Educational Attainment: Boys

Lord Farmer Excerpts

Thursday 30th March 2017 Grand Committee

[Lord Farmer (Con)]

My Lords, I too thank my noble friend Lord Lingfield for raising this important issue. As he and the noble Baroness, Lady Morris, said, it is a complex subject, to which it is hard to do justice in one hour, so I will focus on the lack of male role models, which is a significant factor in boys’ underachievement. To set this in a broader context, UK studies show that only one-fifth of the variability in pupils’ achievement can be attributed to school quality; the remaining four-fifths is attributable to pupil-level factors. The influence of family background accounts for half of that four-fifths. To put it plainly, 40% of variability in pupils’ achievement has absolutely nothing to do with the school or the neighbourhood.

Here I disagree with the noble Baroness, Lady Morris. Poverty is an inadequate explanation. Attainment among pupils on free school meals from Bangladeshi, black African and Chinese backgrounds has improved by more than 20% over the last 10 years, while poor white pupils do worst in their GCSEs among all the main ethnic groups and have seen no such uplift. Boys do especially badly: less than a quarter of boys on free school meals achieve five good GCSEs, compared with just under a third of girls.

The right honourable Member for Birkenhead, Frank Field, said:

“Raising the aspirations and results of white working-class boys would do more than anything to cut the supply route to Britain’s burgeoning underclass”.


Joseph Rowntree Foundation research shows that raising aspirations requires working with parents, yet a 2011 Ofsted survey of 37 secondary schools found that none of the schools was focusing specifically on drawing in the families of white British students. One high-attaining inner-city secondary school was working effectively with groups such as black Caribbean boys and Somali girls but had not attempted similar work with its lowest-attaining group: white British students eligible for free school meals. It is a fairly small survey, which highlighted only one otherwise successful school, but it is telling none the less.

Over 3 three million children are growing up in lone-parent households, about a million of whom have no meaningful contact with their fathers. Rates of lone parenthood are far higher among poor white and black groups than among Chinese, Indian and Bangladeshi populations. Research clearly shows that family breakdown is a risk factor for educational underattainment. Can the Minister explain how we are supporting families to prevent family breakdown? I draw the attention of noble Lords to my entry in the register of interests in quoting from the Centre for Social Justice’s 2013 report, Requires Improvement. In it, Sir Robin Bosher, director of primary education at the Harris Federation of academies, emphasises that 25 years as a head teacher has taught him that,

“society must not underestimate the impact of family breakdown and the colossal effect a parent leaving home has on children”.

John d’Abbro OBE, who heads the outstanding-rated New Rush Hall School, argues that underlying almost all the exclusions that he sees is the issue of family breakdown. Boys are three times more likely to be excluded than girls, and many of the boys whom d’Abbro sees excluded grew up without fathers. A lack of discipline at home means that boys will test boundaries to the limit and beyond at school. US and UK research shows that, even if he is not spending a lot of time doing things with his son, a father’s presence is still a protective factor. We should not underestimate how hard it is for even the most dedicated single mothers to compensate for the psychological impact of a boy’s father not being there to encourage him, pull him up when necessary and show him love and care. The father gives a boy more reason to try harder, push himself and overcome: all vital for doing well at school, as is a father’s modelling of being able to provide for one’s family by linking effort and reward.

There are micro-communities in our country where three-quarters of households with children have no father living in the house. Male teachers are, therefore, even more vital in these local schools, as was highlighted by the noble Lord, Lord Lingfield. In 2012, however, one in four English primary schools had no full-time qualified male teacher and 80% of state-educated boys were in primary schools with three or fewer full-time qualified male teachers. In one low-income area—Lewisham, in London, which has well over twice the national average of lone-parent families—one-third of primary schools had no qualified full-time male teachers. Can the Minister update us on the number of male teachers today and tell us what is being done to increase their prevalence, especially where lone-parenthood rates are high?

Keeping fathers involved, even if they are separate from mothers, is vital. We have to start early: the last Labour Government passed legislation to ensure that all fathers’ names are on birth certificates in all but the most exceptional circumstances. This part of the Welfare Reform Act 2009 should be brought into force. Will the Minister inform us what is currently being done to improve the rates of active fatherhood?