Under-achievement – Politics in Havering

[Nationally] 25.2% of disadvantaged pupils and 52.4% of all other pupils got a grade 5 or above [in GCSE English and Maths]¹

Drapers’ Academy should be experts in educating disadvantaged students. In 2024 they entered 89 disadvantaged students for GCSE. They have a critical mass enabling the school to pivot teaching to their needs. Achieving Gold Standard GCSEs, which are Grade 5+ for English and Maths, for the disadvantaged demands robust strategies. Poverty doesn’t cause the under-achievement of disadvantaged children but there’s a correlation.²

Drapers’, in 2024, beat the national average. Their disadvantaged students achieved 28.1% Gold Standard.

Drapers’ Academy is managed by Queen Mary University, London. A university management trust should utilise their research expertise with GCSE results. They’re a diagnostic tool for research. Once data is analysed they can recommend the best strategies for improving outcomes.

St Edward’s Academy, Romford³actively research the achievement of the disadvantaged. (see Addendum two) In 2024 they achieved significantly superior⁴ results to Drapers’. If replicated at Drapers’, seven extra Gold Standard successes would have occurred.

The government’s 2024 Pupil Premium payment for Year 11 at Drapers’ was a minimum of £93,450.⁵ Did that £93K raise standards? Drapers’ are committed to Bronfenbrenner’s Ecological Model of Child Development.⁶ GCSE results in 2024 didn’t endorse its insights.

Drapers’ had 89 students facing significant challenges in 2024. They have huge amounts of Pupil Premium funding, an academic management team and a desire to succeed. If St Edward’s can do it why not Drapers’?

Addendum One: Drapers’ Academy, Chair of Governors

Oliver Everett is a Liveryman of the Drapers’ Company. He is a farmer and a consultant specialising in the link between the private sector and government, working extensively in Africa. Outside work, he is an Entrepreneur Mentor in Residence at London Business School.

Addendum Two: St Edward’s and their access to research

Having Unity Research School as part of Unity Schools Partnership means that Unity’s schools have instant access to evidence-based information which they can use in the classroom to improve outcomes for pupils, particularly those from disadvantaged backgrounds. In an age of over-whelming amounts of pseudo-evidence, Unity Research School provides a solid and trustworthy source of information, proven to work in school settings and can help each school apply the evidence so that it is relevant to their setting and pupils’ needs.⁷

Notes

1 Attainment at age 16 – Social Mobility Commission State of the Nation – GOV.UK

2 https://dictionary.cambridge.org/dictionary/english/correlation

3 Results by pupil characteristics – St Edward’s Church of England Academy – Compare school and college performance data in England – GOV.UK They aren’t a privileged school. 36% of their students in 2024 were disadvantaged. Coopers Coburn had 5% disadvantaged students who achieved three Gold Standard passes.

4 Seven doesn’t look much but it is 28.5 percentage points greater.

5 The 89 students would have generated several hundred thousand pounds of Pupil Premium funding over their five years at the school

6 Pupil Premium – Drapers’ Academy

7 Unity Research School | Unity Schools Partnership

‘Closing the attainment gap between disadvantaged children and their peers is the greatest challenge facing English schools. The gap is stubborn because its causes are entrenched and complex, and most lie beyond the control of schools and educators. However, it is clear that schools can make a difference.¹

Havering and Redbridge have 18 secondary schools each. Redbridge’s disadvantaged students do markedly better than those in Havering (see Addendum).

Schools receive additional funding through the Pupil Premium (PP) to try to alleviate the challenges disadvantaged students face. PP funding is a flat rate for eligible students.

Marshalls Park, Havering, PP £232,245

The most recent examination results were published in 2019. The academy said their students achieved “…amazing results, some of the best the school has ever had.” Their disadvantaged students achieved a catastrophic success rate of 18% at GCSE grade 5+ English and Mathematics.

Chadwell Heath, Redbridge, PP £241,230

They said, “This year [2019] our pupils have produced our best ever set of examination results.” Their disadvantaged students achieved 44% grade 5+ English and Mathematics. Chadwell Heath really has ‘Levelled-up’ giving their students a platform for ‘A’ levels post-16.

Discussion

The introductory quote neatly summarises the challenges presented by disadvantaged students. Marshalls Park focuses on, “The [attainment] gap is stubborn because its causes are entrenched and complex, and most lie beyond the control of schools and educators.” In brief, school leaders work on the theory that the attainment gap is intractable, whereas Chadwell Heath has taken heart from, “However, it is clear that schools can make a difference,” and plan accordingly.

These two sentences sum up senior management responses. Schools which undervalue disadvantaged students hamper their achievement. This is revealed in the GCSE results for the two schools. Disadvantaged students are challenging but PP funding aids skillful management offering an empathetic response. It’s clear that schools that meet the challenge are rewarded with higher achievement for every student.⁴

Addendum