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White working-class children are being let down by England's education system, inquiry says

White working-class children are being let down by England's education system, inquiry says

A major inquiry says white working-class children need more support in school and at home to improve outcomes.

Three-quarter front view of group of students wearing uniforms, sitting side by side at desks, and listening to off-camera teacher.

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Published: June 29, 2026 at 2:42 PM

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England's education system is "not set up to serve white working-class children and families", according to a major independent inquiry that is calling for wide-ranging changes to improve children's outcomes.

The report, backed by the Department for Education (DfE), found that white working-class pupils continue to be the lowest-performing large demographic in England's schools. It says improving outcomes will require support that extends beyond the classroom, including better early years provision, family support and improved access to education and training.

Education Secretary Bridget Phillipson welcomed the findings, describing the inquiry as "a really important piece of work".

What did the inquiry find?

The Independent Inquiry into White Working-Class Educational Outcomes concluded that "once-in-a-generation" reforms are needed to tackle long-standing inequalities.

The inquiry, commissioned by academy trust Star Academies and co-chaired by former Labour education secretary Estelle Morris and Star Academies chief executive Hamid Patel, drew on interviews with thousands of young people and parents, alongside hundreds of teachers.

The report has five key takeaways:

The education system is not set up to serve white working class children and families.
White working class communities and the education system are misaligned in how they define success and the purpose of education.
White working class families have a poorer experience of the school system than their peers.
Transitions are key pressure points where gaps widen and engagement declines for white working class young people.
White working class educational outcomes are shaped by both the education system, and wider community and economic conditions.

According to the report, schools cannot solve the issue on their own.

Using free school meal eligibility as a measure of disadvantage, the inquiry found that in 2025, just 36% of white pupils receiving free school meals achieved a grade 4 or above in both English and maths GCSEs. By comparison, 72% of pupils not receiving free school meals reached the same standard.

The report also says the challenges "cannot be explained away by low aspiration or lack of effort".

Why are children falling behind?

Speaking to BBC Radio 4's Today programme, Bridget Phillipson said many children begin school already behind where they should be.

She said: "The report is also clear, and the evidence is also clear, that children arrive at school not ready to learn, having not achieved the levels that they should.

"They're already behind, they stay behind, and they don't catch up in the way that they should during their time at school, which is why I've expanded early years education in such a big way."

The education secretary added that improving children's outcomes requires support beyond school.

The solutions involved not just schools, but beyond the school gate, because so much of what a child is able to achieve in their life comes down to the support their family have.

Bridget Phillipson, Education Secretary

Phillipson also told Times Radio: "We know that children born into less well-off families are more likely to arrive at school further behind their more affluent peers. We know they don't make progress across school in closing that gap, and we know they're more likely at the end of school to go into being not in education, employment, or training."

What changes does the report recommend?

The inquiry makes several recommendations aimed at supporting disadvantaged children and young people throughout their education.

A greater focus on reading during primary school.
Expanded apprenticeships and vocational opportunities.
Free local public transport for young people up to the age of 21 to help them access education, training and work.
Extending the government's 30 hours of free childcare to include all disadvantaged families, not only those where parents are in work.
More investment in early years support.
Improved access to children's mental health services.
Restrictions on smartphone use in schools.

What happens next?

The findings are expected to inform ongoing discussions about education policy, with the government already highlighting disadvantage and school readiness as priorities in its schools white paper published earlier this year.

The inquiry argues that while schools have an important role to play, lasting improvements will depend on coordinated support for children and families from the early years onwards.

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