Educational Performance: Boys

Siobhain McDonagh Excerpts

Tuesday 6th September 2016 Westminster Hall

[Siobhain McDonagh (Mitcham and Morden) (Lab)]

I apologise for being brusque. I would like to challenge the assertion made by the hon. Member for Lincoln (Karl MᶜCartney) that educational attainment is about gender: it is about social class and it is about the white working-class social class.

To quote the educational warrior Sir Michael Wilshaw from a speech in 2013 on his report “Unseen children: educational access and achievement 20 years on”:

“Let me emphasise, this is not a gender issue. Poor, low-income White British girls do very badly. So we should stop talking about ‘white working class boys’ as if they are the only challenge.”

Indeed, while boys receiving free school meals are consistently in the lowest-performing overall group at GCSE level, white girls receiving free school meals are consistently the next lowest-achieving group of girls. The attainment gap between children receiving free school meals and those who are not is evident even before a child reaches the age of four. The pattern continues throughout a child’s life. Only 32% of white working-class British students receiving free school meals achieved the GCSE benchmark last year. That is compared with 44% of mixed race students, 59% of Bangladeshi students, 42% of black Caribbean students and 47% of Pakistani students—all receiving free school meals. This is because the educational attainment of white working-class students of both genders has improved much more slowly than that of almost any other ethnic group over the past 10 years.

Optimistically, there is a world of difference between the performance of white working-class students in inadequate and in outstanding schools. What works for all, works even more with working-class students. I will just take the Harris Academies in south London. Last year, about 56% of white British students nationwide secured five A* to C GCSEs including English and maths, but at Harris Academy Greenwich 60% of white British students secured those grades. Just five years ago, the school was under special measures—not now. Under the excellent leadership of a strong principal, George McMillan, the school has undertaken an unimaginable transformation. Harris Academy Falconwood, just a mile away, has a staggering 73% of white British students securing those grades. Yet again, the rate of success at that school is incredible. In 2008 only 17% of its students achieved those grades, but under the leadership of the female principal Terrie Askew, the school is now judged “outstanding” by Ofsted.

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

In the time allowed, my hon. Friend will probably not be able to go into what is making the difference at those academies, but if she is able to, I would really appreciate it.

[Siobhain McDonagh]

It is about doing more of what we know works for everybody else: more extra lessons, more tutorship and more assistance.

The two schools are very different and the gender of the head makes no difference; they are both excellent heads achieving excellent results for the white British, and therefore all other, students. It is about social class, and the sooner we recognise that and stand up and do something about it, the sooner we will make it better for everyone.