1 About the authors Mary Reader is Senior Researcher for Social Mobility and Vulnerable Learners at the Education Policy Institute. Alongside her role at EPI she is a Research Officer at the Centre for Analysis of Social Exclusion (CASE) at the London School of Economics, having previously worked in Parliament for an MP and at the Institute for Public Policy Research (IPPR). Mary graduated from the LSE with a Master of Public Administration (MPA) in Public and Social Policy in 2019 and the University of Oxford with a BA in Philosophy, Politics and Economics in 2016. Jo Hutchinson is Director for Social Mobility and Vulnerable Learners at the Education Policy Institute. Jo’s previous publications include ‘School inspection in England: Is there room to improve?’ and ‘Divergent pathways: the disadvantage gap, accountability and the pupil premium’. Jo was a co- author of ‘Closing the gap? Trends in educational attainment and disadvantage’, ‘Grammar schools and social mobility’ and ‘Educational Outcomes of Children with English as an Additional Language’. Prior to joining EPI, Jo spent ten years as a statistician at the Department for Education. Avinash Akhal is a Researcher for Early Years at the Education Policy Institute. Avinash’s previous publications include ‘Education in England: Annual report 2019’ and ‘The early years workforce: A comparison with retail workers’ and ‘The impact of recent government policies on early years provision’. In 2018, he completed an International Citizen Service placement with Challenges Worldwide, working as a Business Support Associate in Rwanda. Before joining EPI, he graduated with a BA in Economics and International Development from the University of Sussex in 2017. Acknowledgements Sam Tuckett is a Senior Researcher for Post-16 and Skills at the Education Policy Institute. Sid Bixer is on secondment at the Education Policy Institute from the Government Statistical Service. Natalie Perera is Executive Director and Head of Research at the Education Policy Institute. Jon Andrews is Director for School System and Performance, and Deputy Head of Research at the Education Policy Institute. We are grateful to Tom Clarke, Head of Data Science at the Office of the Children’s Commissioner, for running some of our looked after children and children in need code for the latest years of data. This report has been produced in partnership with the Fair Education Alliance (FEA) and Unbound Philanthropy. The Fair Education Alliance is a coalition of approximately 200 of the UK’s leading organisations from business, education and the third sector. The aim of the Alliance is to create a fair and equitable education system, ending the persistent achievement gap between young people from the poorest communities and their wealthier peers through collaboration and by influencing policy. 2 Unbound Philanthropy is an independent private grantmaking foundation that invests in leaders and organizations in the US and UK working to build a vibrant, welcoming society and just immigration system. 3 About the Education Policy Institute The Education Policy Institute is an independent, impartial and evidence-based research institute that promotes high quality education outcomes, regardless of social background. We achieve this through data-led analysis, innovative research and high-profile events. Education can have a transformative effect on the life chances of young people, enabling them to fulfil their potential, have successful careers, and grasp opportunities. As well as having a positive impact on the individual, good quality education and child wellbeing also promotes economic productivity and a cohesive society. Through our research, we provide insight, commentary, and a constructive critique of education policy in England – shedding light on what is working and where further progress needs to be made. Our research and analysis spans a young person's journey from the early years through to entry to the labour market. Our core research areas include: ▪ Benchmarking English Education ▪ School Performance, Admissions, and Capacity ▪ Early Years Development ▪ Social Mobility and Vulnerable Learners ▪ Accountability, Assessment, and Inspection ▪ Curriculum and Qualifications ▪ Teacher Supply and Quality ▪ Education Funding ▪ Higher Education, Further Education, and Skills Our experienced and dedicated team works closely with academics, think tanks, and other research foundations and charities to shape the policy agenda. 4 This publication includes analysis of the National Pupil Database (NPD) https://www.gov.uk/government/collections/national-pupil-database The Department for Education is responsible for the collation and management of the NPD and is the Data Controller of NPD data. Any inferences or conclusions derived from the NPD in this publication are the responsibility of the Education Policy Institute and not the Department for Education. This work was produced using statistical data from ONS. The use of the ONS statistical data in this work does not imply the endorsement of the ONS in relation to the interpretation or analysis of the statistical data. This work uses research datasets which may not exactly reproduce National Statistics aggregates. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. For more information, visit: creativecommons.org 5 Contents Contents .................................................................................................................................................. 6 Foreword: Education Policy Institute ...................................................................................................... 7 Foreword: The Fair Education Alliance ................................................................................................... 8 Summary of findings ............................................................................................................................... 9 1. In 2019, average attainment at secondary school was slightly higher than in 2018, while it remained unchanged in the early years and primary school ............................................................. 9 2. The disadvantage gap has stopped closing over the last five years and there are several indications that it has begun to widen ............................................................................................... 9 3. Since 2011, there has been less progress in closing the gap for persistently disadvantaged pupils. More recently, increases in persistent poverty among disadvantaged pupils have contributed to the halt in progress for the wider disadvantaged group .......................................... 14 4. The ethnicity gap for pupils from Black backgrounds and pupils arriving late in secondary school with English as an Additional Language (EAL) has widened significantly over the last decade ....... 18 5. Progress in reducing gaps for Special Educational Needs and Disabilities (SEND) pupils has been slow, particularly for pupils with greater needs, and particularly since the SEND reforms in 2014 21 6. Pupils who are in the care system, have a social worker, or are on a child protection plan are significantly behind their peers by end of secondary school............................................................ 23 7. Regional variation in the disadvantage gap is partly explained by different levels of persistent poverty between regions .................................................................................................................. 26 Conclusion ............................................................................................................................................. 32 Annex A: Regional Analysis of the Disadvantage Gap .......................................................................... 33 The gap in the early years and primary school ................................................................................. 33 The gap in secondary school ............................................................................................................. 35 Gap change since 2012 ..................................................................................................................... 37 Progress in opportunity areas ........................................................................................................... 39 Annex B: Post-16 Segregation Index ..................................................................................................... 42 References ............................................................................................................................................ 44 6 Foreword: Education Policy Institute High attaining pupils in England generally perform very well by international norms – reaching ‘world class’ standards. Our big challenge in English education consists in the long tail of low performance, which is highly correlated with poverty, special education needs, some aspects of ethnicity, and other characteristics of vulnerability. At the Education Policy Institute, our work is heavily focused on helping policy-makers and practitioners to use research evidence to identify effective strategies for closing these gaps. As part of our mission, we regularly publish an Annual Report, which seeks to measure the learning gaps, for different pupil groups, for different phases of education, and in different parts of the country. This helps us to understand what progress is, or is not, being