There are particular pupil groups and areas of our country that are definitely lagging behind in terms of achievement. The north-east area I serve has a particular set of challenges that may or may not be different from other challenging areas in England. What is not in dispute is the negative impact that these issues risk having on our pupils’ progress and their life chances.

What exactly are the reasons for these differences? Typically, the more disadvantaged children in our region are predominantly from white working-class backgrounds and generally suffer as a consequence of a number of factors which are not exclusive.

The north-south divide was brought into stark focus yet again this year when the ‘A’ level and GCSE results were released a few weeks ago. Most notable was the difference in performance between London and the south-east and other parts of the country including the north-east.

So how can school communities in London and the south-east manage to produce such amazing outcomes for their students? What have these students with the help of their parents, school and community been able to do that so many pupils from other areas in the country from equally deprived and disadvantaged backgrounds fail to do? Are there perhaps additional factors at work here that could not be replicated in a predominantly white working-class area outside of our capital with similar deprivation indices?

Does the London landscape with its high-powered commercial environment offer a more inspiring vision for a young person, providing a notion of what might be possible? Contrast this with some of the less well developed urban landscapes and narrower employment opportunities afforded in some northern towns. What is certain is that there is an undeniable difference between the achievement of the groups mentioned.

The government has tried to tackle these issues with a variety of initiatives and programmes, most notably the DfE’s £24m Opportunity North East programme launched in October 2018. I am honoured to say that I was part of this very

welcome programme as a strategic board member and also as a member of the operational board. The programme targeted £12 million on approaches to improve the transition from primary to secondary school, drive up standards – particularly at secondary level – and improve outcomes for pupils post-16, while investing a further £12 million to boost early career training for new teachers and help improve the quality of teaching and raise standards in the region’s schools. I have seen first-hand the excellent impact this programme has had on some of our most challenging schools. But this is still not enough.

More must be done and I would like to volunteer some key areas for further consideration that must be supported and fully funded by the government.

Firstly, an effective and comprehensive strategy to support and engage parents at the earliest stages of their children’s development. Pre-school support and early education provision are often either limited or non-existent, or families choose not to take them up. In some cases, parents have a desire to help their children at the pre-school stage, but don’t know how. As a result, some of our children do not have the necessary opportunities for social interaction with their peers and the right support from trained adults. We see children starting school with poor communication and language skills and struggling to keep up with their peers. We also know that if children are behind by age 5, it is exceptionally difficult for them to catch up. Parents are the first educators of their children. Giving them the tools to help their children to have the best possible start will make the biggest difference to our most vulnerable children.

The development of curriculums to address deficits in cultural capital is a must for all children, but particularly for groups that suffer from impoverishment of aspiration. Our work as a Trust has focused intensively on this area – a deeply knowledge-rich curriculum which supports our most disadvantaged pupils to develop the same breadth of language and knowledge as their peers. A highly effective personal development curriculum, focusing on wide-ranging character-building activities, such as outward bound activity, business and industry mentoring programmes and cultural visits needs to complement our academic curriculum. But of course, schools are struggling to deliver this in the current financial climate. A well-crafted and fully-funded character development curriculum will undoubtedly raise any child’s confidence, aspirations and motivation.

We need to revisit and re-energise our national curriculum. We need to focus on what truly matters in the earliest stages of education and also ensure appropriate educational and employment pathways for pupils. I am optimistic

that the new curriculum task group, chaired by Professor Becky Francis, will recommend a return to a much broader range of curriculum options which support children’s desire to follow the arts, vocational options and apprenticeship pathways. We need the support from government, and the funding, to ensure that there is a smooth transition to any new arrangements, including managing the impact on our stretched workforce.

Currently, Trusts like ours are working relentlessly to try to narrow attainment gaps for our most vulnerable children. For example, we have a partnership with national expert, Marc Rowland, and a programme of development with our school leaders to consider and address barriers to the achievement of our disadvantaged pupils. We are doing this in a climate of reduced funding, widening levels of disadvantage, increasing special educational needs, staff recruitment and retention issues and changed parental attitudes towards issues such as school attendance in the post-pandemic context.

We have a moral imperative to provide transformative education for our most vulnerable pupils. It is at the heart of our vision as a Trust. But we cannot do it alone. This must be a national strategy, fully supported and funded by government, so that all our children have the chances to emulate the amazing achievements of their peers in London and the south east.

Nick Hurn OBE
CEO Bishop Wilkinson Catholic Education Trust
www.bwcet.com