The latest EPI annual report has found that disadvantaged pupils in England have fallen even further behind their peers since the Covid pandemic. By the time these children sit their GCSEs at the age of 16, they are now more than 19 months behind their peers. It’s clear the new Labour government will need to respond to these alarming findings. But how?
Having worked as a DfE adviser, I know only too well the dangers of institutional amnesia, of the tendency for ministers and senior civil servants to dismiss past initiatives or programmes because the future demands fresh, new thinking. But to borrow a phrase Lord David Blunkett used extensively when he was secretary of state for education in the 1997-2001 Labour government, “what matters is what works”.
Our current situation as a nation mirrors the challenges faced by London’s schools in the late 1990s. By 1997, the poor performance of these schools was well documented, with only 16 per cent of students gaining five GCSEs at grades A to C. Significant achievement gaps among different ethnic groups exacerbated the issue.
In response, the London Challenge was launched in 2003 by then-education secretary Estelle Morris, with Sir Tim Brighouse as its first chief adviser. Initially conceived as a five-year project with dedicated funding, its moral imperative was simple yet powerful: to ensure every young person in London received a good or better education.
A minister was appointed with specific responsible for London schools, and a committed team of officials was assembled in the DfE. Tim Brighouse’s credibility and respect were crucial in garnering the support of local authorities, schools and teachers, ensuring the project was collaborative rather than top-down.
Key components of the London Challenge included a strong focus on improving school leadership and the quality of teaching and learning. This was achieved through leadership training programmes for existing and aspiring leaders, and professional development for teachers.
The current ministerial team should look again at the London Challenge model
Detailed data analysis was employed to assess the performance of individual subject departments and students from different ethnic groups, leading to the creation of ‘families’ of schools with common characteristics. This approach eliminated any excuses for underperformance by highlighting comparable schools that were achieving success.
A team of experienced advisers supported schools, tailoring assistance to each school’s needs and adjusting as those needs evolved. The language of the project was positive, with underperforming schools referred to as those most in need, and the support programme for them termed ‘keys to success’.
By 2005, London schools were performing above the national average, a trend that only continued. In 2010, Ofsted recognised London for having the highest proportion of ‘good’ and ‘outstanding’ schools in England.
Given the undoubted success of the London Challenge, the current ministerial team should look again at the Challenge model to see if and how it could be replicated in priority areas across England to tackle the widening educational gap exacerbated by the pandemic.
The key ingredients—focused leadership, robust data analysis, tailored support and a positive, collaborative approach— will be essential. Additionally, a strong commitment to challenging poor performance and making tough decisions when necessary will be crucial to ensure success.
We know how to provide our nation’s disadvantaged pupils with the quality education they deserve. So let’s not waste time re-inventing the wheel.
