Research School Network: Halving the disadvantage gap – the new schools’ white paper This week saw the publication of ​“Every Child Achieving and Thriving”, the government’s schools’ ​‘white paper’.

This week saw the publication of ​“Every Child Achieving and Thriving”, the government’s long-awaited schools’ ​‘white paper’. While many of the headlines have rightly focused on the sections related to pupils with SEND, it may have been missed that it also contains a significant commitment to narrowing the disadvantage gap, namely that:

What is the ​‘disadvantage gap’?

Children from less well-off backgrounds start school already behind their classmates, and gaps in their attainment widen further through primary and secondary school.The graphic below (Education Policy Institute, 2025) shows the national disadvantage gap in months at Early Years, Key Stage 2, and the end of Key Stage 4.

The knock-on effect of this gap is significant: it means that our economy is missing out on huge potential. But most importantly it is potentially devastating for individuals, as doors close to many of their preferred career paths. The graph below shows the extent of the challenge, with far fewer pupils from disadvantaged backgrounds achieving well in GCSE maths and English.

Place matters

Even more concerning are the regional disparities seen in the disadvantage gap. These mean, for example, that there is almost a 36 percentage point gap between the proportion of pupils eligible for free school meals achieving a strong pass in English and maths in East Ham (London) compared to Blackpool North and Fleetwood (Sutton Trust, 2025).

In the Research Schools Network, we have long-believed in a place-based approach to supporting schools. It’s why our network exists, with each Research School having a true understanding of the impact of disadvantage in their setting and region through their day-to-day work. This is particularly important in areas of high disadvantage such as Blackpool. Unique place-based challenges require unique place-based solutions to improving opportunities for children and young people – there is no ​‘one-size-fits-all’ approach, with poorly identified challenges often leading to poorly identified activity.

For this reason, we welcome the white paper’s announcement of a new place-focused mission – Mission Coastal – to ​“transform outcomes for children and young people locally and provide a blueprint for national change”. This includes ​“test[ing] a new model of bringing together schools with similar needs, and local community leaders to innovate together and tackle entrenched challenges in these areas”. While details are thin currently, the promise to review disadvantage funding to schools to reflect different lengths and depths of disadvantage that children may be experiencing is also encouraging.

Teaching matters

We also welcome the focus in the white paper on improving the quality of teaching through ​“a new and improved Teacher Training Entitlement, to ensure that every teacher and leader can access high-quality professional development”, as we know that the biggest lever for improving student outcomes, especially for disadvantaged pupils, is high-quality teaching alongside targeted academic support and wider strategies such as attendance or behaviour intervention (EEF, 2021). The quality of teaching has a disproportionate impact on pupils from disadvantaged backgrounds, and this is where our sharp focus must be maintained.

Our core mission as a Research School is aligned with that of the Education Endowment Foundation: we are dedicated to breaking the link between family income and educational achievement. As such, the commitment of ​‘Every Child Achieving and Thriving’ to halving the disadvantage gap is one which we welcome. It remains to be seen precisely what the implications of the new white paper will be for schools, and what the commitment to narrowing the gap will look like in practice, but putting disadvantage at the heart of the conversation is a very welcome start.

References

Department for Education, 2026. Every Child Achieving and Thriving.

Education Endowment Foundation, 2021. Support for education professionals: 1. High quality teaching. Available at: https://educationendowmentfoundation.org.uk/support-for-schools/school-planning-support/1‑high-quality-teaching

Education Policy Institute, 2025. Annual report.

Sutton Trust, 2011. Improving the impact of teachers on pupil achievement in the UK.

Sutton Trust, 2025. The Opportunity Index.