I beg to move,
That this House has considered the effect of early years education on equality of attainment.
It is a pleasure to serve under your chairship, Sir Charles.
I represent one of the poorest communities and constituencies in the country. I take no pleasure in that fact. Sometimes, and especially on the left, it feels like we play poverty Top Trumps and fetishise life in poorer communities. I do not. I grew up in a low-income, lone-parent family and watched my mum work long hours during the day and study at night so that my sister and I could have a better life. Life in poverty is hard, cold and scary. The people in communities such as mine are brilliant, but the circumstances in which many are compelled to live are not.
The one thing that people know about living in poverty is that they are never going back to it, and that experience brought me to this place. As a young person, I wondered why my family seemed to work so hard but had so little help. As I got older and it became clear that my future would be different, I resolved to use my improved life chances and opportunities to stand up for families who are struggling like mine did.
Education is the great leveller. Available universally, it offers everyone the chance to acquire the skills, knowledge and qualifications to change their lives. When it works well, it is transformational. When it does not, it entrenches the inequalities that we seek to tackle. I still see that too often in my community, and the most patent inequality is between rich and poor—those who have, and those who have not. The gap between people from wealthy families and those from poor families has been too large for too long, with significant implications for the adult lives of those who miss out, because qualifications so often determine income, opportunities and social mobility.
We know that education has the greatest impact and is the greatest leveller when it takes place early in the life course, which is the subject of the debate. In early years education, for children until the age of five, it is about trying to address lifelong inequalities before they arise and breaking the cycle of poverty. After that, we are just firefighting; it is still important, but we are playing catch-up. It is important that we take opportunities such as this to critique the Government’s early years policies, because they are supposed to be making a difference right now.
With an ever-changing UK labour market, the consequences for young people not starting on the right path are as dramatic as they have ever been, if not more so. I will borrow slightly from the hon. Member for Mansfield (Ben Bradley) by talking a little about white working-class boys, as we did the week before last, when he and the Minister were both here. That cannot be spoken about too much and is not spoken about enough. In my community, the group that struggles the hardest is white working-class boys.
I have given the figures before in the main Chamber, but they bear repeating. In Nottingham, our primary education has come so far on such a rapid journey, and I am proud that we have broadly reached the national average for key stage 2 outcomes. That is not the best or only measure, but it is a significant one. But that success masks significant inequalities between boys and girls, because 70% of girls reach that expected standard for reading, writing and maths combined, while the same is true for only 59% of boys. In different primaries in my constituency, 76% of girls meet the expected standard but only 35% of boys, or 79% and 40%, or 92% and 50%. Of the 29 primary schools in my constituency for which I have data, boys have worse outcomes in 26 of them, and in 17 schools the attainment gap is over 10%. The differences are greatest in the poorest and least diverse communities.
That is a significant challenge that is replicated across the country. White British children who are eligible for free school meals are consistently the lowest performing group. In 2015, only 595 white British boys who were eligible for free school meals achieved level 4 or better in reading, writing and maths—21 percentage points behind the national average. Furthermore, only one in four white British boys eligible for free school meals will achieve five GCSEs at A* to C, whereas the national average is almost 60%. This is a story in which groups of children—always the poorest, often the boys and particularly white British boys—start behind, and that gap grows.
There are many factors in creating that gap, including stereotyping and bias at home or even within education, stress at home, and parents’ negative views towards education, which can damage young people’s potential and aspirations. I have been a chair of school governors in my community for a decade, and I frequently see the parental attitude to education reflected in the child’s. The parents did not enjoy their time at school and they pass that on to their children in a sort of self-defeat, not daring to live a full life because of the disappointments of the past.
Our two brilliant universities, the University of Nottingham and Nottingham Trent University, provide great outreach programmes—I suspect they include Mansfield—for which they visit schools. I have observed those lessons, and the kids come out bursting with ideas. Although university is not the be-all and end-all, it is not something that happens to many people in my community. In many cases, kids who go home and say, “I’m going to go to university,” will hear the answer, “No, you’re not.” That is extraordinary and we have to overcome it, because those experiences can lead to poor mental health and emotional wellbeing in children and perpetuate a lack of engagement in education. That is cyclical.
Our schools do what they can to bridge the attainment gap. I chair the school governors at Rosslyn Park Primary School, which is the most challenged school in the city and the region by income deprivation affecting children index score. Before even getting a textbook out or writing on the whiteboard, teachers are learning about the social and emotional aspects of learning and pastoral care—never mind high-level safeguarding work with the local authority—and they do incredible things just to get the children ready to learn. That work has its roots in the ages between nought and five, because we find that when children come to school for the first time, too many are still in nappies or unable to form basic words, with 0% at the combined level of expected development, leaving an awful lot for a school to do. Schools are at the heart of the debate, but they cannot wave a magic wand to overcome those obstacles.