Failure to support poorest students at school explains rising youth unemployment

The report analyses decades of educational policy and demonstrates how pupils who receive free school meals (FSM) are twice as likely than their peers to end up out of work, education or training, even with the same qualifications.  

It highlights how educational frameworks make it difficult for educators to support disadvantaged pupils, before proposing a radical new approach to end decades of failure. 

The report was researched and written by Jonathan Slater, Permanent Secretary at the Department for Education between 2016-20, in collaboration with UCL academics Dan Honig and Professor Lindsey MacMillan (UCL Social Research Institute). 

One quarter of all GSCE pupils are eligible for FSM in England. Within this cohort, only 38% pass English and Maths GCSEs, compared to 66% of non-FSM pupils. This disadvantage continues into adulthood, with FSM students twice as likely to be classified as NEET (not in employment, education or training) aged 16-24 than their peers.  

Slater’s research highlights that the improvements seen in GCSE results for FSM pupils under the New Labour government came to a halt from 2010. 

Drawing on interviews with over 100 education experts, including headteachers, CEOs of Multi-Academy Trusts CEOs, UCL Institute of Education academics and former Secretaries of State, the report proposes an innovative solution: replace the current high-stakes accountability system with a proven 'test, learn and grow' approach to public service reform that empowers schools to collaborate and innovate.  

Moving away from a Whitehall-led approach, Slater's programme encourages policymakers, 
educators and communities to test and refine solutions. The report highlights a need for both practical help for schools and trusts to work together and encourage innovation.  

Slater suggests replacing Ofsted inspections (other than for safeguarding), with a new evaluation framework, which would be supported by real-time data generated by the new methodology. He argues that the removal of Ofsted inspections would benefit both teacher retention and capacity, highlighting how three quarters of teachers believe that Ofsted has a negative impact on retention, and over half feeling that it is the main driver of unnecessary workload.   

The report also highlights the need for place-based partnerships and the importance of pupil voice in shaping reform, including case studies from Plymouth, Derbyshire, North Birkenhead, and high-performing schools like Michaela and Mercia in London and Sheffield. 

In addition to the educational benefits, the paper highlights the economic saving to the Government of these reforms. Each young person who doesn’t become NEET on leaving school would result in a government saving of c.£10,000 (in reduced benefits and additional tax paid). 

Johnathan Slater said: “We cannot accept that poverty should determine a child’s educational fate. The current system disincentivises schools from focusing on the pupils who need help the most. It’s time to change that.This is not just a policy challenge—it’s a moral imperative.

“With the right strategy, we can give every child the education they deserve.” 

Dr Dan Honig (UCL Political Science) said: “I’m delighted to see the publication of this important report from Jonathan Slater. Too often, those most effective in serving England’s neediest students have had to battle Whitehall rather than be supported by it. Empowering teachers, school leaders, and communities to innovate will unlock the talent and energy of the many mission-driven public servants in our education system.

“Few are better placed than Jonathan, drawing on his long and distinguished service at the DfE, to have led this effort, and I hope, to help drive the practical reform work that must follow.” 

Professor Lindsey MacMillan (UCL Social Research Institute) said: “While evidence has consistently shown that disadvantaged pupils enter school already behind their more affluent peers, and these gaps widen throughout their schooling, these education gaps remain stubbornly fixed.

“Encouraging innovation from educators in this space with a place-based approach and scope to adapt through test, learn, and grow can help to inform what works to ensure improved life chances for the most disadvantaged pupils.” 

Recommendations from the report 

Slater recommends that the Department for Education should trial these recommendations in select areas: 

• Innovation would be actively encouraged through 'test, learn and grow' methodology 
• A new accountability system should be put in place to promote collaboration and innovation, with Ofsted inspections (other than for safeguarding) and DfE intervention replaced by a robust evaluation framework, supported by real time data, together with national leadership from highly credible education leaders. 
• New measurements for improved outcomes: in addition to higher pass rates for English and Maths, a reduction in the number of FSM NEETs should be considered as an outcome 
• Schools and Multi Academy Trusts would collaborate across traditional boundaries, working with local authorities, health services, and community partners 
• Provide seed funding and practical support to schools and MATs, with costs offset by reductions in NEET numbers. 

Links 

• Read: Stop failing poor children: a new plan 
• UCL Policy Lab 
• Dr Dan Honig’s academic profile 
• UCL Political Science 
• Professor Lindsey Macmillan 
• UCL Social Research Institute 
• UCL Institute of Education 
• Jonathan Slater’s government profile 

Image 

• Credit:DGLimages 

Media contact  

James Baggaley

E: j.baggaley@ucl.ac.uk

Sophie Hunter   

E: sophie.hunter@ucl.ac.uk  

T: +44 (0)20 7504 4194