Teach First calls on new government to tackle inequality in education

The TES is reporting that the new government needs to urgently prioritise educational inequality and place it at the centre of its agenda to “build a better Britain”, according to Teach First.

The charity is warning today that thousands of young people could lose out and become disenfranchised if prime minister Theresa May fails to focus her attention on improving education in disadvantaged areas of the country.

As the charity’s Impact Conference begins in Leeds today, Brett Wigdortz, founder and chief executive of Teach First, has called for greater investment to prevent young people being left behind.

The two-day conference, in partnership with TES, will bring together 4,000 teachers, policymakers and business leaders, making it Europe’s largest conference focused on tackling educational inequality.

Ahead of the conference, Mr Wigdortz said: “Educational inequality is a slow-burning injustice that goes unnoticed but threatens the very fabric and foundations of a fair society.

“The fact that a child from a poorer background is less likely to succeed at school and life is totally at odds with a British sense of fair play. We need to invest in the communities and young people that have been left behind if we are to build a better Britain.”

More at: Teach First calls on new government to tackle inequality in education

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Comments

  1. GodSquadandMe

    SchoolsImprove sounds like extra money needed to raise attainment of these children in schools ….. Oooh wait a minute???#PPG

  2. TeacherTrainer

    Teach First is part of the problem. They cost a lot of money and have poor retention. The people they train are often from affluent backgrounds. Most of their cohort would go into teaching anyway – they should not be advantaged over other applicants who have struggled past disadvantage to attain a place in a ‘red brick’ university.
    It remains a fact, if you are a child from a background of poverty you are less likely to be taught by a qualified teacher or a teacher with a post 18 qualification in their subject than a child from a more affluent background. Until access to quality of teaching is equalised you cannot remove inequality of performance.

  3. Schools which struggle are often stuck in a downward spiral: poor results damn them which in turn makes it difficult to attract dedicated, high-quality, experienced teachers they need.  Parachuting in barely-trained Teach Firsters won’t make much difference.  Retention rates of Teach Firsters is low – what struggling schools need is stability with teachers sticking with them even when the going gets tough.  
    Disadvantage doesn’t predetermine education performance but it IS a handicap.  Perhaps the answer is to bring children out of poverty – but that would require an integrated social system of welfare, health and education.

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