The term “deprivation” is heard so often now and used in so many different ways. 

But funnily enough, you’ll find that those who work in “deprived areas” don’t actually use it that much. Instead, these teachers and schools just get on with it. The pupils they deal with have “stories” that are a little more complicated than most (some are truly horrific), and yet school staff work tirelessly, and bravely, to provide the best care possible. 

It’s when those who visit the school throw around the word “deprivation” (without understanding the issues of the children) that things become an issue. 

You see, deprivation has so many facets. In schools where these sorts of issues are dealt with daily, they are simply accepted as the norm. Teachers work non-stop, knowing that when the great and powerful Ofsted appears, it genuinely doesn’t have a clue what they face. It’s then no surprise that schools in deprived areas have a lower chance of being deemed “good” or “outstanding”. 

Let’s delve into one area of deprivation.

It’s hard to believe that in 2018 we have 128,000 children homeless. This is one in every 110 children without a home, and a 20 per cent increase in the past three years. It also represents the equivalent of four pupils in every school in the UK. But we all know it doesn’t work like that: certain schools experience a far bigger proportion and have to deal with the issues that go with it.

“Homeless” doesn’t necessarily mean sleeping on the streets. Charities working with homeless people describe the conditions some children face daily. Conditions like sharing a single room with their parents and siblings, and therefore eating, socialising and sleeping in the same room.

Is it any wonder that homework does not get done?

Parents and teachers recognise that this negatively impacts children’s development.

It is no surprise to them that children living in hostels and B&Bs don’t exactly thrive at school.

‘The forgotten children’

These, without doubt, are the forgotten children. The needs of these children can fall under the radar. These children suffer from a lack of quality clothing, poor personal care, a lack of nourishment and are often exhausted and ill with low self-esteem. 

Generalisations, yes - but sadly too often true.

Schools work so hard to support these pupils. But are they recognised by both the powers that be and Oftsed? Sadly again, the answer is no. Whatever did happen to the rights of all children?

Deprivation is a complicated issue. But without putting the “wellbeing” of an individual at the heart of their learning, we can be sure that they are unlikely to make satisfactory progress.

Of course, it would be brilliant if they did well academically, but first, they have to be able to survive life itself. This obsessive preoccupation with results does a massive disservice to so many children. 

I hope that one day the level of support offered by schools to these pupils will be recognised by Ofsted.

But what I hope for more, and what we all should desperately aim towards, is a society in which we don’t have more than 100,000 pupils in such a position in the first place. 

Colin Harris has led a school in a deprived area of Portsmouth for more than two decades. His last two Ofsted reports were ‘outstanding’ across all categories

To read more of Colin’s articles, visit his back catalogue