People working in schools witness the impact of poverty on children and families on a daily basis, and the scale and severity of the problem mean schools are reeling up against it. To understand exactly how child poverty affects the whole school system in England, the Education Anti-Poverty Coalition, convened by Child Poverty Action Group, has conducted a first-of-its-kind survey of professionals working in every role in schools in England.
'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.
From breakfast clubs to sports activities, before- and after-school provision benefits children and their families hugely. These clubs and activities help children engage with learning and feel fulfilled at school, and they help parents financially by allowing them to work or take up more hours. Unfortunately, many families don’t get to benefit from these clubs, either because they’re too expensive or because they’re not available.
1 in 3 school-age children in England living in poverty (800,000) miss out on free school meals despite cost of living struggles of families. The main causes are restrictive eligibility criteria and lack of universal provision.
A poll by Parentkind and Child Poverty Action Group sought to understand parents’ and carers’ views on extending the school day and in particular what approaches they would like to see implemented for their children during the pandemic recovery period.
The term ‘extended schools’ refers to services delivered by schools that go beyond the core function of the classroom education of children within the normal school day.
To understand how the Covid-19 pandemic has impacted children’s experience of learning, we conducted some research through surveys and interviews. We gathered the experiences of 3,600 parents and carers, along with 1,300 children and young people, with an emphasis on the experiences of low-income households. We found that the cost burdens of school closures have fallen most heavily on families already living on a low income.