Education, Skills, and Inequality in London by The Portal Trust

Education, Skills and Inequality in London

Professor Graeme Atherton Special Adviser on Education & Social Inequalities

Education, Skills and Inequality in London

Professor Graeme Atherton Special Adviser on Education & Social Inequalities

Disclaimer: Any views or opinions presented do not necessarily represent those of the Trust. The Trust accepts no liability for the content, or consequences of any actions taken on the basis of the information provided.

First published in the UK in 2024 by The Portal Trust. A catalogue record for this book is available from the British Library.

ISBN 978-1-7396318-3-3

Printed in England by Gavin Martin Colournet Ltd.

All rights reserved. No part of this publication may be reproduced or transmitted in any form or means, electronic or mechanical including photocopying, recording or by any information storage and retrieval system, without permission from the Publisher in writing.

The Portal Trust

31 Jewry Street, London EC3N 2EY

www.portaltrust.org twitter.com/Portal_Trust instagram.com/Portal_Trust

Foreword 6

Executive Summary 8

1 Introduction 15

Methodology 17

The educational landscape in London 18

3.1 The number of learners in London 18

3.2 Future number of school learners in London 18

3.3 Learning provision in London 19

3.4 The importance of education and skills in London 20

The demographics of learners in London 23

4.1 Pupils in schools 23

4.2 Free school meal eligibility and poverty 27

4.3 Pupils with special educational needs 29

Early years and primary education 32

5.1 Early years education 32

5.2 Early years development and socio-economic background 35

5.3 Primary level education 36

5.4 Performance over early years and primary 39

Infographic 42

Secondary education – achievement, progress and the workforce 44

6.1 How performance is measured in secondary school 44

6.2 London performance at secondary level 45

Achievement and progression at 16–19 49

7.1 London performance at 16–19 49

7.2 Disadvantaged students at 16–19 52

7.3 Young people not in education, employment or training (NEETs) 58

Skills, apprenticeships and lifelong learning 59

8.1 Learning for adults in London 59

8.2 Qualifications and adults in London 59

8.3 Participation and achievement for adult learners in London 61

8.4 Apprenticeships participation and achievement 65

Higher education 66

9.1 Higher education participation in London 66

9.2 Progression to higher education and socio-economic background 69

The wider London system 74

10.1 Suspensions and exclusions of pupils in London 74

10.2 Suspensions and FSM background 80

10.3 Teacher workforce in London 80

10.4 Social mobility 83

Education in London over the learner journey 85

Key issues facing the educational system in London 87

12.1 Progress in closing gaps in achievement and progression is slow 88

12.2 Lower performance of FSM young people in high performing areas 88

12.3 Performance at 16–19 88

12.4 High rates of school suspensions for certain groups and in some areas 89

12.5 The number of learners still not achieving their potential 89

An education strategy for London 90

Bibliography 96

Author biography 100

We’re delighted to present this timely new research report, undertaken by Professor Graeme Atherton, one of the Portal Trust’s Special Advisers, which offers a detailed analysis of educational inequalities across London. The findings reveal both encouraging progress and critical areas for improvement. Education plays a central role in London’s social and economic success, and with over 2 million learners and 3,000 providers, improving educational outcomes is essential to shaping the city’s future workforce.

While many students in London consistently outperform the national average, over 15,000 learners fall short of reaching this standard. A key concern is the ongoing achievement gap between students eligible for free school meals and their more advantaged peers. These disparities are most notable in A-Level performance and higher education participation, with some boroughs falling below the national average.

Our vision is for a capital city where every young person, regardless of their background, can achieve their full potential. This report highlights the urgent need for targeted interventions to address the educational inequalities that too often prevent young people from succeeding. We hope that the insights presented here will inspire action to level the playing field for all students across London.

This report also brings to light a concerning decline in apprenticeship participation and achievement rates, a trend that has worsened in recent years. London is a city of contradictions: while it has the most qualified workforce in the UK, more than half a million adults lack basic qualifications. We urge the Government, businesses, and charities to collaborate with the education sector to ensure every young Londoner can succeed.

The need for change is clear. This report identifies areas needing improvement and provides a strategic framework for achieving meaningful progress. Now, more than ever, educators, policymakers, and funders must work together to create a brighter, more equitable future for London’s youth.

Sophie Fernandes Chairman, The Portal Trust

Richard Foley Chief Executive, The Portal Trust

Executive Summary

1 Background

This report will examine the data available on the educational performance and progression of London learners from early years to adulthood. It provides the most comprehensive picture of which learners do well and who could do better across the city. The report focuses especially on how inequality manifests itself in the London education system and which groups are not faring as well as they should and in what areas.

The report is very timely coming soon after a Mayoral election and in the first months of a new Labour government. It includes a series of recommendations that are designed to address inequality in educational achievement and progression in London in this new political context.

This report is supported by the Portal Trust and produced by the new Ruskin Institute for Social Equity (RISE) which is part of the University of West London.

2 Key Findings

2.1 The size of the London education sector and its characteristics The London educational sector plays a significant part in the social and economic life of the city including over 2 million learners and 3,000 providers. London will require an increasingly qualified workforce in the future with nearly 70% of jobs requiring an undergraduate degree or higher by 2035.

– for example Asian Bangladeshi pupils constitute 62.8% of the school population in Tower Hamlets but 0.7% in Sutton. The number of pupils with an education, health and care has nearly doubled since 2015–16.

2.2 Early years and primary

At early years, all but nine local authority areas have a higher percentage of 5 year olds at a good level of development than the English average and all but one area are above the average for pupils eligible for free school meals (FSM). However, the best performing area for FSM pupils has over 30% more children achieving a good level of development than the lowest performing area.

At primary school level, only three local authority areas – Barking and Dagenham, Havering and Lewisham were below the national average for the percentage of pupils meeting the expected standard in the phonics screening check in year 1 in 2023. At the end of Key Stage 2 67.1% of children achieved the expected standard in reading, writing and maths in London in 2022–23 (higher than the England average of 60%), but only 54% of those are from FSM backgrounds. This means that nearly half of the children from FSM background leave primary school not achieving the expected standard here.

2.3 Secondary level

The performance and achievement at secondary level can be measured in different ways but across measures London’s performance is very strong. In terms of Attainment 8 score every local authority area produces better results than the national average. The gap between London and England for learners achieving GCSE English and Maths at Level 4 and above is only

5% but for learners from a FSM background it is 13%. There is also a near 30% difference between the highest performing area and lowest performing area in London in GCSE English and Maths at Level 4 and above.

2.4 16–19

Only five local authorities in London – Camden, Croydon, Newham, Sutton and Waltham Forest have an average A-Level result above the national average of a B-. All London areas are above the national average in terms of learners with a Level 3 qualification by 19, but two have less than 40% of their disadvantaged students with a Level 3 qualification. The gap in Level 3 qualifications by age 19 between disadvantaged and non-disadvantaged learners in London from 2004–05 to 2022–23 has only decreased by 2%.

2.5

Progression to higher education

London has by far the most young people going onto higher education of any region and has 48.8% of its learners from FSM backgrounds progressing to higher education which is nearly 20% more than the next highest region. However, the difference between local authority areas is very high here ranging from 66% in Westminster to 25.4% in Havering. In addition, the gap between HE participation for FSM and non FSM background learners has narrowed only 0.3% since 2005–06.

2.6 Skills, apprenticeships and lifelong learning

falling and this has accelerated in recent years in London declining by nearly 50% from 2018–19 to 2023–24 to 147,480 apprenticeship achievements.

2.7 Suspensions and exclusions of pupils in London

In 2022–23 there were 17,204 Black pupils being suspended which is 27% of all pupils suspended in London that year. Travellers of Irish Heritage young people have the highest suspension rate of all ethnic groups though at 17% (it is 4.5% for other white pupils). The suspension rate for pupils from FSM backgrounds in 2022–23 varies greatly by local authority area in London ranging from 19.88% in Bexley to 2.04% in the City of London. However, all local authorities are below the England average of 21.7%.

3 Recommendations: An educational strategy for London

The evidence presented in the report shows a complex, interconnected educational sector that is vital to the future of the city and its people. It demands the production of an educational strategy for London by regional policymakers that brings together providers and sectors strengthening the outcomes for learners. Such a strategy could act as an exemplar of the how devolution could work in the educational context in England under the new Labour government.

3.1 A collaborative infrastructure for education in London

The key strength that London has in educational terms is diversity. There is diversity in students, staff and providers. But this is also its biggest challenge in the complexity that presents. Any educational strategy would need to be one that providers could buy into and see value from. The biggest potential gain is the additional benefits from collaboration and coherence across and within sectors.

3.2 Produce an annual state of the city education report focused on inequality

Rich, granular data is being produced that has the potential to drive positive change. But it needs analysis and crucially dissemination so it can shape policy and practice via an annual report looking at progress year on year in addressing inequality across the learner journey in London.

3.3 Build support mechanisms for schools, local authorities and trusts across the different areas in London

Connecting is necessary not just vertically but horizontally. Areas working together in London can enable outcomes to be enhanced for all learners by mutual support, engagement and exchange.

3.4 Identification of where and how regional education policy and devolution could support education in London

The push to devolution under Labour needs to be shaped in ways that work for different areas and their learners. What that means in practice though needs to worked out especially when schooling is now characterised by networks of relatively autonomous providers since academisation and higher education has always had a relatively high level of autonomy. Working this out however means regional bodies innovating and constructing themselves models of devolved education that bring greater benefits to learners in their area.

3.5 Produce an educational guarantee for London learners with additional support for target learners

The collaborative structures described above recommended for London could be the basis for a shared understanding of what London learners need to receive in order to achieve and progress. This shared understanding could be developed by the Greater London Authority to form a London Guarantee, i.e. a commitment from the statutory and charitable sector to providing a given level of support across the educational journey for all learners, and an enhanced level of support for those from specific backgrounds impacted on by inequality.

3.6 Focus on reducing educational inequality in London

Addressing educational inequality should be the central goal of any pan-London educational strategy. Making addressing inequality the goal would align the city’s educational strategy with broader regional strategies related to health inequality and social integration as well as the government’s Opportunity Mission. The key issues outlined in section 12 represent a starting point in what aspects of educational inequality in London the strategy could focus on initially.

1 Introduction

For some years now, London has been near the top of most of the national measures of educational participation and achievement. Within the capital some of the local authorities have experienced education participation and achievement rates from primary level upwards up to double those of other areas outside London.¹ While this data attests to the educational progress that thousands of pupils and students are making this does not mean variations across the capital do not exist or there are not challenges to face. This report will bring together evidence from primary school to adult learning looking at how London compares with other areas and differences between local authority areas within London. It will take a comprehensive view of the whole learner journey for London in a way that has not been done in recent years. The report pays particular attention to how inequality manifests itself in the London education system and which groups are not faring as well as they should and in what parts of the capital learners perform less well than they could.

1 Education Development Trust. (2022). Sustaining success: high-performing government schools in London.

2 House of Commons Library. (2023). Which areas have benefited from the levelling-up fund?

3 Greater London Authority. (2022). Poverty in London 2021–22.

The Conservative government from 2019 to 2024 paid less attention to inequality in London than in other areas. Its flagship levelling up policy steered resources away from London.² However, the evidence shows that London has issues with educational and economic inequality just as other regions do. More than 700,000 children in London live in poverty.³

4 Portal Trust.

5 Ruskin Institute for Social Equity.

As a new government is in the early days of its tenure, and a few short months after the election of a new Mayor for London, the report is extremely timely. It asks in the context of the push for further devolution and a renewed focus on inequality by the new government what an educational strategy for London could look like that builds on the capital’s strengths while addressing its weaknesses.

This report is supported by the Portal Trust4 and produced by the new Ruskin Institute for Social Equity (RISE) which is part of the University of West London.5

2 Methodology

6 GOV.UK. Apply for free school meals.

7 A good summary of the strengths and weaknesses of FSM is produced in this report: Education Policy Institute. (2024). The strengths and weaknesses of Free School Meals (FSM).

The report is constructed using data obtained from a range of official sources. Wherever possible the most up-to-date data is used. Given the production and release of data occurs over the course of the year this means that the last year for which data is included in the report differs across sections of it. Most of the data is taken from that produced by the Department for Education.

In terms of capturing differences in educational performance by proxy measures of socio-economic background the report will draw on data produced by the Department for Education looking at performance by those eligible for free school meals (FSM).

Eligibility for free school meals is related to eligibility for a range of benefits including Income Support and Universal Credit6. Free school meals status is an imperfect measure of socio-economic background. It does not include those who are on lower levels of income who are experiencing economic challenges. Many of those eligible do not claim free school meals and children move in and out of eligibility. However, it is also the best available indicator of lower socio-economic status available and the metric by which the Department for Education produces data on educational performance.7

3 The educational landscape in London

8 Office for National Statistics. (2024). Regional gross domestic product (GDP): All NUTS level regions.

9 Office for National Statistics. (2022). GDP UK regions and countries: January to March 2022.

10 Greater London Authority. (2016). International comparisons of education outcomes.

11 Department for Education. (2022). Number of primary school pupils. Retrieved from Step 6: Explore data – Create your own tables (exploreeducation-statistics.service. gov.uk).

12 Department for Education. (2022). Number of secondary school pupils. Retrieved from Step 6: Explore data – Create your own tables (exploreeducation-statistics.service. gov.uk).

13 Department for Education. (2022). Number of 16–19 students. Retrieved from Step 6: Explore data –Create your own tables (explore-educationstatistics.service.gov.uk).

London is one of the major global cities and the economic powerhouse of the UK. It has a GDP of £562 billion8 which is four times more than any other region in the UK9 and higher than 15 countries in the OECD.10 The educational sector plays a significant role in London’s economic and social infrastructure.

3.1 The number of learners in London

Across the learner journey from childhood to adulthood the number of learners in London is significant. Table 1 below shows the number of pupils and students in London in 2022.

Table 1: Total number of pupils and students in London in 2022 Educational

In the subsequent chapters the data on each stage of the educational journey will be explored in more detail, however Table 1 shows that there were over 2 million learners in London in some form of education in 2023–24. In city with a population of around 7 million people this data implies that nearly one in four people are learning.

3.2 Future number of school learners in London

However, as large as the number of learners is in London the throughput of children into the education system in London is declining leading to a fall in the number of school learners at

14 “Where do HE students come from?” Higher Education Statistics Agency, Retrieved from https:// www.hesa.ac.uk/data-andanalysis/students/ where-from.

15 Department for Education. (2022). Further education and skills geography. Retrieved from Step 6: Explore dataCreate your own tables (explore-educationstatistics.service.gov.uk).

16 London Councils. (2024). Managing falling school rolls in London.

17 London Councils analysis anonymises local authorities so it is not possible to include information on forecast decline by local authority area.

present. London Councils have been monitoring the numbers of learners in schools in the capital over recent years. In their latest work16 they point to ‘a number of localised factors which have led to families moving away from London, including the impact of the Covid-19 pandemic, the increase in the cost of living, the UK’s exit from the European Union and the lack of affordable housing available in London.’ The implications of these localised factors coming together is a forecast decline in the numbers of year 7 learners from 2023–24 to 2027–28 of 4.3%. This forecast differs across London local authorities. The majority will experience some form of decline, but this decline differs from 1–2% to over 10% in some cases.17

The work by London Councils also points to the implications for provision and school budgets of falling roles. They point to their work on school’s budgets which shows that in 2022–23 approximately a quarter of all local authority maintained schools in London were in deficit. The concern is that the fall in pupil numbers will push more schools into deficit.

Falling pupil numbers will also have long term implications for the provision of post-compulsory education in the capital. It points to the need for cross-phase and sector communication and co-ordination in the London education sector, as argued for in the conclusions to this report.

3.3 Learning provision in London

These 2 million plus learners are spread across a range of schools, colleges, universities and community based providers. A completely accurate picture here is difficult as many small providers exist which offer education for adults but there is no one place all of them are monitored regionally. However, Table 2

18 Department for Education. (2024). Number of primary schools. Retrieved from Step 6: Explore data – Create your own tables (exploreeducation-statistics.service. gov.uk)

19 Department for Education. (2024). Number of secondary schools. Retrieved from Step 6: Explore data – Create your own tables (exploreeducation-statistics.service. gov.uk)

20 Best Sixth Form Colleges in London, retrieved from Top 20 Sixth Form Colleges in London (2024 Ratings) (snobe.co.uk)

21 UniRank, A-Z Universities in London. Retrieved from A-Z list of 41 London Universities (4icu.org) https://www.tandfonline. com/doi/full/10.1080/03075 079.2023.2199317#d1e445

22 London City Hall, Find adult learning providers near me. Retrieved from Find adult learning providers near me | London City Hall

draws from official data and the most recent data that has been published to give an estimate of the number of educational providers in London.

Table 2 – Number of providers in London in 2023/24

As Table 2 shows there are an estimated over 3,000 learning providers in London. This table reveals again the size of the educational sector in the capital. As argued below, co-ordination of effort across such a range of providers is difficult but the size and importance of the educational sector does imply that strategic engagement across it to look at how to maximise the support for learners across the educational journey is necessary.

3.4 The importance of education and skills in London

The London economy is driven by knowledge-based industry and employment. In inner London the numbers employed in higher paid, knowledge related jobs have increased threefold since 1993.23 Evidence also suggests that the number of jobs requiring higher levels of skills is going to increase in the future.

The Skills Imperative 2035 research programme, led by the National Foundation for Educational Research and funded by the Nuffield Foundation, sets out to identify the essential employment

23 Institute for Fiscal Studies. (2023). The changing geography of jobs.

24 National Foundation for Educational Research. (2023). The skills imperative 2035.

skills people will need for work by 2035.24 It includes information on the projected demand for skills in different occupational areas and levels of qualifications nationally and by region. Table 3 looks at the projected change in occupational demand by the major occupational areas. It shows both increase in demand due to changes in economic context i.e. whether the nature of the economy means we need more professionals or not and this is described as ‘net demand’, but also replacement demand which is due to workers leaving the occupational area. As can be seen there will be a need for more workers in the elementary skills category but far more demand for managers, directors and senior officials, professional occupations and associate professional occupations.

Table 3: Replacement Demand by Occupation Group and Qualification, 2020–2035, London

However, while there may still be an increase in demand for workers in elementary occupations, as Table 4 below shows the demand for those with no qualification will fall as will the demand for those with first degrees. The real increase in demand is for those with higher degrees and doctorates.

Table 4: Employment by Qualification, 2015–2035, London

Summary

The London educational sector plays a significant part in the social and economic life of the city including over 2 million learners and 3,000 providers. London will require an increasingly qualified workforce in the future with nearly 70% of jobs requiring an undergraduate degree or higher by 2035.

25 Centre for Market and Public Organisation, University of Bristol. (2014).

Free school meals and pupil achievement: Some new evidence.

The demographics of learners in London

The 2 million plus learners in London come from a range of ethnicities and vary in their socio-economic background. They also include a growing number of learners with special educational needs (SEN). The cultural and ethnic diversity of the London learner population creates rich educational environments which can, by their nature, promote understanding and development. It has been argued that ethnic diversity in particular plays a vital role in the successful educational outcomes described below that many London learners have experienced over recent decades.25

4.1 Pupils in schools

Looking first at learners in schools, Figure 1 overleaf shows the numbers of students from different ethnic backgrounds in primary and secondary schools in 2023–24. It shows that outside of white students, the largest other populations of students are those from Black African and Indian backgrounds. There are nine groups of pupils from different ethnic backgrounds who number over 50,000.

Number

26 Department for Education. (2023).

School pupils and their characteristics.

27 Trust for London. (2023). Census 2021 deep dive: Ethnicity and deprivation in London.

28 Department for Education. (2023).

School pupils and their characteristics.

29 Ibid.

The data available in terms of ethnicity and pupil population captures only a part of the ethnic diversity of the capital. The last census in 2021 showed that there are 287 ethnic groups and nationalities represented in London – each will have their own unique cultural approach to education.27

For the groups shown in Figure 1, pupils vary considerably in number across the capital. For example, looking at Asian Bangladeshi pupils they range from 62.8% of the school population in Tower Hamlets to 0.7% of the school population in Sutton. For Asian Indian students, they range from 27.8% of the population in Harrow to 0.7% of the population in Islington.28

The numbers overall in London are also changing at different rates. Over the period 2015–24, the changes have been gradual. No group has increased their representation by more than 1.9%. The largest decrease is amongst white British students who now represent 22.7% of the school population in London in 2023–24, down from 27.4% in 2015–16.29 However, in terms of relative change in the percentage of students from different groups, the changes in some cases have been quite large as Figure 2 overleaf shows.

Figure 2

Changes in the percentage of pupils from different ethnic groups in London from 2015–16 to 2023–24

Ethnic Group

Asian - Chinese Unclassified

Mixed - White and Asian

Mixed - Any other Mixed background

Asian - Indian

Any other ethnic group

Mixed - White and Black African

Mixed - Any other White background

Asian - Bangladeshi

Asian - Pakistani

Asian - Any other Asian background

White - Gypsy/Roma

White - Traveller of Irish heritage

Mixed - White and Black Caribbean

Black - Any other Black background

Black - Black African

White - Irish

WhiteWhite British

Black - Black Caribbean

30 Children in state-funded schools in England are entitled to receive free school meals if a parent or carer were in receipt of any of the following benefits:

 Income Support

 Income-based Jobseekers Allowance

 Income-related Employment and Support Allowance

 Support under Part VI of the Immigration and Asylum Act 1999

 the guaranteed element of State Pension Credit

 Child Tax Credit (provided they were not also entitled to Working Tax Credit and had an annual gross income of no more than £16,190, as assessed by Her Majesty’s Revenue and Customs)

 Working Tax Credit run-on – paid for 4 weeks after you stop qualifying for Working Tax Credit

 Universal Credit – if you apply on or after 1 April 2018 your household income must be less than £7,400 a year (after tax and not including any benefits)

31 Trust for London. (2023). Work and poverty in London.

4.2 Free school meal eligibility and poverty

A considerable number of children in London live in poverty. The measure of poverty commonly used relates to household income. A measure of household income that could capture the full extent of children in poverty in a school or region does not exist as parents/carers do not reveal their levels of income to schools, local authorities etc. The best available proxy measure of socioeconomic position is the binary measure of free school meals status: non free school meal. As argued by the Social Mobility Commission in their 2023 State of the Nation report, this restricts the ability to really understand how socio-economic background interacts with educational achievement. FSM does not capture those on low incomes as it relates to those on benefits.30 This issue is particularly pertinent to London. In 2022–23, there was an estimated 930,000 people in poverty living in working households in the city of which nearly half a million were children.31

Nevertheless, as FSM is the best available indicator it still gives insights into the socio-economic background of pupils in London. The most striking evidence here relates to the increase in the number of pupils eligible for FSM in recent years. Nationally, 2.1 million pupils were eligible for FSM in 2024 which is 24.6% of all pupils. This is an increase of 75,000 pupils since January 2022, and part of a trend of increases that began in 2017–18. Figure 3 overleaf shows how this increase has manifested itself in London.

The increase in numbers eligible for free school meals over this 8-year period equates to a rise of 9%. However, as with ethnicity, those eligible for FSM are found in very different proportions

Figure 3

Pupils eligible for free school meals in London from 2015–16 to 2023–2432

32 Department for Education. (2023).

School pupils and their characteristics. Retrieved from: https://exploreeducation-statistics.service. gov.uk/find-statistics/ school-pupils-and-theircharacteristics

33 Department for Education. (2023). Special educational needs in England: 2023–24.

across London. Figure 4 overleaf shows the percentage of pupils eligible for FSM in each local authority. In Islington, Camden, and Hackney, the percentage of pupils eligible for FSM is more than double that of Richmond Upon Thames, Kingston Upon Thames, Bromley and Sutton.

4.3 Pupils with special educational needs

The last decade has seen a steady increase in the number of children diagnosed with special educational needs (SEN) across England. The percentage of all pupils in England with an education, health and care (EHC) plan is now 4.8%, and the percentage of pupils in England with SEN support is 13.8%.33 The situation in London over the last eight years is shown in Figure 5 overleaf.

As Figure 5 shows, there has been a sharper increase in those with EHC plans, but overall, the numbers who require support is over 200,000. This represents 17.6% of all pupils in London in 2023–24.

Summary

London pupils are becoming increasingly diverse. The number of pupils eligible for free school meals has increased by nearly 50% since 2016–17 to over a quarter of all pupils. The school population is very diverse but with big differences across the city – for example Asian Bangladeshi pupils constitute 62.8% of the school population in Tower Hamlets but 0.7% in Sutton. The number of pupils with an education and health care plan has nearly doubled since 2015–16.

Percent of pupils

Pupils with EHC or SEN support from 2015–16 to 2023–24 in London

Olan SEN Support

EHC

34 Department for Education. (2015). Effective pre-school, primary and secondary education (EPPSE 3–14) research project; Organisation for Economic Co-operation and Development (OECD). (n.d.). Early learning matters.

35 Greater London Authority. (2024). Childcare in London Report.

Early years and primary education

5.1 Early years education

Early years education has a fundamental role to play in the future development and progression of individuals. National and international research shows that children who spend longer in early years provision have better educational outcomes and that high-quality early year provision particularly benefits children from low-income backgrounds.34 The Economy Committee of the London Assembly produced their ‘Early years childcare in London’ report in January 2024.35 The foreword of the report states that ‘it is clear from the Committee’s investigation that London’s childcare sector is struggling, and that the provision in the capital is not meeting the needs of all Londoners.’

The report found that London has the highest childcare costs in the country, with childcare costing in between 25% and 35% more in London than in Great Britain as a whole. There are also issues with the recruitment and retention of suitably qualified staff at the early years stage. Research described in the report showed that a greater proportion of mothers in London had struggled to access childcare than in any other region in the UK. The research found that 65% of mothers in London had struggled to find suitable professional childcare, compared to 54% across the UK.

However, despite these challenges London still does relatively well in terms of the early years development of its children. The Early Years Foundation Stage (EYFS) profile assesses a child

All children with a good level of development and those from FSM backgrounds with a good level of development by local authority in London in 2023

pupils

36 Department for Education. (2023). Early years foundation stage profile results.

at the end of reception to ensure they’re progressing well and meeting national requirements. Children are assessed against a range of early learning goals (covering cognitive, physical, social and emotional development), primarily via ongoing observation by practitioners. The main headline benchmark for the early years is attainment of a ‘good’ level of development.

Figure 6 (previous spread) shows the percentage of children with good level of development across the regions of England with London divided into inner and outer London. The two parts of London are second only to the South East on this measure.36

5.2 Early years development and socio-economic background Turning to the development of those children from FSM backgrounds, Figure 7 opposite shows the differences across local authorities in London and compares this to the level of development of all children. It includes data as well for London and England. Figure 7 shows clearly the strength of London’s performance here. All but nine areas out-perform the average for England for all pupils and all but one for FSM background pupils.

There are differences here by local authority though and these are more acute for those from FSM backgrounds. The difference between the highest and lowest performing areas for all pupils is 20%, while that for FSM background pupils is nearly 32%. Whilst 22 areas see between 60% and 70% of their pupils at a good level of development, there is a greater spread of areas in terms of the results of pupils from FSM backgrounds. It is also evident that the difference at the local authority level between all pupils and FSM background pupils varies, with the results for FSM background pupils in one area, for example, higher than those for all pupils.

37 Adams, R. (2022). Focus on phonics to teach reading is failing children, says landmark study.

38 Department for Education (2023) Key stage 1 and phonics screening check attainment

5.3 Primary level education

The pattern of relatively strong performance for London overall and the constituent areas within it continues at primary level. In terms of comparative performance, the first national measure is key stage 1 phonics. The phonics check occurs in June every year for all Year 1 children. Children read 40 real and pseudo (made up) words to test their phonics decoding ability. This approach to supporting children to read was strongly supported by the last government but has been criticised by some educationalists as well for encouraging a focus on passing tests rather than developing skills and knowledge.37

Data for London on key stage 1 phonics shows that only three local authority areas – Barking and Dagenham, Havering and Lewisham – were below the national average for the percentage of pupils meeting the expected standard in the phonics screening check in year 1 in 2023.38

Under the last government, one of the 12 Levelling Up goals was that ‘By 2030, the number of primary school children achieving the expected standard in reading, writing and maths will have significantly increased. In England, this will mean 90% of children will achieve the expected standard.’ As Figure 7 shows, this is an ambitious goal as even the best performing areas in London are still some distance from it. The new Labour government has distanced itself from the label ‘levelling up’ but has not explicitly stated yet whether the goals associated with it are ones that will no longer be pursued.

In terms of the end of key stage 2 measures, all London local authority areas are above the national average in terms of the percentage of pupils meeting the expected standard in reading, writing and maths. There is some variation in performance across the capital here as Figure 8 overleaf shows with a gap of 15% between the highest and lowest performing areas in 2022–23.39

Looking at the situation where those from FSM backgrounds is concerned, as with that for children from all backgrounds, performance is clearly above national average, but the variation between areas is greater. Figure 8 shows the performance of local authority areas in London in 2022–23 in meeting the expected standard in reading, writing and maths (combined) for key stage 2 for children from FSM backgrounds. The gap between the highest and lowest performing area here is 24% for those from FSM backgrounds as opposed to 16% for all children. As with the data presented in Figure 7 above showing the development of children at the end of reception, there are interesting differences in the performance of FSM children in areas where the performance for all children is similar – for example between Richmond Upon Thames and Newham.

Figure 8

Percentage of all pupils and the percentage of FSM pupils meeting the expected standard in reading, writing and maths (combined) for key stage 2 in London for 2022–2340

Stage Two (KS2)

Alongside the data for pupils from FSM backgrounds for 2022–23, the extent of progress over time being made by pupils in different local authority areas is also relevant. Figure 9 overleaf shows the change in the percenatge of FSM pupils achieving expected standard in reading, writing and maths (combined) for key stage 2 from 2018–19 to 2022–23 in London local authority areas. Nationally, there has been some steps back here which is likely to be related to the initial impact of the pandemic. But the changes do differ significantly across areas, and several have bucked the national trend here and seen the percentage of FSM pupils achieving the expected standard increase.

5.4 Performance over early years and primary Overall performance is at a lower level for FSM background pupils than that for all children, which is consistent with what we know regarding the challenges those from FSM backgrounds face in the school system. However, we also see a greater tailing off in performance of children from FSM backgrounds as they progress through the system compared to all children.

Comparing the results for the level of development at age four and five in London, with that of children achieving expected standard in reading, writing and maths (combined) for key stage 2, there is a decline from 57.6% to 54% for those from FSM backgrounds. This is slightly higher than the decline for all pupils which is from 69.2% to 67.1%.

It shows that as we progress through the system, as impressive as the London performance is relatively, more young people who are in the most challenging circumstances are not achieving the expected level of performance.

Figure 9

Change in the percentage of FSM pupils achieving expected standard in reading, writing and maths (combined) for key stage 2 from 2018–19 to 2022–23 in London local authority areas

Percent of FSM pupils

Finally, London clearly leads the way where primary school performance is concerned but given the relatively large number of primary school children in London there are still significant numbers who are not achieving the expected level of achievement. Table 5 below shows the number of children not achieving the expected level in English or Maths in 2022.

Table 5: Number of pupils not achieved expected standards in London in 2022

Subject area

Number of pupils

Reading 18,239

Maths 16,831

Summary

At primary school level, only hree local authority areas – Barking and Dagenham, Havering and Lewisham were below the national average for the percentage of pupils meeting the expected standard in the phonics screening check in year 1 in 2023. At the end of key stage 67.1% of children achieved the expected standard in reading, writing and maths in London in 2022–23 (higher than the England average of 60%), but only 54% of those are from FSM backgrounds. This means that nearly half of the children from FSM background leave primary school not achieving the expected standard here.

By 2035, almost

of jobs will require a minimum of an undergraduate degree 70%

In 2023–24, more than students in London (17.6%) were with special educational needs support or had an Education, Health and Care Plan

200,000

In every London borough, the average Attainment 8 score for all pupils, including those from free school meals backgrounds, surpassed the national average

London has the highest childcare costs in the UK, with parents paying in the region of £1,500 per month for full-time care

higher than the national average 20%

In 2022–23, Black pupils accounted for 27% of all suspensions in London

students in total 17,204

of young people from free school meals backgrounds go into higher education. However, this figure varies widely, from 48%

Across London, over in Westminster to just in Havering

Only 5 out of the 32 London boroughs have A-level results above the national average

Year 7 pupil numbers are set to drop by 4.3% across London from 2023–24 to 2027–28, with some local authorities seeing declines as steep as 10% 10%

Since 2015–16, the number of children receiving Free School Meals has increased by 9%, totalling

332,474

There has been a in Apprenticeship Achievement since 2018

Teacher vacancies have more than doubled since 2015–16 in London -45%

Croydon

Newham

Waltham Forest

Camden

Sutton

6 Secondary education – achievement, progress and the workforce

6.1 How performance is measured in secondary school

Over the course of 2010s and into the 2020s, the Conservative government and the coalition it led have introduced a range of ways of understanding pupil and school performance. These different measures are a product of changes to both assessment and the curriculum. The Department for Education Key Stage Performance measures41 includes data on 99 measures of performance at the local authority level. The measures examined in this section are described in Table 6 below.

Table 6: Key Stage 4 Performance Measures

Measure

Average Attainment 8 score

Percentage of pupils achieving grades 5 or above in English and Mathematics GCSEs

Percentage of pupils entering the English Baccalaureate

Ebacc APS

Progress 8 score

41 Department for Education. (2023). Key stage 4 performance.

Description

Attainment 8 is a measure of a pupil’s average grade across a set suite of eight subjects. Grades will be measured on a 1–8-point score scale.

The GCSE grading system in England runs on a scale from 9 to 1. The highest grade you can get is a 9, with 1 being the lowest. This system was introduced in 2017.

The English Baccalaureate (EBacc) consists of the following subjects: English, Mathematics, History or Geography, The sciences, A language

An individual student’s average point score across the five EBacc subjects.

‘Progress 8’ is a way of measuring the progress that pupils make from the end of key stage 2 (the last year of primary school) to the end of key stage 4 (when they take GCSEs). The higher a pupil’s

‘Progress 8’ score, the more progress they have made in comparison with pupils who started at a similar level. A score above 0 means pupils are doing better than average, and a score below 0 means they are doing less well than average.

42 Ibid.

6.2 London performance at secondary level

The proliferation of measures has not diluted London’s preeminence in terms of performance compared to other regions, but it has led to greater variation within the capital. No more than two local authorities are below the average for England in any of the five different measures described in Table 6. Performance does range though with a gap of 24.8% between the highest and lowest performing areas in terms of percentage of pupils achieving grades 5 or above in English and Mathematics GCSEs and one of 29% between the area whch enters the most students into the English Baccalaureate and that which enters the least. It is worth noting that the gap between the highest and lowest scoring areas in terms of Average Attainment 8 score is smaller than for the percentage of pupils achieving grades 5 or above in English and Mathematics GCSEs.42

Figure 10 overleaf shows Average Attainment 8 score for all pupils and those from FSM backgrounds across local authority areas in London. As at early years and primary, London performs very well relative to England. Only five areas are below the national average in terms of Attainment 8 score for all learners. Where learners from FSM backgrounds are concerned, the performance is even stronger with every area producing better results than the national average. However, the variation between local authority performance for all learners and those from FSM backgrounds is also apparent. Those areas where we see the strongest performance for all learners do not always follow suit where those from FSM backgrounds is concerned. While Sutton, for example, has the highest average Attainment 8 score for all pupils, it is below the average for London where those from FSM backgrounds is concerned.

Attainment 8 score for all pupils and those from FSM backgrounds across local authority areas in London in 2022–2343

Stage Two (KS2)

43 Department for Education. (2024). Key stage 2 attainment: 2022 to 2023.

44 Comparison over time here is not possible due to the changes in marking arrangements at GCSE due to the pandemic. This is explained in detail here: https://www.gov.uk/ government/speeches/ ofquals-approach-tograding-exams-andassessments-in-summer2022-and-autumn-2021

In Figure 11 on the previous page, the focus is on those achieving GCSE English and Maths and Level 4 and above. This is the required minimum for learners at the end of GCSE otherwise they are required to resit. As with Attainment 8, it is clear that in some areas where the results for all students is strong, this is less evident where those from FSM backgrounds are concerned. In particular, it appears that the lowest results here are seen in several outer London local authority areas. The gap between London and England for learners achieving GCSE English and Maths at Level 4 and above is only 5% but for learners from a FSM background it is 13%. There is also a near 30% difference between the highest performing area and lowest performing area in London in GCSE English and Maths at Level 4 and above.

Summary

Performance at secondary level can be measured in different ways but across measures London’s performance is very strong. In terms of Attainment 8 score every local authority area produces better results than the national average. The gap between London and England for learners achieving GCSE English and Maths at Level 4 and above is only 5% but for learners from a FSM background it is 13%. There is also a near 30% difference between the highest performing area and lowest performing area in London in GCSE English and Maths at Level 4 and above.

45 Department for Education. (2023).

Level 2 and 3 attainment

age 16 to 25

46 Department for Education. (2023).

Level 2 and 3 attainment

age 16 to 25

7.1 London performance at 16–19

As with primary and secondary schooling London performs relatively strongly overall at 16–19 compared to other parts of the country. While the overall performance of London is strong here, the picture is more complex when specific types of qualification are concerned.

Over 46,000 students completed A-Levels in London in 2022–23.45

In terms of performance measures there are five relating to A-Levels specifically provided by the Department for Education. The main measures are APS per A-Level entry and Average A-Level result. A-Level result is expressed as a grade from A–F. Only five local authorities in London – Camden, Croydon, Newham, Sutton and Waltham Forest have an average A-Level result above the national average of a B-. There are 10 more local authorities whose average is at B- and 17 more whch are below B-.46

With APS score per entry as Figure 12 overleaf shows, most local authorities are above the national average but nine are below which is more than that below the national average on any indicator of secondary level performance. Relative to the data described in earlier sections above for learners at GCSE and below the gap in performance between those from FSM backgrounds and all learners is less evident. This is likely because many learners from FSM backgrounds, given their lower results overall at GCSE, have chosen not to pursue A-Levels thus leaving those who do so to be closer to the average in terms of prior academic performance.

Average APS score per entry for all students and those from FSM backgrounds for London local authorities in 2022–23

47 Department for Education. (2024). A level and other 16 to 18 results.

48 Ibid.

There were 19,239 students in London who completed Applied General Qualifications in 2022–23, again the main indicators are APS per entry and Average result. For Average result, six local authorities are below the national average of Merit+. In terms of APS per entry, 18 local authorities are below the national average.47 This is still an impressive performance overall but not of the same degree as at secondary level.

The numbers of students taking Applied General Qualifications shows their continuing importance in London, but their future is in doubt. The last government committed to the defunding of most of these qualifications to enable the growth of T-Levels. The new government has paused the defunding of qualifications for 2024–25 and announced a review of defunding from 2025 onwards but at present qualifications to be delivered from 2025 onwards are due to be defunded. It has been argued by some that the Applied General Qualification represents a complementary rather than competing route to T-Levels.48

In 2022–23 there were 3,246 students completing T-Levels in London. As with the other two forms of 16–19 non work-based qualification London’s performance is not as strong as at secondary level. There are nine local authorities whose average entry score is below the national average of Merit+ and 11 local authorities whose average APS per entry is below the national average of 28.49. There are two local authorities in Islington, and Hammersmith and Fulham that have an APS per entry for T-Level students of below 20. It must be stated though that the number of students taking T-Levels varies greatly in London at present with only 16 entries for Islington in 2022–23 as opposed to 322 in Hillingdon. This variability in take-up poses further questions if Applied General Qualifications are defunded from 2025 onwards.

7.2 Disadvantaged students at 16–19

As at secondary level London again performs well overall where disadvantaged students are concerned. Table 7 compares London to England for performance overall and by qualification type.

Table 7: London 16–19 performance for disadvantaged students in 2022–2349

As Table 7 shows, disadvantaged students in London do better than those outside the capital on most measures aside from APS per entry for Applied General Qualifications. Looking specifically at Level 3 qualifications overall, while London does perform very well, and every local authority is above the national average, there is significant variation within London with the area where Level 3 qualification by age 19 is the lowest for disadvantaged students and the highest nearly 30 percentage points apart as Figure 13 opposite shows.

Level 3 qualification by age 19 all students and those from disadvantaged backgrounds in 2022–23

As Figure 13 illustrates, the percentage of learners who achieve a Level 3 qualification by age 19 nationally in 2022–23 was 58.78% while in London it was 69.87%. There is variation across the capital as would be expected though with Barnet having the highest percentage of young people with Level 3 at nearly 80% while Lambeth at just over 60% has the lowest. However, 17 local authority areas have over 70% of their learners with Level 3 at 19 which is over half of all areas.

All London areas are above the national average but two have less than 40% of their disadvantaged students with a Level 3 qualification and three areas are above 65%. Again, though there are areas which have the highest percent of learners achieving Level 3 by 19 that are not seeing the same results for their learners from FSM backgrounds.

However, while London is extremely effective at supporting better outcomes for its FSM students the gaps between the performance of these students and those who are not disadvantaged remain and have not closed significantly in recent years. Table 8 opposite shows though the ongoing gap between the performance of disadvantaged and non-disadvantaged students and how this gap across these measures has closed little in the last four years that data is available and in fact has widened slightly across three measures as Table 8 shows.

50 Ibid.

Table 8: Change in gaps in performance between disadvantaged and non-disadvantaged students from 2018–19 to 2022–23

Measure

in Gap Level 3 qualification by age 19

Applied General Qualification

Level

Per entry

The actual size of the gaps are relatively small where the different qualifications are concerned, but for Level 3 qualification by age 19 the gap remains quite large at 17.27% in 2022–23.50 For this measure data is available for a much longer period going back to 2004–05. Figure 14 overleaf shows how this gap has fluctuated over time and narrowed to nearly 14% in 2012–13 but then started to widen again.

Figure 14

Gap in Level 3 qualifications by age 19 between disadvantaged and non-disadvantaged learners in London from 2004–05 to 2022–23

Local Authority Area

Change in the proportion of 16–17 year olds who are NEET from 2019 to 2023 in London local authority areas

51 House of Commons Library. (2023). The education maintenance allowance (EMA).

52 Department for Education. (2024). Participation in education, training and NEET (age 16 to 17) by local authority: 2022 to 2023.

7.3 Young people not in education, employment or training (NEETs)

A concern of policymakers over the last 20 years has been those young people who are unable to find a place in education or the workforce when they have left compulsory education. Studies have shown that time spent NEET can have a detrimental effect on physical and mental health, and increase the likelihood of unemployment, low wages, or low quality of work later in life.51 Looking at NEET data for London52 the percentage of young people who are NEET aged 16–17 is 3.4% as opposed to 5.25% in England. Figure 15 on the previous page shows the change in the 16–17-year-old NEET proportion of the population from 2019 to 2023 in London local authority areas. In most areas the proportion has decreased but in five areas it has increased. To note Figure 15 shows the percentage change in the proportion of NEETs not the proportion of 16–17 year olds who are NEET in a specific local authority area.

Summary

53 Greater London Authority. (2024). Funding rules for the adult education budget.

54 Ibid.

Skills, apprenticeships and lifelong learning

8.1 Learning for adults in London

Learning for adults plays a crucial role in economic growth and social cohesion at both the individual, regional and national level. It is also the area where funding is controlled at the regional level and strategic direction exists via the Mayor’s Office.

At regional level the Mayor of London has had responsibility for the Adult Education Budget (AEB) since academic year 2019–20. The focus of the AEB is further education for adults aged 19 and over. The size of the AEB is approximately £320 million per year in London.53 The AEB covers skills provision for learners aged 19+ including Adult and Community Learning, but not apprenticeships or traineeships. It is delivered by a broad range of providers, comprising general FE colleges, local authorities (LAs), Independent Training Providers (ITPs), Institutes of Adult Learning (IALs) and universities. The focus of AEB funded work is at Level 1 and 2,54 although the AEB now also supports some Level 3 courses.

8.2 Qualifications and adults in London

In terms of the actual qualification levels of adults, the percentage of Londoners who have no qualifications or are qualified to Level 1 to 3 is lower than the average for England. At Level 4 and above London is some way ahead. Nearly half of all Londoners are qualified to Level 4 or above as Figure 16 overleaf shows.

55 Office for National Statistics. (2024). Education in England and Wales: Census 2021.

56 Greater London Authority. (2024). MD3252: Adult education budget 2024/25 financial forecast and 2022/23 annual report.

However, it should be noted that while there are fewer adults with no qualifications in London than elsewhere there are still 545,269 in this category according to the latest census. In addition, while across London 46.7% of adults are qualified to Level 4 or above the spread across local authority areas here is a wide one. It ranges from 29.2% with Level 4 or above in Havering which along with Bexley are below the national average, to 60.4% in Richmond Upon Thames.

8.3 Participation and achievement for adult learners in London

The Greater London Authority states in its report to the Department for Education in March 2024 that there were 230,060 GLA funded learners in London during the 2022–23 academic year. This is up by 4% compared with 2021–22.

Data from the Department for Education released in 2023–24 on adult learning in London shows how participation, and achievement differs by qualification level and type of learning, and this is shown in Table 9 overleaf.56 Table 9 includes Adult (19+) education and training participation for the 2023–24 academic year. This includes classroom, distance and e-learning and learning funded by advanced learner loans. It also includes community learning participation for the 2023–24 academic year. This includes a range of non-formal courses to promote civic engagement and community development.

57 Greater London Authority. (2024). MD3252: Adult education budget 2024/25 financial forecast and 2022/23 annual report.

58 Department for Education (2024) Further Education and Skills

Table 9: Participation in Adult (19+) education and training and community learning in London in 2023–2457

As Table 9 shows where adult participation in learning is concerned there is a significant difference between participation and achievement across all types of learning. Many adults begin courses and for various reasons do not complete them. It is important to note though that non-completion should not automatically be equated with failure. Adult learning is a journey, and individual courses can act as a stepping stone to other learning and employment opportunities.

Participation and achievements in this area also vary considerably across London – more than many of the other data measures in this report. Figure 17 opposite shows the data on participation and achievements for adults across London.58

As Figure 17 shows, there are nearly five times as many adults participating in learning in Newham than in Kensington and Chelsea. These numbers overall will reflect the different

Local Authority Area

Figure 18

Apprenticeships achievement in London from 2019–20 to 2023–24

59 HR Magazine. (2023). Apprenticeships have plummeted since levy introduced.

populations of local authority areas in the capital but also the qualification profiles of populations of these areas as most adult learning provision is focused on qualifications below Level 4.

8.4 Apprenticeships participation and achievement

The last government put a marked emphasis on the value of apprenticeships. This was done by encouraging learners to participate in apprenticeships via the Apprenticeship Levy which was introduced in 2017. However, since the levy was introduced apprenticeship starts have fallen across the country. In its 2024 general59 Apprenticeship Levy with a ‘growth and skills’ levy which gives more flexibility to employers on how they utilise their levy contributions. For London, Figure 18 opposite shows how apprenticeship participation achievement has changed from 2019–20 to 2023–24.

As Figure 18 shows, apprenticeship achievements decreased mainly over the 2018–19 to 2023–24 period. By far the steepest decline was between 2022–23 and 2023–24.

Summary

Nearly half of all Londoners are qualified to Level 4 or above (the average for England is 33.8%) but this ranges from 29.2% in Havering to 60.4% in Richmond Upon Thames and there are still over half a million adults without qualifications in London. Across the country apprenticeship participation and achievement is falling and this has accelerated in recent years in London declining by nearly 50% from 2018–19 to 2023–24 to 147,480 apprenticeship achievements.

9 Higher Education

London has a large and diverse higher education sector. There are research intensive universities whch achieve well in international ranking tables, specialist institutions, modern multi-faculty universities which cater for a diverse range of students as well as many private and other higher education providers. In terms of higher education participation, the sector as well as benefitting from high levels of participation amongst those from London also draws in large numbers of students from other parts of the United Kingdom and abroad.

In 2022–23 there were 500,475 students studying in universities in London which is nearly twice that of any other region – the South East at 297,685.60

9.1 Higher education participation in London

In terms of data on participation rates in higher education that exists at national, regional and local authority level, the best publicly available data looks at state-funded pupils’ progression to higher education (HE) by age 19 according to their personal characteristics at age 15. Figure 19 opposite compares the participation rate on this measure by region and the average for England.61

60 Higher Education Statistics Agency (HESA). (2024). Where do HE students come from?

61 Department for Education. (2023). Widening Participation.

Progression to higher education by age 19 of learners aged 15 by region in 2021–22

Figure 20

Participation rates in higher education for FSM background learners in 2021–22 across English regions

62 For example the AccessHE initiative founded in 2011 brings together higher education providers, schools and colleges across London to support progression to higher education: https://www. accesshe.ac.uk/

As Figure 19 shows the higher education participation rate at 60.9% and 60.7% for inner and outer London respectively, is 14 percentage points higher than the average for England which is 46.8%. It is also around 20 percentage points higher than the higher education participation rate for the South West.

9.2 Progression to higher education and socio-economic background

The progression of learners from lower socio-economic backgrounds to higher education has been a policy concern for government since the early 2000s. In London long standing networks exist which aim to support those from lower socioeconomic backgrounds as well as other underrepresented groups into higher education.62 The data for London here in terms of progression to higher education for those from FSM backgrounds is even more striking than that for progression for all learners. Figure 20 opposite shows the percentage of learners from FSM backgrounds progressing to higher education by region in England.

As Figure 20 shows, higher education progression for learners from FSM backgrounds in London is nearly 20 percentage points greater than in any other region and nearly three times that for those learners from the South West.

Progression to higher education by age 19 for all students and FSM background students from age 15 by London local authority in 2021–22

Participation rates in higher education for FSM and non-FSM learners across local authority areas in London from 2005–06 to 2021–22

63 Universities not for everyone: levelling up and who is missing out on higher education in England, Professor Graeme Atherton, Director of National Education Opportunities Network (NEON) & Head, Centre for Inequality and Levelling Up (CIELUP), University of West London

Where higher education progression within London is concerned, as Figure 21 (previous page) in terms of progression for all students there is a significant spread across local authorities here. It ranges from 71.4% in Redbridge to 45.1% in Havering. However, the spread is even bigger where higher education progression for learners from FSM backgrounds is concerned. It ranges from 66% in Westminster to 25.4% in Havering.

As impressive as this data on progression to higher education is overall in London, there is a sizeable gap between those progressing to higher education in London from FSM backgrounds and those from non-FSM backgrounds. This gap is also a persistent one over time. Figure 22 (previous page) shows that this gap has only decreased by 0.3 percentage points since 2005–06. It did decrease by over five percentage points from 2005–06 to 2013–14 but it then started to increase again.

As well as this gap not closing over time the progress that London local authorities have made in the last 10 years is variable.63 Table 10 below shows the 10 local authorities in England which have made the least progress in FSM participation in higher education over the 2011–12 to 2021–22. As Table 10 shows, of these 10 areas six are in London.

Table 10: The 10 local authority areas in England where HE participation rate for FSM learners has increased the least over 2011–12 to 2021–22

Summary

London has by far the most young people going onto higher education of any region. For learners from FSM backgrounds at age 15 the progression rate is 48.8% which is nearly 20 percentage points higher than the next highest region. However, the difference between local authority areas is very high here ranging from 66% in Westminster to 25.4% in Havering. In addition, the gap between HE participation for FSM and non FSM background learners has narrowed only 0.3 percentage points since 2005–06.

64 Education Policy Institute. (2024). Outcomes for young people who experience multiple suspensions.

65 Department for Education. (2024). Suspensions and permanent exclusions in England: 2022 to 2023.

66 Just for Kids Law. (2023). Race, poverty and school exclusions in London: Executive summary.

The wider London educational system

Alongside the demographics and data on performance of learners across different educational phases there are other aspects of the London education system that are important to examine. Three such aspects will be examined in this section: suspensions and exclusions; the teacher workforce and social mobility.

10.1 Suspensions and exclusions of pupils in London

As well as London performs on many measures there are also a minority of pupils who find it difficult to develop within the educational system. How these children are supported is a critical measure of how well any educational system performs. Suspending pupils from school is one measure available to schools in cases where pupils are finding difficulties with behaviour etc. in the school setting. However, suspending pupils is a serious matter for the school and can have a big impact on the pupil. Research shows that suspended pupils are, on average, approximately 12 months behind their not-suspended peers and are on average not achieving a standard pass in GCSE English and Maths.64

The data on suspensions of pupils in London shows that fewer children are suspended than in any other region.65 However, there are distinct differences in suspensions and exclusions between ethnic groups in London. These have been identified in previous research which looks at the issue in detail bringing together the data as well perspectives from educationalists and pupils.66 The data on suspensions by ethnic group in London since 2006–07 is shown in Figure 23 opposite.

24 Ethnic background

Figure 24

Suspension rate for London pupils for Gypsy Roma and Travellers of Irish Heritage young people in 2022–23

Pupils

Figure 22 shows that suspension rates for all groups followed a similar pattern with increases since 2020–21. However, it also shows that since 2006–07, the suspension rate for Black pupils has been higher than for other ethnic groups. It has also barely decreased from 2006–07 when the rate was 8.68% to 2022–23 when it was 8.17%. The suspension rate of 8.68% for those in the Black category equated to 17,204 pupils being suspended in 2022–23. This is 27% of all pupils suspended in London that year.

But the specific ethnic groups where the suspension rate is the highest are Gypsy Roma and Travellers of Irish Heritage young people. Figure 24 opposite compares the suspension rates for these groups with the average suspension rate for all pupils in London.

As Figure 24 shows, Gypsy Roma and Travellers of Irish Heritage young people are three times more likely to be suspended than other pupils.

25 Suspension rate for all pupils and those pupils from FSM backgrounds in 2022–2367

67 Department for Education. (2024). Suspensions and permanent exclusions in England: 2022 to 2023.

68 Evening Standard. (2023). Fall in new teachers in London fuels ‘jobs crisis’; London Loves Business. (2023). London teacher vacancies hit record high –up 83% in the past year.

69 Department for Education. (2024). Teacher vacancies data: 2023.

10.2 Suspensions and FSM background

As Figure 25 (previous spread) shows, learners from FSM backgrounds were far more likely to be suspended in 2022–23. It is also varied more by local authority area than any other data presented in this report. The suspension rate for learners from FSM backgrounds in Bexley for example is over four times that in Tower Hamlets.

Figure 26 (previous spread) shows the suspension rates for just those from FSM backgrounds to illustrate the extent of variation here across London’s local authority areas.

10.3 Teacher workforce in London

At a national level England is facing issues in teacher recruitment with recruitment to certain subject areas significantly below target. It is such an issue that Labour in its 2024 election campaign made recruiting more teachers one of its major manifesto commitments. London faces a particular variant of this challenge with high housing and living costs making teaching less attractive than it should be.68 Data to understand these issues in detail at regional level is limited, but there is data on teacher vacancies in London available which is shown opposite in Figure 27 69 It shows a sizeable increase in the number of vacancies since 2020–21.

Teacher vacancies for state-funded schools in London between 2015–16 and 2023–24

2015—16

2016—17

2017—18

2018—19

2019—20

2020—21

2021—22

2022—23

2023—24

Indicators across education levels

Proportion of respondents aged 25 to 64 years in the UK, 2022, who experienced long-range upward and downward mobility, by area in which they grew up Figure 28

Outer

Shropshire and

Leicestershire, Rutland and Northamptonshire

Herefordshire, Worcestershire and Warwickshire Hampshire and Isle of Wight

Gloucestershire, Wiltshire and Bath/Bristol

Dorset

Derbyshire

10.4 Social mobility

The strong educational performance of those from lower socioeconomic backgrounds in London is welcome, but for many will only be seen as meaningful if it translates into relatively well paid, secure employment. Hence, it is important to examine what the data on social mobility in London shows. The data here is drawn from work undertaken by the Commission for Social Mobility published in their 2023 State of the Nation report.70 It looks at inter-generational social mobility i.e. the changes in occupation mobility over different generations. Figure 28 opposite is taken directly from the report. It shows absolute occupational mobility by region. London has a particularly high rate of long-range upward mobility. The figure represents the proportion of people from a working-class background belonging to the professional classes (long-range upward mobility) and the proportion from a professional-class background belonging to the working classes (long-range downward mobility) across each region.

Figure 28 looks at absolute social mobility i.e. the number of people who have experienced mobility. The absolute occupational mobility rate is the percentage of people who are in a different occupational class from their parents. While London does well in terms of absolute mobility the Commission report argues that where relative mobility is concerned there is little differences across areas of the UK. Relative measures compare the chances that at least two groups have of reaching, versus avoiding, a

70 HM Government. (2023). State of the nation 2023.

71 Manley, D. and Johnston, R. (2020). Is London really the engine-room? Migration, opportunity hoarding and regional social mobility in the UK. National Institute Economic Review.

particular outcome. The gap between groups in terms of their chances of upward social mobility is therefore no less in London than anywhere else, despite the fact that those from FSM backgrounds achieve much better results in school and go onto higher education in larger numbers than their peers from other parts of the country.

Other earlier work looking at social mobility in London from the late 2010s argues that London also may have lower rates of upward social mobility amongst those who were born in inner London. Friedman, S. & Laurison, D. (2017)71 argue that the highly qualified people from within the UK are being drawn into London and taking professional roles leaving less space for those born in London.

Summary

In 2022–23 there were 17,204 Black pupils who were suspended from school which is 27% of all pupils suspended in London that year. Travellers of Irish Heritage young people have the highest suspension rate of all ethnic groups at 17%, compared to 5% for all pupils. The suspension rate for pupils from FSM backgrounds in 2022–23 varies greatly by local authority area in London ranging from 19.88% in Bexley to 2.04% in the City of London. However, all local authorities are below the England average of 21.7%.

Teacher vacancies in London has increased by 72% from 2015–16 to 2023–24 and parts of London have higher absolute social mobility than any other part of the country.

Education in London over the learner journey

The data across the previous sections has shown the uniqueness of London in educational terms. The diversity of the learner population, the high levels of achievement and the size of the educational sector set London apart from the rest of the sector. The previous sections have looked at different parts of London’s education system. They showed that at most points and for most local authority areas London exceeds the national average and often by a long way. This gap is not however even across phases. Figure 29 overleaf compares London’s performance to that in England using one key data point from early years to adulthood.

Figure 29 shows that the gap between London and England in terms of the results for all learners appears to widen up to 19 and then stabilise. This could imply that it is differences in educational provision between London and the rest of the country that may be acting to help widen gaps in achievement as when children are in early years there is little difference in performance. It may also be though, that measuring ‘performance’ is inevitably more challenging when children are small and measures used are broader.

Figure 29 London vs England across the learner journey

Children at expected level across all early learning goals

Pupils meeting the expected standard in reading, writing and maths (combined) for Key stage 2

Pupils obtaining the Average Attainment 8 score in 2021/22

Progression Rate

Pupils reaching the highest level of qualification - Level 4 or above in England Pupils qualified to level 3 by 19

Indicators across education levels

Key issues facing the educational system in London

The data in this report shows clearly how strong the performance of London is in comparison to other regions in the country for learners from all backgrounds. There is also much variability in performance and progression between groups of learners and across areas in the city. In this section a number of key issues for providers and policymakers to focus on are identified. There will be more issues, and the ones below are in no particular order, but these issues are ones that stand out in the data and/or may transcend phases in the system.

12.1 Progress in closing gaps in achievement and progression is slow

The report showed that despite the strong performance at post 16, gaps between those from FSM backgrounds and others were at a similar level now as in the 2000s. Gaps had decreased in the mid-2010s but then increased again. Analysis is needed to try and understand why the progress being made in narrowing gaps between groups went into reverse. Across all parts of the system from early years onwards learners from FSM backgrounds do worse in virtually all cases than the average. This difference is so common in the English educational system as to be taken for granted. It is vital to recognise that as strong as the data for London learners from FSM backgrounds is relative to the rest of the country, these inequalities are also endemic in London and reducing them is of paramount importance.

12.2 Lower performance of FSM young people in high performing areas

From early years onwards the data showed that FSM background learners would frequently achieve lower levels of qualifications in areas that had relatively high levels of qualifications for learners overall. Most relatively high performing areas also had the lowest percentage of pupils from FSM backgrounds. Why learners in such areas from FSM backgrounds appear to be doing less well in London terms, while their peers excel, requires further exploration.

12.3 Performance at 16–19

The one part of the system where London performs closer to the average for England and slips below it at times is in the 16–19 phase where A-Level, Applied General Qualification and T-Level results are concerned. Gaps between learners from disadvantaged and non-disadvantaged backgrounds have also widened slightly across several measures here. Given the importance of this phase, and the prospective changes to the qualification offer here with the rise of T-Levels, there appears a potential case to devoting financial resources and policy attention to this point in the system.

12.4 High rates of school suspensions for certain groups and in some areas

This is not the first report to point to this issue, but the data is striking. As Section 10 shows over a quarter of pupils who were suspended from school in 2022–23 comes from one particular ethnic group. Travellers of Irish Heritage are three times more likely to be suspended from school than the average and the rates for FSM learners oscillate greatly between areas. There needs to be a continued focus on why suspension rates vary so much, especially when the rest of the report suggests that differences between areas and groups across schooling is nowhere near as big.

12.5 The number of learners still not achieving their potential Again, it is important not to detract from the strength of London’s relative educational performance in the English context but even given this as we progress through the system a sizeable number of pupils and learners are not meeting key performance thresholds, and this is especially the case for those from lower socio-economic groups. At early years over 40% of learners from FSM backgrounds do not achieve a good level of development. By the end of GCSEs there are still around 40% who have not achieved GCSE English and Maths at Level 4 and this increases to over 50% in some local authority areas. In adulthood there are over a half a million people in London without qualifications. The data shows clearly that there is still much work to do in supporting educational achievement and progression in London and new approaches required to what are intransigent and longstanding challenges.

72 Greater Manchester Combined Authority. (2024).

The Greater Manchester Baccalaureate

An education strategy for London

Educational achievement is not and has never been a guarantee of future productive employment or happiness. It does though offer a probability of better life chances. Relative to the rest of the country those growing up and living in London have a far better than average chance of successful educational achievement. But as the educational expectations of future labour markets grow, poverty and inequality continue to blight the capital leading to endemic unevenness in achievement and progression across London.

These trends point to an increasingly complex educational landscape in London and a case for a more systemic, coherent approach to supporting learners at all levels and from all backgrounds to thrive. The regional dimension of education across levels has weakened over the last 15 years. Academisation has shifted strategic direction away from local authorities in schooling and at both further and higher education level regional collaboration has not been encouraged by government. Combined authorities have been able to re-assert regional cohesion through the Adult Education Budget but this is only one part of the picture. Some combined authorities have sought to go further. In Manchester for example the Greater Manchester Combined Authority has introduced the Greater Manchester Baccalaureate.72 The Baccalaureate is a technical qualification for students from 14 upwards. At 14, young people will be able to choose from seven MBacc gateways, designed with employers. It is being positioned as a route into T-Levels.

With a new government looking to address educational inequality, review the school curriculum and push further on devolution it is an opportune time for a more coherent educational strategy for London. Such a strategy can build on the history of educational collaboration on London through for example the London Challenge initiative of the 2000s and the work of bodies such as the Association of Colleges in London, in the higher education sector London Higher and London Councils.

The diversity of providers in London would mean a common qualification such as that being piloted in Manchester would be difficult to implement. Rather given this diversity, which is unlikely to diminish in the future, the focus in London needs to be on building on the strengths this diversity provides.

The London Approach

Based on findings in this study an educational strategy for London would have the following features.

A collaborative infrastructure for education in London

The key strength that London has in educational terms is diversity. There is diversity in terms of students, staff and providers. But this is also its biggest challenge in the complexity that presents. Any educational strategy would need to be one that providers could buy into and see value from. The biggest potential gain is the additional benefits from collaboration and coherence across and within sectors.

Mechanisms that could offer systematic or powerful collaborative opportunities in a joined-up way across sectors from primary to secondary through to adult skills and higher education are required here. These could build on the work of existing groups and organisations where that exists but in some cases new forums will be required. However, the key here is to put in place a structure that connects providers together in a coherent, co-ordinated way via one structure for the city.

Produce an annual ‘State of the City’ education report focused on inequality Rich, granular data is being produced that has the potential to drive positive change. But it needs analysis and crucially dissemination so it can shape policy and practice. One way of doing this may be via an annual ‘State of the City’ report looking at progress year on year in addressing inequality across the learner journey in London.

Build support mechanisms for schools, local authorities and trusts across the different areas in London Collaboration is necessary not just vertically as described above under 1 but horizontally between those working in different parts of the capital. The report identified differences in the achievement and progression of learners across the different areas of London at each stage from early years to adult. These differences are rooted in social and economic differences between areas. However, there should be potential for exchange of knowledge and practice across areas that would offer the 2 3

potential for greater evenness in achievement and progression. It is also important to note in this context that the report also showed that relatively high levels of performance are quite evenly spread across London areas, as are challenges.

Identification of where and how regional education policy and devolution could support London

The push to devolution under the new Labour government needs to be shaped in ways that work for different areas and their learners. At present education and devolution have come together mainly via adult skills and the Adult Education Budget (AEB). Moving power away from Westminster should also mean a much stronger regional dimension to schools, further and higher education. What that means in practice though needs to be worked out especially when schooling is now characterised by networks of relatively autonomous providers since academisation and higher education has always had a relatively high level of autonomy. Working this out however means regional bodies innovating and constructing themselves models of devolved education that bring greater benefits to learners in their area.

Produce an educational guarantee for London learners with additional support for target learners

Greater Manchester is an example of an area that is attempting to work out what devolved education means and has its baccalaureate described above led by the Combined Authority. The collaborative structures described above recommended for London could be the basis for a shared understanding of what 4

London learners need to receive in order to achieve and progress. This shared understanding could be developed by the Greater London Authority to form a London Guarantee, i.e. a commitment from the statutory and charitable sector to providing a given level of support across the educational journey for all learners, and an enhanced level of support for those from specific backgrounds impacted on by inequality.

Focus on reducing educational inequality in London

Addressing educational inequality should be the central goal of any pan-London educational strategy. As the report shows educational achievement and progression remains unequal in London and the key issues outlined in section 12 centre around inequality. Making addressing inequality the goal would align the city’s educational strategy with broader regional strategies related to health inequality and social integration as well as the government’s Opportunity Mission. It is also essential to prevent the changes in occupational structures and demand for higher level qualifications amongst the London population exacerbating the inequalities that already exist. The key issues outlined in Section 12 represent a starting point in what aspects of educational inequality in London the strategy could focus on initially.

Bibliography

Adams, R. (2022). Focus on phonics to teach reading is failing children, says landmark study. Retrieved from: https://www. theguardian.com/education/2022/jan/19/ focus-on-phonics-to-teach-reading-isfailing-children-says-landmark-study

Centre for Market and Public Organisation, University of Bristol. (2014). Free school meals and pupil achievement: Some new evidence. Retrieved from: https://www. bristol.ac.uk/media-library/sites/cmpo/ migrated/documents/wp333.pdf

Department for Education. (2015). Effective pre-school, primary and secondary education (EPPSE 3–14) research project. Retrieved from: https://www.gov.uk/ government/collections/eppse-3-to-14years

Department for Education. (2022). Further education and skills geography. Retrieved from Step 6: Explore data - Create your own tables (explore-education-statistics.service. gov.uk)

Department for Education. (2022). Number of 16–19 students. Retrieved from Step 6: Explore data – Create your own tables (explore-education-statistics.service.gov. uk)

Department for Education. (2022). Number of primary school pupils. Retrieved from Step 6: Explore data – Create your own tables

Department for Education. (2022). Number of secondary school pupils. Retrieved from Step 6: Explore data – Create your own tables

Department for Education. (2023). Early years foundation stage profile results. Retrieved from: https://explore-educationstatistics.service.gov.uk/find-statistics/ early-years-foundation-stage-profile-results

Department for Education. (2023). Key stage 1 and phonics screening check attainment. Retrieved from: https:// explore-education-statistics.service.gov.uk/ find-statistics/key-stage-1-and-phonicsscreening-check-attainment

Department for Education. (2023). Key stage 2 attainment: 2022–23. Retrieved from: https://explore-education-statistics. service.gov.uk/data-tables/key-stage-2attainment/2022–23?subjectId=f71a75b842c5-4046-9a9b-08dbfa54b894

Department for Education. (2023). Key stage 4 performance. Retrieved from: https://explore-education-statistics.service. gov.uk/find-statistics/key-stage-4performance

Department for Education. (2023). School pupils and their characteristics. Retrieved from: https://explore-education-statistics. service.gov.uk/find-statistics/school-pupilsand-their-characteristics

Department for Education. (2023). Special educational needs in England: 2023–24. Retrieved from: https://explore-educationstatistics.service.gov.uk/data-tables/ special-educational-needs-inengland/2023–24?subjectId=cf2085782aa2-43d5-7f09-08dc74d49ccd

Department for Education. (2024). Key stage 2 attainment: 2022 to 2023. Retrieved from: https://explore-educationstatistics.service.gov.uk/data-tables/ key-stage-2-attainment/202223?subjectId=f71a75b8-42c5-4046-9a9b08dbfa54b894

Department for Education. (2024). Number of primary schools. Retrieved from Step 6: Explore data – Create your own tables (explore-education-statistics.service. gov.uk)

Department for Education. (2024). Number of secondary schools. Retrieved from Step 6: Explore data – Create your own tables (explore-education-statistics.service.gov. uk)

Department for Education. (2024). Suspensions and permanent exclusions in England: 2022 to 2023. Retrieved from: https://explore-education-statistics.service. gov.uk/data-tables/suspensions-andpermanent-exclusions-in-england/2022–23?subjectId=569f763b-69d5-4070-2e8a08dca26ec4d8

Education Development Trust. (2022). Sustaining success: high-performing government schools in London. Retrieved from: https://www.edt.org/research-andinsights/sustaining-success-highperforming-government-schools-in-london/

Education Policy Institute. (2024). Outcomes for young people who experience multiple suspensions. Retrieved from: https://epi.org.uk/publications-andresearch/outcomes-for-young-people-whoexperience-multiplesuspen/#:~:text=Pupils%20with%20 multiple%20suspensions%20have,of%20 student%20and%20school%20 characteristics

Education Policy Institute. (2024). The strengths and weaknesses of Free School Meals (FSM). Retrieved from: https://epi. org.uk/wp-content/uploads/2024/01/ FSM-Report-Strand-1-FINAL-1.pdf

Evening Standard. (2023). Fall in new teachers in London fuels ‘jobs crisis’ Retrieved from: https://www.standard.co. uk/news/education/fall-in-new-teacherslondon-jobs-b1074196.html

GOV.UK. Apply for free school meals. Retrieved from: https://www.gov.uk/ apply-free-school-meals

Greater London Authority. (2016). International comparisons of education outcomes. Retrieved from: https://www. london.gov.uk/sites/default/files/cin48international-comparisons.pdf

Greater London Authority. (2022). Poverty in London 2021–22. Retrieved from: https:// data.london.gov.uk/blog/poverty-inlondon-2021–22/

Greater London Authority. (2024). MD3252: Adult education budget 2024/25 financial forecast and 2022/23 annual report.

Greater London Authority. (2024). Childcare in London Report. Retrieved from: https:// www.london.gov.uk/sites/default/ files/2024–01/Childcare%20in%20 London%20Report_0.pdf

Greater Manchester Combined Authority. (2024). The Greater Manchester Baccalaureate. Retrieved from: https:// greatermanchester-ca.gov.uk/what-we-do/ work-and-skills/technical-education-cityregion/the-greater-manchesterbaccalaureate/

Higher Education Statistics Agency (HESA). (2024). Where do HE students come from? Retrieved from: https://www.hesa.ac.uk/ data-and-analysis/students/where-from

House of Commons Library. (2023). Which areas have benefited from the levelling-up fund?. Retrieved from: https:// commonslibrary.parliament.uk/which-areashave-benefited-from-the-levelling-up-fund/

HR Magazine. (2023). Apprenticeships have plummeted since levy introduced. Retrieved from: https://www.hrmagazine.co.uk/ content/news/apprenticeships-haveplummeted-since-levy-introduced/

Institute for Fiscal Studies. (2023). The changing geography of jobs. Retrieved from: https://ifs.org.uk/sites/default/ files/2023-11/IFS-R286-The-changinggeography-of-jobs%20%281%29.pdf

Just for Kids Law. (2023). Race, poverty and school exclusions in London: Executive summary. Retrieved from: https://www. justforkidslaw.org/sites/default/files/fields/ download/Race%2C%20poverty%20and%20 school%20exclusions%20in%20London%20 -%20Executive%20Summary.pdf

London City Hall. Find adult learning providers near me. Retrieved from: Find adult learning providers near me | London City Hall.

London Councils. (2024). Managing falling school rolls in London. Retrieved from: https://www.londoncouncils.gov.uk/ test-newsroom/2024/managing-fallingschool-rolls-london

London Loves Business. (2023). London teacher vacancies hit critical levels. Retrieved from: https://www. londonlovesbusiness.com/london-teachervacancies-hit-critical-levels/#:~:text=In%20 London%20alone%2C%20the%20 Department%20for%20Education%20 %28DfE%29%20has%20reported

London Schools Atlas. (2024). Summary of education provision in London. Retrieved from: https://www.london.gov.uk/who-weare/city-hall-blog/school-places

Mayor of London. (2022). Improving special educational needs provision. Retrieved from: https://www.london.gov.uk/news-andevents/london-boroughs/overview

Manley, D. and Johnston, R. (2020). s London really the engine-room? Migration, opportunity hoarding and regional social mobility in the UK. National Institute Economic Review. Available at: https://www. cambridge.org/core/journals/nationalinstitute-economic-review/article/abs/ is-london-really-the-engineroom-migrationopportunity-hoarding-and-regional-socialmobility-in-the-uk/ C1CF616A2AB9CB22DA271A72F58B68B7

National Foundation for Educational Research. (2023). The skills imperative 2035. Retrieved from: https://www.nfer.ac.uk/ key-topics-expertise/education-toemployment/the-skills-imperative-2035/

Office for National Statistics. (2024). Education in England and Wales: Census 2021. Available at: https://www.ons.gov.uk/ peoplepopulationandcommunity/ educationandchildcare/bulletins/ educationenglandandwales/ census2021#how-highest-level-ofqualification-varied-across-england-andwales

Office for National Statistics. (2022). GDP UK regions and countries: January to March 2022. Retrieved from: https://www.ons.gov. uk/economy/grossdomesticproductgdp/ bulletins/gdpukregionsandcountries/ januarytomarch2022

Office for National Statistics. (2023). Regional gross domestic product (GDP): All NUTS level regions. Retrieved from: https:// www.ons.gov.uk/economy/ grossdomesticproductgdp/datasets/ regionalgrossdomesticproductallnut slevelregions (Accessed: 12 September 2024).

Organisation for Economic Co-operation and Development (OECD). (n.d.). Early learning matters.

Portal Trust. Retrieved from: https:// portaltrust.org/

Trust for London. (2023). Census 2021 deep dive: Ethnicity and deprivation in London. Retrieved from: https://trustforlondon.org. uk/news/census-2021-deep-dive-ethnicityand-deprivation-in-london/

Trust for London. (n.d.). Work and poverty in London. Retrieved from: https:// trustforlondon.org.uk/data/work-andpoverty/#:~:text=We%20can%20see%20 that%20more,are%20living%20in%20 working%20households

UniRank, A-Z Universities in London. Retrieved from A–Z list of 41 London Universities (4icu.org)

Professor Atherton is the Vice-Principal (External) at Ruskin College, Oxford, Head of the Ruskin Institute for Social Equity (RISE) and Director of the National Education Opportunities Network (NEON).

Graeme also previously wrote two reports for the trust GREAT in 2020 and an update in 2022. Both reports dealt with the difficulties the GRT community has in accessing higher education. Both reports are available on our website.

He can be contacted on graeme.atherton@uwl.ac.uk.

About the Portal Trust

The Portal Trust is an independent grant-making charity dedicated to funding educational opportunities for young people across 14 inner London boroughs. Over the past decade, it has provided more than £55 million in direct funding and in-kind support for individuals and projects at every level of education. As a proud trustee of two state-maintained schools in the capital, the Portal Trust is committed to empowering young people to achieve their full potential.

Through grants and bursaries, it supports access to education and training in key areas such as widening participation, prisoner education, behaviour management, and new initiatives. Additionally, the Portal Trust conducts research projects to examine London’s educational landscape, fostering discussions among experts about barriers to learning and innovations in education. For more information about funding opportunities,