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The document sets priorities for actions across every school, alongside local and national services, and highlights the continuing link between family income and achievement.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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the Link document is intended as the first in a series, each of which will go into more detail on narrowing gaps in outcomes for specific groups, and the implications for different services and delivery partners – covering the Department’s wider agenda for children and families.  \n1  \nBREAKING THE LINK  \nbetween disadvantage and low attainment EVERYONE’S BUSINESS  \nContents  \n1. Foreword by Secretary of State 2  \n2. The evidence 4  \nSchool standards in England have been transformed over recent years 4  \nMore young people than ever are achieving good exam results 5  \nAttainment has risen in every local authority, and the most deprived areas have made the biggest gains 7  \nThe schools serving the most deprived pupils have made the most progress 8  \nUnderperforming minority ethnic groups have made above average progress 10  \nDisadvantaged pupils have made big gains, but there is still a strong link between disadvantage and achievement 11  \nDisadvantaged pupils fall behind from the early years 15  \n3. Why disadvantaged pupils progress less well at school 17  \nEarly years and the home 17  \nIn the classroom 18  \nTeachers 19  \nBehaviour 20  \nOutside influences 20  \nWider opportunities 21  \nLinks to SEN and other additional needs 22  \nSymptoms, issues and responses 23  \n4. Breaking the link in every school 24  \nWe must continue addressing disadvantage where it is concentrated in particular areas and schools 24  \nBut disadvantaged pupils are not only found in disadvantaged schools 25  \nThe relative gap in performance between FSM and non-FSM children is greatest in the least deprived schools 27  \nSo we need a strategy for gap-narrowing that works in every school 28  \n5. Breaking the link – a priority for national, local and school action 31  \n6. Annex: Note on proxy indicators of deprivation 39  \n2  \n1. Foreword by the Secretary of State  \nEvery child should be able to succeed, to leave primary school secure in the basics, to get the skills and qualifications they need, and to go on to further education and a good job. All children deserve this kind of good start in life, regardless of where they live, where they go to school, or their family background.  \nThis is the mission shared by hundreds of thousands of school leaders, teachers and other staff in tens of thousands of schools across the country: to raise achievement for all pupils, and to break the historic link between disadvantage and low educational attainment.  \nOver the past ten years, backed by sustained investment, the schools system has been transformed. Teaching has never been a more attractive or higher status profession. School facilities have never been better. Young people have never had such an exciting range of opportunities, and results have never been higher. This is a massive credit to the professionalism of all those who work in education.  \nAt the same time that standards have risen across the board, the most deprived areas and the most deprived schools have made the most progress. Yet there is still far too strong a link between family income and achievement at school. The proportion of children entitled to free school meals – roughly the poorest 15% – who get 5 or more good GCSEs including English and maths has gone up from under 15% in 2002 to 23.5% in 2008, and they are narrowing the gap with other pupils at both primary and secondary school. But they are still less than half as likely to get these good GCSE grades as children who are not entitled to free school meals.  \nThe highest performing maintained schools, serving some of the most deprived areas, have gone even further: they have broken the link between poverty and attainment for their pupils. Now the challenge is to break the link for all pupils, whether they are in a school or an area with concentrated deprivation, or as most of them are, in more average schools spread out across the country.  \nBreaking ","cbCaiamMx2swICJs","https://ap.wps.com/l/cbCaiamMx2swICJs","pdf",2494567,42,"English","# Foreword by the Secretary of State\n## Mission and rationale\n# The evidence\n## School standards in England\n## GCSE attainment and deprivation patterns\n## Progress by disadvantaged groups\n# Why disadvantaged pupils progress less well at school\n## Early years and the home\n## In the classroom and teachers\n## Behaviour, influences, and opportunities\n## Links to SEN and additional needs\n# Breaking the link in every school\n## Addressing concentrated disadvantage\n## Strategy for gap narrowing across all schools\n# Breaking the link – a priority for national, local and school action\n# Annex: Note on proxy indicators of deprivation","[{\"question\":\"What is the main goal of Breaking the Link between disadvantage and low attainment?\",\"answer\":\"To secure improved educational progress for disadvantaged pupils and break the historical link between disadvantage and low educational attainment.\"},{\"question\":\"What evidence does the document cite about school standards in England?\",\"answer\":\"It states that standards have transformed over the past decade, with sustained investment and rising attainment, including strong performance in GCSE results and independent international evidence such as TIMSS 2007.\"},{\"question\":\"Why do disadvantaged pupils progress less well at school, according to the document?\",\"answer\":\"It highlights factors across early years and the home, classroom and teaching, behaviour and outside influences, wider opportunities, and links to SEN and other additional needs, with symptoms, issues, and responses discussed.\"}]","Breaking the Link between Disadvantage and Low Attainment - Everyone’s Business | PDF",1789465114,106]