Schools work really hard to provide enriching experiences for their pupils, from trips and clubs to leavers’ celebrations. However, parents and children have told us through our UK Cost of the School Day project that fun activities at school often have hidden and unrecognised costs. This can mean children from low-income families miss out.
Just over a third (34%) of people on universal credit who are subject to the benefit cap – which the Government claims incentivises work – are assessed by the DWP as not required to look for a job because they are caring for very young children, new FOI data for Child Poverty Action Group (CPAG) shows. A further 18% are already in work but don’t earn enough to reach the threshold for the cap to be lifted.
Data we obtained via a freedom of information request reveals that a third (34 per cent) of people subject to the benefit cap, which the government claims is a work incentive, are not expected to seek employment because their circumstances prevent them from working. Rather than being a work incentive, it is pushing children deeper into poverty.
Just launched this week, the Cost of the School Day Ideas Bank showcases what school communities around Scotland are doing to reduce costs and make sure everyone can fully take part in their school day.
Several government ministers have churned out a line about work being the best route out of poverty, but does it hold any truth? The evidence submitted to the All-Party Parliamentary Group (APPG) on Poverty for its report suggests that this is far from the case.
At a time of sharply increasing costs and stretched family budgets, ensuring that children have all they need to take part in school is another worry for families. The guide will help schools consider how they’re already supporting families and how they can make small changes to policies, practices and communications to help families through times of economic difficulty.
A short Cost of the School Day briefing setting out what we’ve heard about school uniform from learners, families and their schools and what we think is important for stakeholders to bear in mind when responding to the current Scottish Government consultation on statutory national uniform policy guidance.
'Educational inequalities cannot be solved by the education system alone.’ The concluding words of the latest IFS Deaton Review report into inequalities in education came as absolutely no surprise to us here at CPAG, and no doubt to those working on the frontline within our education system either. Despite decades of initiatives, strategies and hard work being undertaken by schools, the disadvantage gap has been stubbornly persistent over the past 20 years. It’s yet more evidence that the work of our schools is being held back by the levels of poverty children are facing.