White disadvantaged boys face a distinct and persistent set of challenges within the current system, including some of the lowest attainment at GCSE. Their average attainment has worsened since the pandemic, in line with declines seen across several other groups, although their outcomes remain among the lowest.

The government recognises that, especially for disadvantaged children, engagement and attainment at school is driven by high-quality teaching, a strong and inclusive school environment, and additional targeted support. The ‘Every child achieving and thriving’ White Paper sets out a coordinated programme of reform to raise standards, with a strong focus on disadvantaged pupils and white working-class children.

The independent inquiry into white working-class educational outcomes identified barriers to engagement and attainment, and the challenges associated with key transitions throughout the education system. Following its publication, we will continue to engage as the inquiry enters its second phase.

Our approach is comprehensive: rebuilding early family support, developing a new model for targeting disadvantage funding so it better reflects need, strengthening teaching quality and ensuring high-quality curricula are embedded across the system.

We are also launching two place-based missions, Mission North East and Mission Coastal, to drive sustained improvement in areas where outcomes remain stubbornly low, including for white working-class boys. These missions will bring together schools, families and local partners at place level to tackle entrenched disadvantage and raise attainment.

In parallel, the department is progressing reforms to the special educational needs and disabilities system to ensure earlier identification of need and more consistent, tailored support. These reforms will support inclusion and ensure that children with special educational needs, who are disproportionately represented among disadvantaged cohorts, receive the support required to achieve and thrive.

White disadvantaged boys face a distinct and persistent set of challenges within the current system, including some of the lowest attainment at GCSE. Their average attainment has worsened since the pandemic, in line with declines seen across several other groups, although their outcomes remain among the lowest.

The government recognises that, especially for disadvantaged children, engagement and attainment at school is driven by high-quality teaching, a strong and inclusive school environment, and additional targeted support. The ‘Every child achieving and thriving’ White Paper sets out a coordinated programme of reform to raise standards, with a strong focus on disadvantaged pupils and white working-class children.

The independent inquiry into white working-class educational outcomes identified barriers to engagement and attainment, and the challenges associated with key transitions throughout the education system. Following its publication, we will continue to engage as the inquiry enters its second phase.

Our approach is comprehensive: rebuilding early family support, developing a new model for targeting disadvantage funding so it better reflects need, strengthening teaching quality and ensuring high-quality curricula are embedded across the system.

We are also launching two place-based missions, Mission North East and Mission Coastal, to drive sustained improvement in areas where outcomes remain stubbornly low, including for white working-class boys. These missions will bring together schools, families and local partners at place level to tackle entrenched disadvantage and raise attainment.

In parallel, the department is progressing reforms to the special educational needs and disabilities system to ensure earlier identification of need and more consistent, tailored support. These reforms will support inclusion and ensure that children with special educational needs, who are disproportionately represented among disadvantaged cohorts, receive the support required to achieve and thrive.

Too many children are held back by their background. That is why, through the Opportunity Mission, we will break the link between background and future success.

The ‘Every child achieving and thriving’ White Paper establishes the department’s plan to improve the outcomes of all children, building on support at home with a stretching, enriching and inclusive school experience. Our ambition is that all children achieve higher standards and the disadvantage gap is halved. This equates to 30,000 more disadvantaged young people passing their English and maths GCSEs than today.

Additionally, we are driving standards through new RISE teams, a refreshed high-quality curriculum and assessment system and recruiting 6,500 additional teachers - as well as taking action to address barriers to learning.

Alongside this, around £3.2 billion is being provided in the 2026/27 financial year to state-funded schools in England through the pupil premium, to support disadvantaged pupils so they achieve and thrive in education.

'Giving every child the best start in life' sets out the immediate steps to deliver on our commitment to make early education and childcare more accessible and affordable. We have rolled out the expansion of government funded hours so that working parents can now access 30 hours per week from the term after their child turns nine months. We’ve also announced Best Start Family Hubs, backed by £500 million, and launched the Better Futures Fund, a new £500 million fund to break down barriers to opportunity for up to 200,000 vulnerable children and young people.

Finally, our Child Poverty Strategy will lift 550,000 children out of poverty by 2030. This includes the expansion of free school meals. Providing over half a million disadvantaged children with a free lunchtime meal will lead to higher attainment, improved behaviour and better outcomes.

White disadvantaged boys are consistently among the lowest performers on average over every key stage. This Government is committed to breaking the link between young people’s backgrounds and their future success.The Every Child Achieving and Thriving white paper outlines a coordinated plan to improve outcomes for disadvantaged children. This includes rebuilding early family support, reforming how disadvantage funding is targeted, and launching two place-based missions.

Absence is a key barrier to opportunity. Children need to be in school to achieve and thrive. The government recognises that some pupils, including those eligible for free school meals, face additional barriers to regular attendance. This is why the department is rolling out free breakfast clubs in all primary schools from April 2026. Schools can also use Pupil Premium to fund evidence‑based attendance and behaviour support.

Our statutory ‘Working Together to Improve School Attendance’ guidance supports the attendance of all children, including those families on lower incomes.

We provide real‑time data and attendance toolkits so schools, trusts and local authorities can diagnose drivers of absence and adopt practice, including bespoke attendance targets, personalised roadmaps back to pre‑pandemic levels, and benchmarking against statistically similar schools.

This month, the regional improvement for standards and excellence (RISE) attendance and behaviour hubs will launch fully with support reaching 4500 schools nationally with intensive one-to-one support for up to 500 schools every year.

Our attendance mentoring programme is supporting 10,000 persistently absent children in ten areas with some of the worst attendance rates.

A creative career should never be the preserve of a privileged few. However, we know that informal working and recruitment practices, and the concentration of creative jobs in London, can act as barriers to the inclusion of people who come from working-class backgrounds.

Making creative careers accessible for everyone is a key priority for the Government. That is why in our Creative Industries Sector Plan we committed to a refreshed UK-wide £9 million creative careers service. We are working closely with industry partners to design next year’s expanded programme, with a particular focus on priority areas where children and young people face the greatest barriers to accessing creative opportunities. Building on this we announced in November that we have invested £500,000 to expand Creative Futures, delivered through The King’s Trust. The programme is designed to break down barriers to jobs in the creative industries for young people across the country who are not in education, employment or training (NEET), or at risk of being so – particularly those facing significant barriers and currently underrepresented in the creative industries.

We are also working across the economy to address the issue of unpaid internships, as part of the Plan to Make Work Pay. Unpaid internships, which are not part of a formal educational or training course, are already largely banned. The law is clear: if someone is a worker, calling them an unpaid intern does not mean they are not entitled to pay. The commitment to ban unpaid internships reflects our vision for a fair and inclusive labour market where everyone has the opportunity to succeed based on their talent and not their financial circumstances. The recent call for evidence on unpaid internships is the first step in tackling this issue.

A creative career should never be the preserve of a privileged few. However, we know that informal working and recruitment practices, and the concentration of creative jobs in London, can act as barriers to the inclusion of people who come from working-class backgrounds.

Making creative careers accessible for everyone is a key priority for the Government. That is why in our Creative Industries Sector Plan we committed to a refreshed UK-wide £9 million creative careers service. We are working closely with industry partners to design next year’s expanded programme, with a particular focus on priority areas where children and young people face the greatest barriers to accessing creative opportunities. Building on this we announced in November that we have invested £500,000 to expand Creative Futures, delivered through The King’s Trust. The programme is designed to break down barriers to jobs in the creative industries for young people across the country who are not in education, employment or training (NEET), or at risk of being so – particularly those facing significant barriers and currently underrepresented in the creative industries.

We are also working across the economy to address the issue of unpaid internships, as part of the Plan to Make Work Pay. Unpaid internships, which are not part of a formal educational or training course, are already largely banned. The law is clear: if someone is a worker, calling them an unpaid intern does not mean they are not entitled to pay. The commitment to ban unpaid internships reflects our vision for a fair and inclusive labour market where everyone has the opportunity to succeed based on their talent and not their financial circumstances. The recent call for evidence on unpaid internships is the first step in tackling this issue.

The Judicial Office collects demographic information on magistrates, including professional background; however, providing this information is voluntary. Low declaration rates mean that there is insufficient data to allow for any meaningful analysis or interpretation at this time. We, and the judiciary, are committed to working to improve the completeness and quality of socio-economic data across the judiciary, including magistrates.

As committed in the Declaration on Government Reform and in order to better serve the public, the government must ensure it draws on the talent of people from the widest possible range of geographical, social and career backgrounds. We will make sure that citizens who have experienced disadvantages in their early lives are able to flourish in public service.

According to the Civil Service People Survey 2024, 33% of civil servants responding to the survey come from a working class background. Specifically, based on the NS-SEC index for parental occupation, 30% of respondents to the survey were from a routine background and 3% from a never worked one. To note that these figures are based on the 60% of civil servants that completed the survey in 2024.

As given in the answer of 8th October, the term ‘working class’ was used in the 10-Year Health Plan in the standard way that it is used in English, that is to indicate people who are employed for wages and generally experience greater job insecurity and less financial security than others in society.

As given in the answer of 8th October, the 10-Year Health Plan refers both to “working class jobs” and “working class communities”. These terms are used in the standard way they are used in English to indicate people who are employed for wages and generally experience greater job insecurity, lower benefits, and less financial security than others in society.

The information requested falls under the remit of the UK Statistics Authority.

A response to the Hon gentleman’s Parliamentary Question of the 21st of November is attached.

The information requested falls under the remit of the UK Statistics Authority.

A response to the Hon gentleman’s Parliamentary Questions of 21st October is attached.

A creative career should never be the preserve of a privileged few. The sector’s skilled and dynamic workforce is one of its key strengths, but more work still needs to be done so that, regardless of their background, people feel that a creative career is an option for them.

Making creative careers accessible for everyone is a key priority for the Government. That is why we are supporting creative apprenticeships and providing funding for partners including Screenskills and the BFI Film Academy to open pathways for young people, in particular those from underrepresented backgrounds.

The Department for Culture Media and Sport (DCMS) is working with industry to deliver a UK-wide £9 million Creative Careers Service, which aims to build awareness of creative careers and provide specialist advice with a particular focus on priority areas where children face the greatest barriers to accessing creative opportunities.

In film and TV specifically, we announced in the Creative Industries Sector Plan that we will be investing £75 million in the UK’s film and TV industry over the next three years. This includes support for the next generation of filmmakers.

The Government is pleased to see industry initiatives to monitor and improve diversity in the creative industries such as Project Diamond and the TV Access Project. However, there clearly remains work to do and we want to see stronger efforts from industry to improve socio-economic diversity and representation in the creative industries.

All children and young people should have every opportunity to succeed. However, the system is not working for all, including white working-class children, who are one of the biggest and lowest-performing groups.

This is unacceptable. The upcoming Schools White Paper will set out our vision for a school system that delivers educational excellence for all children, no matter their background.

The department is driving standards and outcomes through regional improvement for standards and excellence teams’ attainment conferences focused on disadvantage and the Maths Hubs programme, supported by the National Centre for Excellence in the Teaching of Mathematics. As part of a £2 million investment in reading and writing, secondary schools can access support to foster a strong whole-school reading culture, as well as the Unlocking Reading programme to boost the reading of pupils who need the most support, launching in January.

We will ensure future work to support white working-class children draws on evidence and expertise, including from the independent inquiry into white working-class educational outcomes.