There are 25 per cent more disadvantaged students in colleges than in sixth forms, new data on post-16 education shows.

The latest figures from the Education Policy Institute’s (EPI) annual report on the state of education in England show that in 2016, 45 per cent of disadvantaged school leavers went to an FE college or provider compared to 36 per cent who attended a school sixth form or a sixth-form college.

When the most disadvantaged pupils are removed from the statistics, 35 per cent attended an FE college while 57 per cent attended a school sixth form or sixth-form college.

School leavers from disadvantaged backgrounds were also more likely to “drop-out” of their post-16 education than their peers, with 11 per cent not continuing in education compared to 3 per cent of all other pupils.

‘Progress is stalling’

EPI executive chairman David Laws said the analysis shows that, over the last few years, progress on reducing the gap between disadvantaged pupils and other students appears to have been stalling.

The report also looks at how pupils from different backgrounds perform, and, for the first time, looks at the post-16 routes taken by disadvantaged students and their peers. The underlying causes of educational disadvantage are also examined - with several policy recommendations proposed.

The report also finds that post-16 education is becoming more segregated. In 2016, the EPI’s Segregation Index for post-16 education stood at 21.2 per cent - meaning that one in five disadvantaged students would need to alter their post-16 routes in order to match those their wealthier peers. 

‘Inclusive’ colleges ‘could do much more’

Catherine Sezen, senior policy manager at the Association of Colleges, said: “Colleges are inclusive and help people to make the most of their talents and ambitions and drive social mobility, especially for those who are from disadvantaged backgrounds.

“Unfortunately, a lack of funding has made running a college harder than ever, just at a time when colleges want to provide a full and rich curriculum and support for young people and adults. The balance between balancing the books and meeting students’ needs is not an easy one. 

“With additional funding, colleges could do much more. They are already doing so much to help businesses improve productivity and drive economic growth and they are rooted in and committed to their communities and drive tolerance and well-being. They are an essential part of England’s education system.” 

Recommendations for policymakers

Some of the EPI’s recommended initiatives include:

• Prioritise pupil well-being alongside academic attainment.
• Ensure early and sustained additional support for those who are behind with attainment.
• Provide access to a broad curriculum that includes out-of-classroom experiences.
• Promote a strategy of poverty alleviation - which forms the basis of a programme to improve the attainment of disadvantaged pupils.