Last week, Siobhain spoke about the vital importance of social mobility, particularly in tackling the under-achievement of working class students.
She described how Mitcham & Morden is relatively average in the UK-wide social mobility index, but in London it sits in the 10 worst-ranked constituencies for social mobility and is part of a pocket of underperforming south London constituencies. The challenges on social mobility remain stark, especially for white working-class students.
In particular, she celebrated the fantastic work of the Harris Academy chain, which has transformed the prospects of so many students.
You can watch her speech above, and read it below.
'I congratulate the hon. Member for Norwich North (Chloe Smith) on securing this debate on a vital issue. I also congratulate the commission on its work, and particularly its chair, and hopefully my friend, the Government’s social mobility tsar and former new Labour warrior Health Secretary, Alan Milburn. I have long been a great supporter of the Sutton Trust and its terrific work, of which the social mobility index is just one of many examples. I also endorse the conclusions of its report, “Missing Talent.”
My constituency of Mitcham and Morden is relatively average in the UK-wide social mobility index, but in London it sits in the 10 worst-ranked constituencies for social mobility and is part of a pocket of underperforming south London constituencies.
The challenges on social mobility remain stark, especially for white working-class students. A significant attainment gap between children receiving free school meals and those who are not eligible exists even at pre-school level. By GCSE age, only 32% of white working-class British students achieve the GCSE benchmark, compared with 44% of mixed-race students, 59% of Bangladeshi students, 42% of black Caribbean students and 47% of Pakistani students—those figures are all for students receiving free school meals. On top of that, prospects have been improving much more slowly for white working-class students over the past 10 years than for almost any other ethnic group.
Most importantly, there is a tremendous difference between the performance of white working-class students in inadequate schools and those in outstanding schools, which demonstrates the huge influence that a good school can have.
We know what works in schools. I will compare the Harris Federation academy chain in south London with national averages. Only about 56% of white British students nationwide secure five A* to C-grade GCSEs, but at Harris Academy Greenwich 60% of white British students secured such grades in 2015. Just five years ago the school was in special measures, but now, under the excellent leadership of its strong principal, George McMillan, the school has undertaken an unimaginable transformation. A staggering 73% of white British students at Harris Academy Falconwood secure five A* to C-grade GCSEs. Yet again, the rate of the school’s success is incredible. In 2008, only 17% of its students achieved such grades, but under the leadership of Terrie Askew the school is now judged outstanding by Ofsted. Those schools have demonstrated consistent relentlessness in both discipline and high achievement.
They promote zero tolerance of bullying, they pick up children directly from their home if they have a habit of truanting, and they provide breakfast clubs and after-school network clubs, which serve nutritious food.
Members of this House also have a responsibility to do all they can, which is why I set up my own work experience scheme in Mitcham and Morden to link young, unemployed constituents with local businesses and organisations to get the experience they need to access a full-time job. I am proud that since 2011, more than 350 participants in our scheme have found full-time employment, and I am planning my own mentoring scheme in the constituency to match children and young people with successful adults. Experts, including Robert Putnam, have argued that such social capital, defined as a young person having an older role model to look up to who is not their parent, is key to ensuring their future prosperity.
As “Missing Talent” argues, we urgently need to incentivise better use of the pupil premium to ensure that disadvantaged pupils receive the focused support they need. As well as greater support for highly able pupils from disadvantaged backgrounds, I hope to see more support for average students, because that is precisely what most of us are. I want students who get average GCSE grades to do better and have access to better-paid apprenticeships and better alternatives to university if they feel that university is not for them. Social mobility is not only about the children at the top doing well; it is about all children being able to aspire, and to surpass their own and everybody else’s expectations.'