An independent inquiry has concluded that England's education system is not set up to serve white working-class children and families. The Independent Inquiry into White Working-Class Educational Outcomes found that once-in-a-generation changes are needed to address why these children are the lowest-performing large demographic in the school system.
GCSE Performance Gap
Based on statistics for white students receiving free school meals, a standard metric for deprivation, the inquiry found that in 2025 only 36% of this cohort achieved a grade 4 or above in English and maths GCSE. This compares with an average of 72% for all pupils who did not receive free school meals. The report highlighted that white working-class children were about half as likely as their less disadvantaged peers to attain these qualifications.
Government Response
Education Secretary Bridget Phillipson welcomed the report as a really important piece of work. She told BBC Radio 4's Today programme that school attendance is a significant issue and that children often arrive at school not ready to learn. She noted that the Department for Education's schools white paper in February also focused on this matter. Phillipson emphasised that solutions involve not just schools but also support beyond the school gate, as family background is a huge driver of outcomes.
Inquiry Recommendations
The inquiry, co-chaired by former Labour education secretary Estelle Morris and Hamid Patel, chief executive of Star Academies, which commissioned the report, made several recommendations. These include an increased focus on reading for white working-class children at primary schools, expansion of apprenticeships, free local public transport for young people up to age 21 to access education and training, and expanding the government's 30 hours of free childcare offer to all disadvantaged families. The study also called for more early-years support, improved mental health support, and restrictions on smartphone use in schools.
Broader Context
Phillipson told Times Radio that class is a huge driver of outcomes in society. She stated that children born into less well-off families are more likely to arrive at school behind their more affluent peers and do not close the gap during their school years. The inquiry, based on interviews with thousands of young people, their parents, and hundreds of teachers, concluded that the issues cannot be explained away by low aspiration or lack of effort.
