Waltham Forest, careers advice and a strong mentoring and ensure the Council has its approach will help, but are not enough own gold standard apprenticeship in themselves. They must lead to the scheme with progression to Level 3 opportunities young people want.96 a minimum expectation. There are huge post-school issues - Students in Waltham Forest are facing our young people nationally, less likely to attend the top Russell from an educational culture that Group universities than students prioritises the academic over the in other London boroughs. We vocational, to an education system recommend actions to improve the that means students from independent opportunities for those that want to schools are twice as likely as those take the academic route, including from comprehensive schools to be by increasing links with Russell accepted into the most highly selective Group and other more selective universities.97 Low pay is endemic universities, engaging parents to across the country, but when twinned address any cultural fears, and with the ever increasing housing working with schools to improve costs in the capital, it makes gaining personal statements. decent skills and a good education even more crucial to building a life in - Waltham Forest has the highest Waltham Forest.98 proportion of low-paid jobs of any In this context, we looked at the London borough. To address this, research evidence and spoke to young the Council should encourage local people in the borough, to understand businesses to become Living Wage what the key barriers were for young Employers and encourage them people to thrive post-school, and what to engage with local schools and the Council should do to address them. colleges to promote good local opportunities to young people. Finally, it should lead by example, adopting an approach in all of its activities to ensure that young people are prioritised through its decision making. 50 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

WALTHAM FOREST STORY From our discussions and analysis, we found the following key issues in Waltham Forest: • Apprenticeships are important to residents, yet there are relatively few apprenticeships undertaken in the borough. • Pupils in Waltham Forest are less likely to attend the top Russell Group universities than pupils in other London boroughs. • Waltham Forest has the highest proportion of low paid jobs of any London borough.

Getting into digital media with Princes Trust – February 2018 WALTHAM FOREST LIFE CHANCES COMMISSION 2018 51

APPRENTICESHIPS YOUNG PEOPLE WHO DO NOT GO TO UNIVERSITY ARE TOO OFTEN FAILING TO SECURE GOOD QUALITY FURTHER EDUCATION OR TRAINING, OFTEN BECAUSE THE OPPORTUNITIES ARE TOO LIMITED. 1 52 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

Young people who do not go to university are too often failing to secure good quality further education or training, often because the opportunities are too limited. There has been a concerted push to increase the take-up of apprenticeships over recent years, including through the introduction of the Apprenticeship Levy which, although it has had a shaky start, may prove pivotal over time.

However, despite these efforts, take- construction in London than elsewhere education with GCSEs, whereas female up of apprenticeships has remained in the UK. In 2016/17, 2.9 per cent of apprentices earn 15 per cent more. At low: between 2010/11 and 2014/15 apprenticeship starts in London were Level 3, male apprentices earn about apprenticeship starts by under 25s in construction, versus 4.3 per cent 37 per cent more than those who increased by just 4 per cent,99 and in nationally.102 left education with GCSEs whereas the second quarter May-July 2017 their female counterparts earn 9 per We know good quality apprenticeships the number of new apprenticeships cent more. On average, those that go lead to improved employment and pay fell 70 per cent.100 While some of this through apprenticeships are paid 22 prospects, and enable apprentices to may reflect a welcome move towards per cent more by age 28.103 progress further in their careers and improved quality, it also reflects the education. Their quality arises from The Sutton Trust has found that, use of the levy to accredit or upskill a shared understanding about and although England has some very good existing staff rather than train new sustained commitment to ensuring quality apprenticeships, too many are young staff. the needs of both the employer and failing to provide sufficient training Research suggests young people in the apprentice are met. Analysis and access to skilled work to enable London are even less likely to start an shows there is some positive pay- participants to progress. There is no apprenticeship: only 10 per cent of out for apprentices at Level 2 and provision in current policy to build on young men and women in a cohort particularly at Level 3 compared the expertise of good quality providers start one within three years of GCSEs, with those who left education with and use it to raise the capacity in compared to 17 per cent across the GCSEs or took a different Level 2 or sectors and sub-sectors where quality country.101 Further education (FE) 3 vocational qualification. However, is weaker.104 colleges in London tend to engage less there’s also a gender issue in the Residents in Waltham Forest consider in apprenticeship provision: in 2014 nature of apprenticeships undertaken, the provision of apprenticeships in only 7 per cent of apprenticeships in with men much more likely to the borough to be the second most FE colleges were in London. Given the undertake a higher-paying engineering important thing to help those from the need for new homes in London, and apprenticeship, reflected in a much most disadvantaged backgrounds, only concerns over labour shortages in the bigger pay-off for men than women. At ranking behind teaching. sector regionally, it is notable that Level 2, male apprentices earn about there are fewer apprenticeships in 23 per cent more than those who left

Access to good schools and excellent teachers 42%

Provision of Apprenticeships in Waltham Forest 24%

Early years education through nurseries and childcare 17%

High quality Career Advice 6%

Advice and support for university applications 5%

None of these 1%

Figure 13 Responses to the Residents’ Insight Survey Don’t know 5% question ‘Which one of the following do you think is the most important in helping 0% 10% 20% 30% 40% 50% those from less advantaged backgrounds to fulfil their potential?’ WALTHAM FOREST LIFE CHANCES COMMISSION 2018 53

Apprenticeship starts for residents have been relatively flat in Waltham Forest over the past six years (Figure 14), though the number of apprenticeships undertaken in the borough has increased markedly, tripling to over 1,000 placements in 2016/17.

Apprenticeships starts and achievements (WF learners) Source: Department for Education 2,000 1,870 1,870 1,840 1,780 1,800 1,710 1,670 1,600 1,400 1,200 950 1000 950 1,000 810 790 830 Apprenticeship starts 800

600 Apprenticeship achievements 400 200 0 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17

Figure 14 Apprenticeship starts and completions for Waltham Forest residents

Apprenticeships provision in WF Source: Department for Education 1200 1050 1000 770 800

600 490

400 310

200

0 2013/14 2014/15 2015/16 2016/17

Figure 15 Apprenticeships provided in Waltham Forest

Despite the desire to see apprenticeships as an alternative route for young people, over half of Waltham Forest residents that take up an apprenticeship, and over half of apprenticeship starts in the borough, are by those over 25. This suggests much more needs to be done to support good quality apprenticeships for younger people. Indeed, of those leaving a Waltham Forest school or college at KS5 in 2015/16, only 4 per cent took up an apprenticeship; almost half of the average in England of 7 per cent. 105 54 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

% of apprenticeship starts by age (WF residents) Source: Department of Education

100%

90%

80% 44% 50% 51% 50% 53% 51% 70%

60%

50% 25+

40% 36% 19-24 29% 30% 32% 28% 30% 28% Under 19 20%

10% 22% 21% 19% 20% 18% 19% 0% 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 Figure 16 Apprenticeship starts by age for Waltham Forest residents Apprenticeships provision by age (LBWF providers) Source: Department for Education

100%

80 80% 190 390 540

60% 130 25+ 170 40% 19-24 230 310

20% Under 19 100 140 150 190 0% 2013/14 2014/15 2015/16 2016/17 Figure 17 Apprenticeship starts by age for apprenticeships in Waltham Forest

500

450

400

350

300 Intermediate 250 Higher 200

150 Advanced

100 by age and level (2016/17) age and level by

50

Apprenticeships starts of WF residents 0 Under 19 19-24 25+ Figure 18 Apprenticeship starts by Waltham Forest residents, by age and level in 2016/17 WALTHAM FOREST LIFE CHANCES COMMISSION 2018 55

The young people we spoke to up an apprenticeship but not if the Based on these findings, considered there to be a lack of child takes A-levels, creating a serious we make the following understanding amongst young barrier to apprenticeship take-up for recommendations to the people about what apprenticeships the most disadvantaged young people.106 entail, the breadth of apprenticeship Council: It is clear to us that the Council opportunities available and how they can do much more to promote are advertised. This was linked to a 18. Work to increase apprenticeships within the Council concern that schools are prioritising itself. We recommend that it the number of Level the academic options for young establishes its own ‘gold standard’ 3+ apprenticeships people – perhaps related to the fact approach: apprenticeships that are that all teachers are likely to have open to Waltham high-quality, with minimum duration attended university rather than taken Forest young people and of one year, automatic progression to an apprenticeship or vocational to improve progression. Level 4, supported by a minimum of a option. There was also a view that day a week in college or training. This Do this through ensuring apprenticeships were about STEM must then be complemented by an the Council has its own subjects, rather than supporting more effort to encourage take-up of the ‘gold creative careers. Gold Standard standard’ across the borough, using apprenticeship scheme Similarly, we heard that parents, the Council’s relationships with local – minimum one year who have a strong influence over employers and colleges to build a high duration with automatic their children, are less familiar with quality apprenticeship culture. apprenticeship options than they are One further idea to consider is the progression to Level 4, with the more widely understood introduction of an Apprenticeship and a minimum of a academic route. This links to a concern Ambassador scheme such as the one of young people that, even if they see day a week college/ introduced in Manchester, where an apprenticeship or vocational option training – and utilise levy apprentices are trained to go into as useful to them, society may not schools and colleges to promote their payments to support value it as much, therefore limiting positive experiences.107 This could help young people into work. their future options. tackle misconceptions in schools and 19. Work with local We also heard from existing with parents, and promote a vocational businesses and colleges and former apprentices who route alongside the academic options. generally spoke positively about to promote apprenticeship their experiences, particularly the provision and take-up opportunity it had given them to build There’s pressure on all across Waltham Forest. a working life and gain the experience “ young people to go to they wanted, rather than further university. I didn’t see the 20 Consider introducing an study. Many had progressed within ‘Apprenticeship their organisations as a result, in some need to go to university Ambassador’ programme cases incredibly successfully. The lack but received lots of of tuition fees and opportunity to earn where Waltham Forest straight away were flagged as benefits. pressure from home. apprentices and Young person in evidence session We heard some concerns about what ” apprentice alumni visit the Government’s current provision local schools and colleges. and push for apprenticeships – which I would be interested, but is welcome – might mean. In particular, 21. Work with parents and there was concern the Apprenticeship “ the opportunities are not teachers to make the Levy would be focused largely on advertised as much as value of apprenticeships retraining existing staff rather than going to an art college or clearer so that supporting young people into work. At a national level, the Council should university are. Schools apprenticeships are lend its weight to push against need to give more promoted positively. systemic issues that work against vocational routes: for example, families information. lose child benefit for a child who takes Young person in evidence” session 56 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

The Commission heard from Philip invests around £150,000 in each Stone, who had undertaken an apprentice over the four-year course. apprenticeship in the borough at Eurostar currently offers a Level 3 Eurostar. He started it in July 2008 on apprenticeship in Traction and Rolling his 16th birthday. Philip was keen to Stock and accepts around four new work on the railways, coming from apprentices a year at the Leyton depot. a long line of family members with connections to the industry. Philip found the apprenticeship to be a good way to start a career with a mix His starting salary was £14,250, of classroom teaching and practical though today’s Eurostar apprentices application. start on around £19,000, with annual increases and bonus payments if they At the end of his apprenticeship in 2012 successfully complete the course. he was employed as a maintenance Philip described himself as really engineer, then promoted the following fortunate to have avoided the big debts year to be a team technician. He then his friends that went to university became a technical trainer and last incurred, meaning he was able to buy a year was appointed training strategy house when he was 22 years old. and development manager whilst undertaking a Masters degree. The first Eurostar apprentices started in 1992. Since then 98 per cent of He told the Commission he had apprentices who complete the course never regretted the decision to do an still work in the railway industry, with apprenticeship and will encourage his 77 per cent still working for Eurostar in own children to look at that option too. 11 different roles. On average Eurostar

Celebrating GCSE results – August 2018 WALTHAM FOREST LIFE CHANCES COMMISSION 2018 57

UNIVERSITY UNIVERSITY IS NOT FOR EVERYONE, BUT THOSE CAPABLE OF ATTENDING OUR TOP ACADEMIC INSTITUTIONS SHOULD BE ENCOURAGED AND SUPPORTED TO SURMOUNT ANY BARRIERS IN THEIR WAY.

I really like the course on “ offer, but I worry about how I would feel in the community; would I fit culturally? I don’t want to feel like an outsider. Young person in evidence session”

My father would be “ hesitant about me leaving home, even if it was to go to Oxford. It affects my funding options too – getting out a loan with interest is against my religion. Young person in evidence” session 2 58 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

University is not for everyone, but those capable of attending our top academic institutions should be encouraged and supported to surmount any barriers in their way. It is a function of our society that those at the top of their professions have normally attended top universities, building the skills and networks that have supported them in achieving that success.108

However, nationally, UCAS data shows the overall national average of 12 per per cent of KS5 students achieving that young people from disadvantaged cent and the London average of 14 this status in 2016/17. In addition, backgrounds are less likely to go on to per cent in 2016/17.110 In London, only a higher proportion of Waltham university and much less likely to go to Richmond and Lewisham sent a lower Forest school-leavers attend further a selective university. proportion of their students to these education institutions than the London institutions. average; Waltham Forest ties for the Our key finding is the relatively low top London borough in students on proportion of students from Waltham As Figure 19 illustrates, although the free school meals securing additional Forest schools and colleges attending proportion attending Russell Group education, employment or training the most selective universities, most of institutions was low, Waltham Forest after completing KS4.111 which are in the ‘Russell Group’. 109 The performed only moderately below proportion of Waltham Forest students the London average at securing attending Russell Group universities ‘sustained destinations’ through fell to 7 per cent last year, well below employment or education, with 87

100 90 80 Figure 19 Student destinations after Russell Group KS5 from state-funded 70 mainstream schools and Other top universities college.112 60 50 Other higher education

40 Other education 30 Further education 20 Employment 10 0 Apprenticeships Waltham Outer London England Forest London

The reasons for this disparity on sixth form provision when compared to Even if it did, we heard through our Russell Group attendance are myriad. schools in Waltham Forest, where half evidence sessions from many young In part, this is part of the national of schools don’t have sixth forms. Many people and teachers that there were story on private schools, selective Waltham Forest students, particularly barriers to them applying to or being schools and state schools. According those that are high achieving, may accepted into these top institutions to the Sutton Trust, pupils from attend sixth forms outside the borough which the Council should seek to address. private or independent schools are from where they do succeed in reaching The first message we heard clearly is more than twice as likely as those top universities. The Council should that pushing for more attendance at from comprehensive schools to be seek to understand these patterns more Russell Group or other top universities accepted into the most highly selective fully to inform their response. must not be a goal in itself for every universities.113 Waltham Forest has six However, we would be surprised if this student. Throughout our work, independent schools in the borough.114 explained the full difference between the misplaced prioritisation of the In addition, we heard that adjacent the level of attendance from Waltham academic route over vocational options boroughs have a greater level of school Forest versus other London boroughs. was raised consistently. Young people WALTHAM FOREST LIFE CHANCES COMMISSION 2018 59

should be encouraged to take the path Russell Group or key Russell Group Based on these findings, that is right for them. However, there institutions to see if more can be done we make the following is much evidence that those from less to address these perceptions. advantaged backgrounds are less When we asked students what would recommendations to the likely to apply for the more selective make them feel more comfortable universities, and less likely to be Council: about applying, they made several successful, even though they have the suggestions. As raised in chapter 3, they grades to do so.115 22. Use its agency to increase suggested exposure to a diverse range links between Russell We identified reasons why capable of role models that had undertaken the Group and other highly and eager students from Waltham experience previously would help. It Forest are struggling to reach the was noticeable that the young people selective universities, and top universities, and these must be who had a sibling or close family parents, schools and addressed. Attending top universities member that had been to university colleges in the borough can boost life chances, with an average were much more comfortable with earnings premium of around 10 per cent the prospect than young people who to maximise participation over graduates of other universities over would be the first in their family to in outreach events and a lifetime, and an average net graduate attend. They advised that, in some premium of £88,000 compared to those cases, it was their parents that needed summer schools, and just taking A-Levels.116 Other estimates to be convinced university was an reduce misconceptions. suggest an average annual salary appropriate choice for them. difference of £5,500 between those Students wanted to hear more about attending Russell Group and non-Russell university life from the universities 23. Develop ways to support Group universities.117 themselves. They felt they didn’t young people become A consistent theme raised by the know what different universities were more aware of university young people we spoke to related to undertaking in terms of outreach and cultural fears and concerns about wider participation events such as options, including through how comfortable they would feel summer schools, and would have liked a ‘buddy’ system that attending university. We heard from more opportunity to understand the links young people from young people worried about how they different options available to them. might fit into a university perceived They suggested more could be done Waltham Forest attending as very white and middle class. Others to link up young people in Waltham the same university, and a were concerned about living in mixed- Forest that are thinking of attending scheme to see university dorms. For some, their religion made and already attending certain the student loan process impossible. In universities, creating a ‘buddy’ system students visit their old all cases, these concerns made it less to help share excitement and concerns. likely for these students to apply to or schools and talk about As well as hearing from young people, then accept an offer at a top university. This we heard from representatives their experiences. matches research at a national level from Russell Group universities to that found social class and cultural understand their perspective on why background can have big impacts on 24. Work to improve the attendance from Waltham Forest where young people choose to study.118 personal statements was so low, and how to improve it. There is clearly a role for universities They focused on two areas: attending and supporting references here in stepping up their outreach summer school and outreach events provided by schools to efforts, ensuring the full breadth of that take place, and support for help young people our student populace feels safe and university applications, particularly accepted in their institutions, and the personal statements. It was noted applying to university. working more closely with schools and that personal statements are key Consider options for parents in Waltham Forest to break to entries, but often hastily drafted down any misconceptions. Few of the with seemingly little oversight – a business-led after-school students we spoke to had heard of finding echoed by the Sutton Trust.119 support. the Russell Group, and only slightly Ensuring these reflect the full talents more were familiar with the London of the applicant could go a long way university members. We recommend to ensuring young people in Waltham the Council seek to work with the Forest are able to fulfil their potential. 60 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

LOW PAY THERE ARE REAL ISSUES FOR YOUNG PEOPLE WHEN ENTERING THE JOBS MARKET. WHILST UNEMPLOYMENT IS LOW – IN 2016, THERE WERE 280,000 UNEMPLOYED PEOPLE IN LONDON, THE LOWEST NUMBER SINCE THE START OF THE RECESSION IN 2008/09, AND THE PROPORTION OF HOUSEHOLDS WHERE NO ADULTS ARE WORKING HAS NEARLY HALVED SINCE 2001 – LOW PAY IS A PARTICULAR PROBLEM.120 3 WALTHAM FOREST LIFE CHANCES COMMISSION 2018 61

Weakness of pay growth has persisted since the financial crisis.121 Instead of low pay work acting as the first rung on the ladder, for too many it is the only rung. Of all those low paid in 2006, by 2016 just one in six of those had ‘escaped’ low pay.122

One of the reasons there has away from low paid work fell in London the equivalent of a full-time employee been a prevalence of low paid between 2006 and 2016. on the London Living Wage. work is the growth of low paying Indeed, although the proportion of Waltham Forest has a particular industries.123 Additionally, there has jobs paid less than the living wage is issue with low pay, with the highest been an increase in the number of lower in London than the rest of the proportion of low paid jobs of any self-employed managers and self- UK, there are a number of occupations London borough in 2016 at 37 per cent employed skilled people. Often, the with higher proportions of jobs below (Figure 22).127 A smaller proportion of self-employed do not have the same the living wage in London, notably residents are in low-paid work than protections at work or the ability to caring, leisure and other service this figure suggests – reflecting the fact access benefits such as a company occupations.125 that many residents commute into the pension scheme. This can force many city centre for work at higher salaries into low wages. The self-employed, including those – though the borough’s residents are in the ‘gig economy’ find it difficult London doesn’t escape the low pay in one of the five lowest paid London to increase their hours and thus raise problem. In the last decade, weekly boroughs. their incomes. Analysis by the Social pay in London has fallen. A larger Market Foundation and Trust for proportion of people are earning less London found 60 per cent of those than £200 and £400 per week in 2016 Young people need more who are in low monthly work are than in 2006. In 2016, 13 per cent of already working more than 30 hours “ opportunities to access workers earned less than £200 a week a week, and 40 per cent work more and another 20 per cent earned less employment locally than 40 hours a week.126 This problem than £400. The biggest group among is especially acute in London, where the low paid were female, part-time ” 18 per cent of workers are classed as employees – 31 per cent of the total. 55 self-employed. 67 per cent of self- per cent of all low paid jobs in London employed Londoners earned less than were carried out by women.124 The number of those who manage to move

Figure 20 3 Employees in low pay work by location of jobs 62 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

Based on these findings, One of the reasons behind this is that an extremely high proportion of workers in we make the following Waltham Forest are self-employed. As shown in Figure 21, there has been a big increase in self-employed jobs in Waltham Forest since 2007, reaching 22 per cent recommendations: in 2017, much higher than the London (18 per cent) and UK (14 per cent) averages. Figure 21 ProportionLead of workers by thatexample, are self-employed embedding in the UK, London25. and Waltham Forest

an approach across the 22 Council to support young UK people into work or 20 educational advancement. 18 London

16 Waltham 26. Ensure that across all of the Forest 14 Council’s investment activities and programmes 12 Figure 21

Self Employed (% of all workers) Self Employed Proportion of workers that are – including the Town 10 self-employed in the UK, London Hall Campus, Borough of 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 and Waltham Forest Culture, and Sixty-Bricks – opportunities for employment for local There is a role for the Council in encourage businesses to work more young people are supporting young people to access closely with schools and colleges, considered and prioritised. good jobs locally, and based on our encouraging apprenticeships, discussions with young people, placements and internships, and 27. Use its relationship with they would welcome this. To lead seeking to boost opportunities to the Top 20 group of by example, the Council should employment. consider how all of its activities and businesses to encourage The Council also owns a housing programmes impact on its young company, and has links with a apprenticeships, people to ensure that disadvantaged number of private sector investors in placements and internships, young people are prioritised, and that developing sites across the borough. and seek to boost decisions on policy affecting skills, It will shortly launch a programme of opportunities for young employment, procurement, housing, work for the Borough of Culture 2019. planning and regeneration are taken people. We recommend the Council seek to with young people in mind – not just ensure young local people have the 28. Consider whether the as consumers of the services, but as opportunity of employment through ‘Steps Into Work’ contributors to their design, including all of these activities. programme can play a through traineeships, apprenticeships bigger role in linking and employment. Policies that The Council’s Steps into Work young people with good determine the Council’s approach to programme is designed to support employment opportunities. procurement and planning (including the unemployed back into work, and through Section 106) should seek to provides a brokerage service with local 29. Promote the Living Wage harness the benefits of spend and employers. Expanding this offer to all locally through investment for young people in the borough. young people and evolving the offer into a broader local jobs portal should relationships with local In addition, all Council jobs should be be considered, with the offer then advertised locally with colleges and on businesses. actively promoted across local schools relevant social media, and the Council and colleges. 30. Advertise all Council jobs should work with local employers and locally with colleges and its own suppliers to encourage local Finally, as a Living Wage Employer, the on relevant social media, recruitment and sourcing of services. Council is already leading by example in ensuring its members of staff are and work with local employers The Council has good links to local adequately reimbursed. It should and its own suppliers to businesses through the ‘Top 20’ group, consider ways to encourage local and invests in capital and goods locally encourage local recruitment businesses to follow in its footsteps through its procurement, regeneration, and sourcing of services. locally, perhaps through incentives housing and infrastructure. It should such as business rate discounts. leverage these relationships to WALTHAM FOREST LIFE CHANCES COMMISSION 2018 63

CONCLUSION

Waltham Forest is in the We have set out a series of with schools and young people recommendations for the Council around careers, work experience midst of rapid change, throughout this report – 30 in total and traineeships, and boost the and it is crucial that – which we believe, if delivered provision of apprenticeships and opportunities for young in concert, could make a material other good quality employment difference to the life chances of opportunities for young people. people are prioritised young people in Waltham Forest. Central to this, the Council has Those recommendations – across the to ensure this change a duty to young people in the different stages of a young person’s borough to lead by example. In supports those that life – highlight some key areas where an age of austerity this is not easy, represent the future of the Council should focus its activity: but it is vital all the same. We have the borough. Investing - Through its work with families made clear recommendations about in our young people is and parents, the Council discrete areas of activity the Council can deliver many of the should lead such as creating a ‘gold good economics as well recommendations in this report. standard’ apprenticeship scheme, as the right thing to do. Encouraging take-up of childcare and actions that require the Council and the use of home learning to facilitate and convene, such as tools, developing community- in linking our top universities, with led approaches to childminding schools, colleges and employers and mentoring, and working to in the borough. However, most address misconceptions about important is to instil a culture within apprenticeships and university the Council that prioritises the needs will all require the Council to work of young people in all of its activity. closely with families, embedding Decisions on issues such as skills, these ideas within the Think growth, employment, procurement, Family programme. housing, planning and regeneration all affect young people, and should - In its interactions with be taken with their impacts in mind. children’s centres, schools and colleges, the Council should seek Finally, as part of this work, the to continue to drive up standards Council should report on progress in teaching, work on persistent towards improving the life chances of absence, improve careers young people. They should consider advice, support the exposure of the appropriate performance students to a diverse range of role measurements to use, and report models, boost take-up of quality publicly at least annually on their apprenticeships and support the progress, including online. most academic students into the The Council has taken an important top universities. decision to prioritise improving - Building on its relationship the life chances of residents and with business, the Council should it should start by considering how encourage local companies and it can operate in ways to boost organisations to communicate opportunities for young people. with their employees about the availability of childcare, engage 64 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

APPENDIX 1: THE BIG YOUTH CONVERSATION OVER THE SUMMER THE COUNCIL ENGAGED WITH YOUNG PEOPLE IN THE BOROUGH THROUGH ‘THE BIG YOUTH CONVERSATION’ – CAPTURING THE THOUGHTS OF 2,500 YOUNG PEOPLE ABOUT THEIR EXPERIENCES AND THE CHALLENGES THEY FACE. WALTHAM FOREST LIFE CHANCES COMMISSION 2018 65

The Big Youth Conversation involved: • A survey of over 1,800 young people online and through assemblies in schools. • Life Chances Lessons in Holy Family and Kelmscott schools reaching over 600 young people. • The Council’s Young Advisors talking to young people at the Walthamstow Garden Party about their aspirations and the challenges they face. • A Big Youth Conversation Summit with over 60 young people, featuring qualitative discussions around aspirations, community, engagement in decision making and experiences. • Discussions with Looked-After Children about their aspirations and the challenges they face at the 2018 Funday.

Rank Action % FINDINGS: 1 More opportunities for work experience, 64% traineeships and part-time jobs

(1) Views on the Life Chances 2 Better careers advice in schools 56% Commission recommendations 3 More support for applications to top universities 41% Young people were asked for 4 Greater focus within the Council on helping 40% their thoughts on the eight key young people to succeed recommendations from the Life 5 Mentoring from the diverse role-models in the 28% Chances Commission once they community were in draft form. They were asked 6 More and better quality apprenticeships in the 26% to choose their top three that would Borough support them to achieve their aspirations. 7 Better access to cultural activities like theatre, 25% museums, galleries and concerts Figure 22 Proportion of young people that selected each of the 8 More take-up of free childcare for disadvantaged 21% eight key recommendations in their top three to help parents them achieve their aspirations.

(2) How young people want to feedback on their life chances Young people were asked how they would like to feedback to the Council on how the lives of young people can be improved. Most responded positively to providing feedback through in-class sessions at school; promisingly almost all young people were keen to contribute their thoughts in the future.

In-class sessions 61%

Via online surveys 42%

Youth led events in the community 40%

Via an elected representative in class 36%

Digitally using an online forum or app 26%

Directly to elected Councillors 21%

Not at all 1%

Figure 23 Percentage of young people choosing each of the seven responses to the question ‘Going forward, how would you like to give your thoughts, feedback and opinions on how the lives of young people can be improved?’ 66 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

(3) What’s missing from the recommendations Young people were asked what they thought was missing from the recommendations through the survey, Life Chances lessons and at the Youth Summit.

In the Big Youth Conversation Survey young people raised points around general support (235 young people), more/better schools, teachers and mentors, more motivational speeches and role models, and better tutoring.

What else would help you meet your aspirations?

During Life Chances lessons in schools young At the Youth Summit young people talked about people highlighted better communication wanting to be heard, and the need for free between police and young people, reduced studio time to work on their music and university fees for the first year, more Council creative projects. funded events, and helping young people with life skills such as money management. WALTHAM FOREST LIFE CHANCES COMMISSION 2018 67

APPENDIX 2: LIST OF THOSE CONTRIBUTING EVIDENCE

Young people – to protect their Early Years, School, College, In addition, to the above privacy, we have only used their University and Business list, the Commission were first names. representatives supported in their work by numerous Council officials, • Katy, Young Advisor • Tim Hobbs, Director of across multiple service areas. • Asher, Young Advisor Dartington Design Service Lab The Commission would like • Pauline Thomas, CEO Lloyd Park • Eunice, Young Advisor to thank ALL of those that Children’s Centre • Cara, Youth Independent supported our work. Advisory Group • Wendy Fields, Integrated Service Manager, Lloyd Park • Benny, local young businessman Children’s Centre • Molly, Apprentice, London • Meryl Davies, Head Teacher, Borough of Waltham Forest Walthamstow School for Girls • Ubah, Walthamstow School • Penny Wycherley, Principal and for Girls Chief Executive, Waltham • Aleeza , Walthamstow School Forest College for Girls • Nadeem Khalifa, Director • Firdaous, Walthamstow School of Commercial and for Girls Business Development , • Erin, Walthamstow School Waltham Forest College for Girls • David Vasse, Principal, Sir • Zahrah Walthamstow School George Monoux College for Girls • Guglielmo Ventura, London • Tenzin, Walthamstow School School of Economics for Girls • Billy Reed, Wider Participation • Raluca, Sir George Monoux Manager, Kings College London College • Philip Stone, Training • Tamia, Sir George Monoux Development and Strategy College Manager, Eurostar • In addition, six young people from the Voices In Partnership programme participated. 68 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

APPENDIX 3: COMMISSIONERS’ BIOGRAPHIES WALTHAM FOREST LIFE CHANCES COMMISSION 2018 69

CONOR RYAN (CHAIR) Director of Research and Communications (2012-18), Sutton Trust Conor Ryan led the Trust’s communications, policy and research work from 2012-2018. Conor was Senior Education Adviser to Prime Minister Tony Blair from 2005-2007 and was David Blunkett’s Special Adviser from 1993-2001. Conor is a trustee of the National Foundation for Educational Research and a director of a multi-academy trust. In 2015- 16, he was a member of the Scottish Commission on Widening Access. Conor started as a Communications Officer for the British Youth Council in 1984. He then worked for the Inner London Education Authority as a Schools Press Officer. In 1993 he joined the office of David Blunkett as Senior Press and Research Officer and was his Senior Special Adviser when David Blunkett served as Secretary of State for Education and Employment. In 2005 Conor became Senior Education Policy Adviser to Tony Blair. He assumed his role with the Sutton Trust in 2012. He has also been an adviser to many senior education leaders and written and edited several education policy books as well as writing for many newspapers.

ELI BROWN Walthamstow School for Girls Eli Brown is a Year 11 student from Walthamstow School for Girls. They are passionate about equality and social justice issues and think it is vital that all young people have access to the same opportunities and resources.

NAOMI EISENSTADT Early Years Specialist Naomi Eisenstadt is currently Deputy Chair of the Poverty and Inequality Commission for Scotland. She has recently published ‘Life Chances of Young People in Scotland’ for the Scottish Government and in January 2016 published ‘Shifting the Curve’, identifying 15 recommendations that could significantly reduce poverty in Scotland. After a long career in the NGO sector, in 1999 Naomi became the first Director of the Sure Start Unit. The Unit was responsible for delivering the UK Government’s commitment to free nursery education places for all three and four year olds, the national childcare strategy, and Sure Start, a major programme aiming to reduce the gap in outcomes between children living in disadvantaged areas and the wider child population. After Sure Start, Naomi spent three years as the Director of the Social Exclusion Task Force working across Government to identify and promote policies to address the needs of traditionally excluded groups. Since retiring from the Civil Service, Naomi has chaired the Camden Equalities Commission, the Milton Keynes Child Poverty Commission, published a book and several articles relevant to child development and child poverty. She is a trustee of four charities: Save the Children, the Standard Life Foundation, the Dartington Social Service Lab, and the Trust for London. Naomi is an Honorary Research Fellow at the University of Oxford Department of Education and Department of Social Policy and Intervention. She was awarded an honorary doctorate from the Open University in 2002 and in 2005 became a Companion of the Bath. 70 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

DR AMINUL HOQUE MBE Goldsmiths College, University of London Dr Aminul Hoque MBE is a lecturer in the Educational Studies Department at Goldsmiths College, University of London. Dr Hoque gained his doctorate from Goldsmiths College in 2011, and his research forms the basis of his book ‘British Islamic Identity: Third Generation Bangladeshis from East London’. His book is an in-depth study of young Bangladeshis from East London examining areas of cultural, linguistic, national, religious and gender identities. Dr. Hoque’s writing and research focuses on issues of multicultural Britain, identity, social justice, youth policy, religion, race relations and Islamic feminism. Dr Hoque has more than 27 years of voluntary and professional experience in the youth, community and voluntary sector and is a recognised expert in young people and cultural identity. He is the proud father of three daughters and a resident of Waltham Forest. Dr Hoque was awarded an MBE for services to youth justice in East London in 2008, and was also appointed to the Board of Trustees of Royal Greenwich Museums by the Department for Digital, Culture, Media and Sport and the Prime Minister’s Office in 2016.

PROFESSOR STEPHEN MACHIN Economist, London School of Economics Stephen Machin is Professor of Economics and Director of the Centre for Economic Performance at the London School of Economics. Previously he has been visiting Professor at Harvard University (1993/4) and at the Massachusetts Institute of Technology (2001/2). He is a Fellow of the British Academy, has been President of the European Association of Labour Economists, is a Fellow of the Society of Labor Economists and was a member of the UK Low Pay Commission from 2007-13. His current research interests include inequality, education and crime, and the interactions between them.

ALEXIS MICHAELIDES Big Creative Alexis launched Big Creative Training (formerly Dv8) in Waltham Forest in 1999 delivering creative courses to young people from across the Borough. In 2013 Alexis and his team founded Big Creative Academy a 16-18 free school and together with Big Creative Training established Big Creative Education (BCE). In this time Alexis has also been involved in the music industry as a label and artist manager. Over the last 20 years BCE has grown to offer full time courses and apprenticeships across the creative the digital sector to over 600 students and apprentices. BCE will launch ‘Creative Works’ a co-work space for creatives and apprentices in the heart of the Blackhorse Lane creative quarter in October 2018. WALTHAM FOREST LIFE CHANCES COMMISSION 2018 71

IAN PARKES Chief Executive of East London Business Alliance (ELBA) Ian Parkes was appointed as ELBA’s Chief Executive in April 2016. Ian’s career spans the public, private and not for profit sectors. Formerly Chief Executive of AZTEC, he founded SOA Development in 2001. SOA Development was an independent practice specialising in project management, strategy development, partnership development, and organisation governance. Clients were drawn from the public, not for profit and the private sectors. He was involved with Coast to Capital LEP and Greater Brighton City Region’s devolution bid. From 2004 to 2012 SOA Development specialized in Olympic Legacy planning, raising awareness of the business opportunities that could arise from the London Games and making sure businesses across the south east region were well prepared for Games time disruptions. Strongly committed to helping children and young people meet their full potential, Ian is a serial school and college governor. He recently stepped down after 12 years as Chairman of Governors at an inner London primary school, and is currently a senior governor at one of London’s largest secondary schools, Vice Chair of the educational trust which runs the school and Chair of the Governors for their recently opened primary school. LESLEY RETALLACK Head of Corporate and Social Responsibility, Eurostar (retired 15 June 2018). Lesley joined European Passenger Services, the UK arm of the tri-railway partnership of the national railways of the UK, France and Belgium, in 1991 as PR Manager. She worked on communications campaigns and educational initiatives driving public awareness of the work the railways were undertaking to introduce a passenger rail service to take advantage of the construction of the Channel Tunnel. She was involved in all the key milestones for the business including the launch of commercial services in 1994. The key highlight of her career, when she was Head of Press, was the seamless move from Waterloo International to St Pancras International and the opening of HS1 in 2007. In 2010, when Eurostar became a limited business for the first time, Lesley stayed within the communications team but took up the remit of Head of Corporate and Social Responsibility (CSR), which had previously been largely the responsibility of each of Eurostar’s key stakeholders. To that end she has built on some of the existing initiatives but also developed new initiatives and partnerships particularly in the field of education, community and environment. Lesley had a key CSR role in London 2012, the London Paralympics and the Special Olympics in 2014. In 2016, Eurostar linked the environment and energy side of its business with the CSR side to launch its integrated Community and Environment programme. Lesley’s particular forte is educational initiatives to ensure that young people have access to business at different ages in order to better understand the types of jobs and opportunities available. Besides apprenticeships and graduate schemes there are also special work experience modules, master classes, classroom visits, careers talks and a Homework Club. She is an Executive Member of Urban Partners, a voluntary business partnership for Euston, King’s Cross and Euston whose members include Google, the Guardian, King’s Place, HS1, Argent and Grant Thornton. After recently retiring from Eurostar she has accepted an appointment as a Trustee of the Young People’s Trust for the Environment. 72 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

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Wave Trust (2014), 1001 Critical Days: The Importance of the Conception to Age Two Period: http://www.wavetrust.org/our-work/publications/reports/1001-critical-days-importance-conception-age-two-period 17. Child Poverty Action Group and The Royal College of Paediatrics and Child Health (2017), Poverty and Child Health: Views from the Frontline: https://www.rcpch.ac.uk/resources/poverty-child-health-views-frontline 18. End Child Poverty (2017), Compilation of child poverty local indicators (September 2017): http://www.endchildpoverty.org.uk/wp-content/uploads/2018/01/Local_child_poverty_indicators-2018report-3.docx 19. End Child Poverty (2018): http://www.endchildpoverty.org.uk/poverty-in-your-area-2018/ 20. Mayor of London (2014), The London Mental Health Report: https://www.london.gov.uk/london-mental-health-invisible-costs-mental-ill-health 21. Dartington Social Research Unit (2016), Waltham Forest Children Wellbeing Survey (0-11): https://archive.dartington.org.uk/projects/view/34 22. Kaisen Partnership (2017), Housing for young people in Waltham Forest - Research commissioned by Waltham Forest Council: https://walthamforest.gov.uk/sites/default/files/WF%20young%20people_FINAL_15%20Dec%2017%20%281%29.pdf 23. Department for Education, Early years foundation stage profile results: 2016 to 2017: https://www.gov.uk/government/statistics/early-years-foundation-stage-profile-results-2016-to-2017 24. Department for Education, Destinations of KS4 and KS5 pupils: 2016: https://www.gov.uk/government/statistics/destinations-of-ks4-and-ks5-pupils-2016 25. Department for Education, Revised GCSE and equivalent results in England: 2016 to 2017: https://www.gov.uk/government/statistics/revised-gcse-and-equivalent-results-in-england-2016-to-2017 26. Kaisen Partnership (2017), Housing for young people in Waltham Forest - Research commissioned by Waltham Forest Council: http://www.social-life.co/publication/young_people_housing_waltham_forest/ 27. The Waltham Forest Borough of Culture Bid ‘Waltham Forest We’re Ready - London Borough of Culture 2019’: https://wfculture19.co.uk/ 28. HM Government (2018), Integrated Communities Strategy Green Paper: https://www.gov.uk/government/consultations/integrated-communities-strategy-green-paper 29. London Borough of Waltham Forest Think Family Strategy: https://walthamforest.gov.uk/ 30. Education Policy Institute (2016), Widening the gap? The impact of the 30-hour entitlement on early years education and childcare: https://epi.org.uk/wp-content/uploads/2018/01/widening-the-gap-final-epi.pdf 31. The Sutton Trust (2017), Closing Gaps Early: https://www.suttontrust.com/research-paper/closing-gaps-early-parenting-policy-childcare/ 32. Wave Trust (2014), 1001 Critical Days: The Importance of the Conception to Age Two Period: http://www.wavetrust.org/our-work/publications/reports/1001-critical-days-importance-conception-age-two-period WALTHAM FOREST LIFE CHANCES COMMISSION 2018 73

33. Throughout the report, any mention of ‘parents’ refers to any parent or carer with parental responsibility for children and young people 34. Independent Advisor on Poverty and Inequality (2017), The Life Chances of Young People in Scotland - A Report to the First Minister’: https://www.gov.scot/Publications/2017/07/1451 35. ‘Social Mobility Commission (2017), State of the Nation 2017: Social Mobility in Great Britain: https://www.gov.uk/government/publications/state-of-the-nation-2017 36. The Education Endowment Foundation (2017), EEF blog: Lessons in early years policy: https://educationendowmentfoundation.org.uk/news/lessons-in-early-years-policy/ 37. The Sutton Trust (2017), Closing Gaps Early: The role of early years policy in promoting social mobility in England https://www.suttontrust.com/research-paper/closing-gaps-early-parenting-policy-childcare/ 38. Dartington Social Research Unit (2016), Waltham Forest Children Wellbeing Survey (0-11): https://archive.dartington.org.uk/projects/view/34 39. Dartington Social Research Unit (2016), Waltham Forest Children Wellbeing Survey (0-11): https://archive.dartington.org.uk/projects/view/34 40. Waltham Forest Children and Families Centres: https://directory.walthamforest.gov.uk/kb5/walthamforest/directory/advice.page?id=ujtgWcyb9O0 41. Waltham Forest Summary Children & Family Centre Dashboard Annual 2017-18: https://directory.walthamforest.gov.uk/kb5/walthamforest/directory/advice.page?id=ujtgWcyb9O0 42. Mayor of London (2018), Early Years in London Baseline and Consultation: https://www.london.gov.uk/sites/default/files/early_years_in_london_mar18.pdf 43. Department for Education, Education provision: Children under 5 years of age, January 2017: https://www.gov.uk/government/statistics/education-provision-children-under-5-years-of-age-january-2017 44. Department for Education, Education provision: children under 5 years of age, January 2017: https://www.gov.uk/government/statistics/education-provision-children-under-5-years-of-age-january-2017 45. Family and Childcare Trust Childcare Survey 2016: https://www.familyandchildcaretrust.org/childcare-survey-2016-0 46. Waltham Forest Childcare Sufficiency Assessment 2016: https://thehub.walthamforest.gov.uk/news/childcare-sufficency-assessment-deadline-16th-october-2015 47. Child Poverty Action Group (2012), We can Work it Out - Parental Employment in London: http://www.cpag.org.uk/sites/default/files/121114%20We%20can%20work%20it%20out%20final.pdf 48. Wave Trust (2014), 1001 Critical Days: The Importance of the Conception to Age Two Period: http://www.wavetrust.org/our-work/publications/reports/1001-critical-days-importance-conception-age-two-period 49. Office for National Statistics Annual Population Survey: https://www.ons.gov.uk/searchdata?q=annual%20population%20survey%20march%202017 50. Child Poverty Action Group (2013): Childcare and maternal employment in London: What can local authorities do? http://www.cpag.org.uk/search?s=maternal+employment 51. Child Poverty Action Group (2013): Childcare and maternal employment in London: What can local authorities do? http://www.cpag.org.uk/search?s=maternal+employment 52. By high quality, we refer to Ofsted’s work on high quality early years provision: Ofsted (2013), Achieving and maintaining high quality early years provision: getting it right first time: https://www.gov.uk/government/publications/achieving-and-maintaining-high-quality-early-years-provision-getting-it-right-first-time 53. Institute of Education, University of London and Department for Education (2012), The effect of starting pre-school at age 2 on long term academic and social-behavioural outcomes in Year 6 for more deprived children: Analyses conducted for the Strategy Unit: https://www.ucl.ac.uk/ioe/research/pdf/Effect_of_starting_pre-school_at_age_2_report.pdf 54. Department for Education (2017), Early years foundation stage profile results: 2016 to 2017: https://www.gov.uk/government/statistics/early-years-foundation-stage-profile-results-2016-to-2017 55. Department for Education (2017), Early years foundation stage profile results: 2016 to 2017: https://www.gov.uk/government/statistics/early-years-foundation-stage-profile-results-2016-to-2017 56. Ofsted (2017) Dataview: https://public.tableau.com/profile/ofsted#!/vizhome/Dataview/Comparelocalauthorityareas 57. Department for Education (2017), Education provision: children under 5 years of age, January 2017: https://www.gov.uk/government/statistics/education-provision-children-under-5-years-of-age-january-2017 58. Ofsted (2017) Dataview: https://public.tableau.com/profile/ofsted#!/vizhome/Dataview/Comparelocalauthorityareas 59. Bournemouth Borough Council, Childcare Awards 2017: https://www.bournemouth.gov.uk/childreneducation/childcare/childcareawards/childcareawards.aspx 60. World House Organisation Regional Office for Europe (2007), Social cohesion for mental well-being among adolescents: http://www.euro.who.int/en/search?q=social+cohesion+for+mental+wellbeing 61. Boyce W., Davies D., Gallupe O. & Shelley D. Adolescent risk taking, neighbourhood social capital, and health, Journal of Adolescent Health, 2008, 43(3):246–252 62. Nichol M, Janssen I & Pickett W. Associations between neighbourhood safety, availability of recreational facilities, and adolescent physical activity among Canadian youth, Journal of Physical Activity & Health, 2010, 7(4):442–450 63. Currie C. et al., Eds. Social determinants of health and well-being among young people: Health Behaviour in School-aged Children (HBSC) study: international report from the 2009/2010 survey. Copenhagen, WHO Regional Office for Europe, 2012 (Health Policy for Children and Adolescents, No. 6): http://www.hbsc.unito.it/it/images/pdf/hbsc/prelims-part1.pdf 74 WALTHAM FOREST LIFE CHANCES COMMISSION 2018

64. Parsfield et al., eds. RSA Action and Research Centre, Community Capital The Value of Connected Communities: https://www.thersa.org/discover/publications-and-articles 65. Dartington Social Research Unit (2016), Waltham Forest Children Well-being Survey (0-11): https://archive.dartington.org.uk/projects/view/34 66. Women’s Health and Family Services, Maternity Mates: http://whfs.org.uk/index.php/what-we-do/maternity-mates 67. ‘Independent Advisor on Poverty and Inequality (2017), The Life Chances of Young People in Scotland, A Report to the First Minister: https://www.gov.scot/Publications/2017/07/1451 68. Independent Advisor on Poverty and Inequality (2017), The Life Chances of Young People in Scotland, A Report to the First Minister: https://www.gov.scot/Publications/2017/07/1451 69. Sandstrom, H. & Huerta, S., Urban Institute (2013), The Negative Effects of Instability on Child Development: https://www.urban.org/research/publication/negative-effects-instability-child-development-research-synthesis 70. Kirchner Sala L. et al. (2015), Department for Business, Innovation and Skills, Youth transitions to and within the labour market: A literature review: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/471162/BIS-15-613-youth-transitions-to-and- within-the-labour-market-a-literature-review.pdf 71. Putnam R.D.(2015), ‘Our Kids- The American Dream in Crisis’ Simon & Schuster New York 72. Hanushek, E.A. Stanford Hoover Institution, Valuing Teachers: How Much is a Good Teacher Worth? http://hanushek.stanford.edu/publications/valuing-teachers-how-much-good-teacher-worth 73. The Sutton Trust (2011), Improving the impact of teachers on pupil achievement in the UK – interim findings: https://www.suttontrust.com/wp-content/uploads/2011/09/2teachers-impact-report-final.pdf 74. Ofsted (2015), School inspections and outcomes: management information: https://www.gov.uk/government/statistical-data-sets/monthly-management-information-ofsteds-school-inspections-outcomes 75. End Child Poverty (2018): http://www.endchildpoverty.org.uk/poverty-in-your-area-2018/ 76. Social Mobility and Child Poverty Commission: The Social Mobility Index: https://www.gov.uk/government/publications/social-mobility-index 77. Ofsted (2017): Data View https://public.tableau.com/profile/ofsted#!/vizhome/Dataview/Viewregionalperformanceovertime 78. ‘Disadvantaged’ means eligible for free school meals or looked after at any point between year 6 and year 11 79. Department for Education (2018), Revised GCSE and equivalent results in England: 2016 to 2017: https://www.gov.uk/government/statistics/revised-gcse-and-equivalent-results-in-england-2016-to-2017 80. Education Endowment Foundation: Teaching and Learning Toolkit: https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit 81. The Sutton Trust (2015), Subject to Background -What promotes better achievement for bright but disadvantaged students?: https://www.suttontrust.com/research-paper/subject-to-background-disadvantaged-pupils-enrichment-homework/ 82. The Sutton Trust (2014), Advancing ambitions: The role of career guidance in supporting social mobility: https://www.suttontrust.com/research-paper/advancing-ambitions/ 83. Education Endowment Foundation (2015): Careers education: International literature review: https://educationendowmentfoundation.org.uk/evidence-summaries/evidence-reviews/careers-education/ 84. Watson, M. and McMahon, M. (2005), ‘Children’s Career Development: A research review from a learning perspective’, Journal of Vocational Behavior, 67, 119–132 85. UK Commission for Employment and Skills (2015), The death of the Saturday job: the decline in earning and learning amongst young people in the UK: https://www.gov.uk/government/publications/the-death-of-the-saturday-job-the-decline-in-earning-and-learning-amongst-young-people-in-the-uk 86. Warwick Institute for Employment Research (2016), Longitudinal Study of Learners in Vocational Education Wave 1 Report, http://www.edge.co.uk/sites/default/files/documents/20161212_wave_1_report_-_final.pdf 87. Department for Education (2017), Careers strategy: making the most of everyone’s skills and talents: https://www.gov.uk/government/publications/careers-strategy-making-the-most-of-everyones-skills-and-talents 88. Gatsby, Good Career Guidance: http://www.gatsby.org.uk/education/focus-areas/good-career-guidance 89. Mayor of London, London Assembly, Enterprise Advisor Network: https://www.london.gov.uk/what-we-do/volunteering/reducing-barriers-social-mobility/enterprise-advisers 90. Mann, A., Education and Employers Taskforce, Work Experience – Impact and delivery – insights from the evidence: https://www.educationandemployers.org/wp-content/uploads/2014/06/work_experience_report__april_2012_.pdf 91. Education Endowment Foundation: Mentoring: https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/mentoring/ 92. The Careers and Enterprise Company: Effective Employment Mentoring: https://www.careersandenterprise.co.uk/research/publications/effective-employer-mentoring 93. Urban Partners for Kings Cross Euston and St Pancras: Homework Club: https://urbanpartners.london/homework-club/ 94. Barclays Life Skills, Virtual Work Experience: Freeformers: https://www.barclayslifeskills.com/young-people/ 95. Speakers4Schools: https://www.speakers4schools.org/ WALTHAM FOREST LIFE CHANCES COMMISSION 2018 75

96. Independent Advisor on Poverty and Inequality (2017), The Life Chances of Young People in Scotland - A Report to the First Minister: https://www.gov.scot/Publications/2017/07/1451 97. Sutton Trust (2011), Degrees of Success: University Chances by Individual School: https://www.suttontrust.com/research-paper/degree-success-university-chances-individual-school/ 98. Housing has not been a focus of this study since this is not a key influence on life chances per se, though evidently young people need to have affordable accommodation available to them if they are to build their working lives in the borough 99. Social Mobility and Child Poverty Commission (2016): Apprenticeships, young people, and social mobility: https://www.gov.uk/government/publications/apprenticeships-young-people-and-social-mobility 100. CIPD (2016), Policy Report - Employer views on the apprenticeship levy: https://www.cipd.co.uk/Images/employer-views-on-the-apprenticeship-levy_2016_tcm18-14304.pdf 101. Cavaglia, C., McNally, S., Ventura, G. Centre for Vocational Education Research (2017), Apprenticeships for Young People in England – Is there a payoff?: http://cver.lse.ac.uk/textonly/cver/pubs/cverdp010.pdf 102. Department for Education, Apprenticeship and levy statistics: https://www.gov.uk/government/statistics/apprenticeship-and-levy-statistics-february-2018 103. Cavaglia, C., McNally, S. & Ventura, G. Centre for Vocational Education Research (2017), Apprenticeships for Young People in England –Is there a payoff?: http://cver.lse.ac.uk/textonly/cver/pubs/cverdp010.pdf 104. Fuller, A., et al. The Sutton Trust (2017), Better Apprenticeships, Access, quality and labour market outcomes in the English apprenticeship system: https://www.suttontrust.com/research-paper/better-apprenticeships-quality-access-social-mobility/ 105. Department for Education (2016), Destinations of Key Stage 4 and 5 pupils: https://www.gov.uk/government/statistics/destinations-of-ks4-and-ks5-pupils-2016 106. Child Benefit eligibility: https://www.gov.uk/child-benefit/eligibility 107. Apprenticeship Ambassador Programme: http://gmlpn.co.uk/our-projects/apprenticeship-ambassadors/ 108. Kirby P., The Sutton Trust (2016), Leading People 2016, the educational backgrounds of the UK professional elite: https://www.suttontrust.com/research-paper/leading-people-2016-education-background/ 109. The Sutton Trust (2011), Degrees of Success, University Chances by Individual School: Russell Group: https://www.suttontrust.com/wp-content/uploads/2011/07/sutton-trust-he-destination-report-final.pdf 110. Department for Education, Destinations of Key Stage 4 and 5 pupils: https://www.gov.uk/government/statistics/destinations-of-ks4-and-ks5-pupils-2016 111. Social Mobility Commission, Social Mobility Index: https://www.gov.uk/government/publications/social-mobility-index-2017-data 112. Department for Education, Destinations of Key Stage 4 and 5 pupils: https://www.gov.uk/government/statistics/destinations-of-ks4-and-ks5-pupils-2016 113. The Sutton Trust (2011), Degrees of Success, University Chances by Individual School: https://www.suttontrust.com/research-paper/degree-success-university-chances-individual-school/ 114. Department for Education: https://get-information-schools.service.gov.uk/Establishments/Search?tok=8T5JeHFj 115. Wyness, G. The Sutton Trust (2017), Rules of the game, Disadvantaged students and the university admissions process: https://www.suttontrust.com/research-paper/rules-of-the-game-university-admissions/ 116. London Economics (2017), The economic impact of Russell Group universities: http://www.russellgroup.ac.uk/media/5608/the-economic-impact-of-russell-group-universities.pdf 117. Kirby, P. The Sutton Trust (2015), Levels of Success, The Potential of UK Apprenticeships: https://www.suttontrust.com/wp-content/uploads/2015/10/Levels-of-Success3-1.pdf 118. Donnelly, M., Gamsu, S., The Sutton Trust (2018), Home and Away, Social, ethnic and spatial inequalities in student mobility: https://www.suttontrust.com/wp-content/uploads/2018/02/Home_and_away_FINAL.pdf 119. Wyness, G. The Sutton Trust (2017), Rules of the game, Disadvantaged students and the university admissions process: https://www.suttontrust.com/research-paper/rules-of-the-game-university-admissions/ 120. Trust for London, London’s Poverty Profile (2017): https://www.trustforlondon.org.uk/publications/londons-poverty-profile-2017/ 121. D’Arcy, C., The Resolution Foundation (2017), Low Pay Britain 2017: https://www.resolutionfoundation.org/publications/low-pay-britain-2017/ 122. ‘D’Arcy, C. & Finch, D., Social Mobility Commission (2017), ‘The Great Escape? Low Pay and progression in the UK’s labour market’: https://www.resolutionfoundation.org/app/uploads/2017/10/Great-Escape-final-report.pdf 123. Trade Unions Congress Low Pay Commission: TUC response 2017: https://www.tuc.org.uk/research-analysis/reports/low-pay-commission 124. London’s Poverty Profile 2017 https://www.trustforlondon.org.uk/publications/londons-poverty-profile-2017/ 125. London’s Poverty Profile 2017 https://www.trustforlondon.org.uk/publications/londons-poverty-profile-2017/ 126. Social Market Foundation (2016), Tough gig: Low paid self-employment in London and the UK: http://www.smf.co.uk/publications/tough-gig-low-paid-self-employment-in-london-and-the-uk/ 127. London’s Poverty Profile 2017 https://www.trustforlondon.org.uk/publications/londons-poverty-profile-2017/