Reducing the gap
Ofsted’s survey, White boys from low-income backgrounds: good practice in schools was published in July. It examines 20 schools where British white boys 
from low-income backgrounds performed better in public tests and examinations than their counterparts in other schools.
This survey follows on from the 2007 Ofsted report Narrowing the gap which demonstrated that one of the biggest challenges in education is reducing the gap in opportunities and outcomes between relatively advantaged young people and those with the highest levels of disadvantage. White boys from low-income backgrounds: good practice in schools was prompted by the strong association between poverty and underachievement among British white boys who qualify for free school meals or whose household income is well below the national average.
Achievement was encouraged by closely monitoring progress tackling underperformance as soon as it was identified and employing additional staff to give extra support where necessary
Focusing on six primary schools, 10 secondary schools, three special schools and one pupil referral unit, the survey aimed to identify strategies which helped these boys to achieve.
Inspectors investigated the way this sample of schools approached the following issues:
- teaching and learning
- personal development and well-being
- understanding and meeting the boys’ needs
- support to become independent learners
- using a more flexible curriculum
- engaging parents and carers
- making best use of resources
- roles of others outside school.
Schools that are successful in raising the attainment of white boys from low-income backgrounds have features such as an ethos which demonstrates commitment to every individual and which treats staff and pupils with fairness, trust and respect. Achievement was encouraged by closely monitoring progress tackling underperformance as soon as it was identified and employing additional staff to give extra support where necessary.
The schools in the survey stimulated success by taking account of individuals’ interests, including choosing literacy texts which engaged the pupils. A group who discussed the novel Stone Cold by Robert Swindells were highly motivated by identifying items they would take with them if they were leaving home for good, an activity prompted by the plot of the novel.
One primary school, in response to pupils’ interests, used increased flexibility in the curriculum to set up a museum, while three of the secondary schools reduced their Key Stage 3 curriculum from three years to two, spending the additional time developing personal, social and leadership skills.
Some boys were entered early for GCSE or equivalent examinations. This sent a clear message of achievement, but not at the expense of a firm foundation of basic skills and concepts. Close monitoring, support and guidance, including subject diaries, the opportunity to do homework at school, targeted extra tuition and regular, positive feedback all resulted in greater success.
Sensitivity to factors which could contribute to underachievement, including home circumstances, was important, with trained support staff following up indications of unease and providing a ‘listening ear’. One school had devised ‘think books’ in which boys could write anything they wished and, within the bounds of safeguarding requirements, the contents remained confidential to the writer and his tutor.
All of the schools ensured the boys and their families were able to access expert help from school staff and outside agencies. As the headteacher of a primary school said, ‘We’re trying to put in place what isn’t always done at home. If there’s anything we can try, we’ll have a go at it.’
White boys from low-income backgrounds: good practice in schools is available from this link
The 2007 Ofsted report Narrowing the gap is available from this link
