Young People's Under Achievement

Final Report
RESEARCH INTO YOUNG
PEOPLE’S
UNDERACHIEVEMENT
NWDA
March 2010
WM ENTERPRISE

Final Report
RESEARCH INTO YOUNG

PEOPLE’S
UNDERACHIEVEMENT
NWDA

March 2010

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Research into young people’s underachievement

TABLE OF CONTENTS

1. Executive Summary 3
1.1 Introduction 3
1.2 Research aims and objectives (Section Two) 3
1.3 Methodology (Section Two) 3
1.4 Findings (Section Three) 4
1.5 Conclusions (Section Four) 5
1.6 Recommendations 5
2. Introduction 10
2.1 Introduction 10
2.2 Research aims and objectives 10
2.3 Methodology 10
2.4 Summary of literature review 13
2.5 Summary of statistical analysis 14
2.6 Acknowledgements 15
3. Findings 16
3.1 Introduction 16
3.2 Existing mechanisms of support 16
3.3 Community 20
3.4 Parents and family 28
3.5 Individual 31
3.6 Environment 32
4. Conclusions and recommendations 35
4.1 Introduction 35
4.2 Conclusions 35
4.3 Summary of findings 37
4.4 Recommendations 38

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LIST OF APPENDICES

Appendix I: Literature and Policy Review 43
Appendix II: A Statistical profile of young people’s underachievement in the North
West region 74
Appendix III: Acknowledgements for organisations who assisted in focus groups 110
Appendix IV: Acknowledgements for stakeholders consulted 112
Appendix V: Questionnaires 114
Appendix VI: Analysis of quantitative data from focus groups 117

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1. Executive Summary

1.1 Introduction

To what extent are young people in the North West underachieving? What effect
does deprivation have on young people, and are the barriers they face different in
the North West and its sub regions?

This study aims to examine these questions and understand the experience of
disadvantaged young people growing up in the region. WM Enterprise (WME) was
appointed in May 2009 by the Northwest Development Agency (NWDA) and
Regional Skills and Employment Board (RSEB) partners to undertake research into
the factors driving underachievement amongst young white males and females in
the region.

1.2 Research aims and objectives (Section Two)

The aim of this research was:

To examine the problem of low aspiration and achievement of young disadvantaged
men and women and investigate the extent to which young white males and females
in the North West are under skilled and under employed, compared and contrasted
with the reasons impacting on other specific groups of disadvantaged young males
and females including those from BME communities, lone parent and care leavers.
This will involve identifying the reasons leading to this situation and the possible
actions that could be taken to address them.

The primary objectives for this research were:

 To examine the problem of low aspiration and achievement of young white
disadvantaged males and females
 To investigate the extent to which and identify specific reasons why young white
males and females in the North West are under skilled and under employed.
Underachievement in education should be examined as this impacts on an
individual’s ability to develop formal skills that employers recognise
 To compare and contrast the reasons for low aspiration and underachievement
identified with the reasons impacting on other specific groups of disadvantaged
young males and females including those from BME communities, lone parent and
care leavers
 To suggest possible actions that could be taken to address the reasons identified
either for young white males and females specifically or for a wider group of
disadvantaged young people

1.3 Methodology (Section Two)

The methodology for this research was structured in three phases:

 Phase One sought to understand the existing evidence pertaining to young people’s
underachievement generally, and the factors underlying it in the North West
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through stakeholder consultation, an extensive literature and policy review and a
robust statistical analysis of the attainment data in the region.
 Phase Two was the primary evidence gathering phase, designed to be qualitative, in
depth, and to complement existing literature. In total, 242 young people and 60
practitioners participated in the research through 30 focus groups in all five sub
regions in the North West.
 Phase Three involved collating, analysing and reporting on the evidence gathered in
Phase Two.
1.4 Findings (Section Three)

The research suggests that there is no one factor that leads young people to
underachieve, but that it is a number of factors combined that prevents young
people from achieving their potential. The variety of influences and barriers on
young people can be grouped as follows:

 existing mechanisms of support that did not work as designed for these young
people, or which exacerbated patterns of deprivation and lack of opportunity. This
included information advice and guidance that was viewed as inadequate, or
inappropriate; misunderstanding or miscommunication of vocation pathways to
work; lack of support through transition points and the pattern of commissioning
and deprivation that may disadvantage some young people through misallocation of
resources
 community influences that shape how the young person views success, what seems
to be possible for them and the constraints that they operate within. These factors
are different from community to community and can include norms and worldview
that make it difficult for a young person to achieve; perceptions of the utility of
education and employment; lack of a work ethic; attachment to place that makes it
difficult to travel for available opportunity; gender essentialism; normalisation of
low achievement and aspiration through lack of role models; and intergenerational
worklessness and peer influences that police these community and gender norms
 parental and family factors that interrupt education and training or act as breaks on
aspiration. This includes understandable fear of being seen to criticise parents or
loved ones by aspiring to social mobility; chaotic home lives that interrupt
education; parental engagement with education; and inherited social skills
 environmental barriers to achievement, including lack of transport and connectivity
to opportunities; sub‐regional or local economies that can constrain ambition and
not match up to education experience or IAG
 individual factors that prevent young people from thriving, including lack of
maturity leading to missing out on early education, or teenage pregnancy that may
influence and constrain decisions about career choices.

The findings also suggest that each young person faces an individual mix of these
factors. This mix makes tackling the challenges of underachievement so difficult as it
means that a range of interventions in a range of arenas are all important to support
young people’s development. Some areas of interventions, such as statutory
schooling, have significant experience in these issues, whereas other possible
interventions, for example on a community level, are just beginning to be
understood.
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1.5 Conclusions (Section Four)

1.5.1 What are the differences / similarities between the sub‐regions?

Based on the evidence from this research, sub‐regions on the whole tend to be more
similar than they are different when it comes to the causes of young people’s
underachievement. Most of the findings are present to a greater or lesser extent in
each sub‐region; for example, transport and connectivity is an issue for young
people in some areas close to conurbations, such as Birkenhead in Greater
Merseyside, as much as in more rural sub‐regions such as Lancashire and Cumbria.

1.5.2 To what extent are the drivers of underachievement unique to white young
people?

The evidence from this study suggests that race and ethnicity is a much less
important factor in aspirations and attainment than social class and location. There
was no noticeable difference between young people from a black minority ethnic
(BME) origin and white young people from a similar class and background. However,
the number of non‐white participants in the research was small.

The literature review can and does draw conclusions regarding race. The available
existing evidence base suggests that ethnicity is an important influence on aspiration
and attainment, but that this is a nuanced picture that defies generalities.

1.5.3 What is the impact of deprivation?

The findings from the research show young people have a range of influences,
factors, opportunities and barriers to navigate as they travel through the education
system and into employment and adulthood. Young people from an economically
deprived background face a number of factors that are multidimensional, and
complex, and which can reinforce each other in unexpected ways. Why do some
young people from these backgrounds underachieve and others do not?

We know from the recent significant investment in social mobility, education,
tackling child poverty and regeneration that these issues are intractable and difficult.
However, this research adds to a body of evidence that suggests ways forward
through local and regional partnerships that can create local solutions to these
issues.

1.6 Recommendations

1.6.1 Reforming existing mechanisms for support

Young people are at the centre of a team centred approach from different agencies
and institutions designed to educate and support them. The mechanisms for
controlling these institutions are statutory, national and local policy, and
commissioning processes. They are already the subject of much ongoing reform, are
easy to criticise and hard to improve. The remit of this report does not extend to
changing national policy, however, it is important to reflect the conclusions of the
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consultation and research that was carried out. The suggested recommendations in
this category are as follows:

 Targeted, effective IAG for parents, teachers and pupils: IAG can help to mitigate
against effects such as attachment to place. It is up to local authorities to decide
how to deliver this IAG, but relationships with other agencies, such as NWDA, should
be made to join up frontline IAG with economic and social realities.
 Tailored, appropriate work experience in schools: Young people with connections
and a strong idea of their future are currently better placed to benefit from work
experience. Where possible, disadvantaged and unsure young people should be
offered more adventurous experiences that are more tightly linked to regional skills
policy and workforce need (i.e. away from declining industries).
 Employer engagement: Schools and IAG providers need to have a close working
relationship with local and sub‐regional employers in order to support the
development of work experience and other career opportunities for their students.
 Strategic clarity about success: Underachievement, potential and social mobility are
all issues that are addressed through regional and national policy. However, there is
no common understanding of what it means to be successful for young people.
 Creative solutions to demand for apprenticeships in the recession: There is a
perceived undersupply of apprenticeship placements for young people during this
recession. This is a key issue for deprived young people who see vocational routes as
a pathway to what they would define as a good career. Public sector
apprenticeships, increased incentives for employers, and closer linkages to the
economy and employers are possible solutions.
 Support at trigger points for those at risk of underachievement: Existing support
for some young people during key career pathways such as summer schools should
be extended to all young people at risk of underachievement.
 Review of the use of ‘exclusion and isolation’: The use of these disciplinary
measures raises concerns among practitioners and young people. Its use in school
should be carefully considered and its impact upon young people’s longer term
outcomes researched.
 Stronger links to sub‐regional economic needs: The forecasting and strategic
planning of the local economy is well understood amongst economic development
workers and on a strategic level. However, there is evidence that it is not linked
closely enough to the ground level IAG and educational support.
 Transport and connectivity: The North West’s Integrated Regional Strategy, RS2010
is a key opportunity to review the region with respect to connectivity, and this
research supports an integrated approach to spatial and economic planning.
 Adult education availability: For some young people circumstances mean that they
find it difficult to reach Level 2 and 3 skills by 19 years of age. Adult education is a
way for this group to narrow the gap later in life. However, both funding and
signposting of adult education needs to be adequate and appropriate.
 Early intervention for children at risk of underachievement: While some young
people obtain intensive tuition and support on basic skills such as maths and English
at FE level, it is more cost effective and beneficial to intervene earlier. Suggestions
for this intervention include, for example, resourcing smaller class sizes for those at
risk of underachievement.
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 Tackling negativity towards apprenticeships: There are a number of interventions
that could be initiated to ameliorate negativity towards apprenticeships, such as
teachers or heads being an ‘apprentice for a day’, or tailored resource packs.
 Sharing good practice: It is important that Local Authorities share good practice and
lesson learnt, for example, Wirral using Working Neighbourhood Funds to pay
Apprenticeship wages for six months.
1.6.2 Strengthening and understanding local communities

This study suggests that local communities have a profound effect on young people’s
aspirations and attainment. Young people will absorb the values and understanding
of the people around them, affecting their own values with respect to success,
family, work, travel, and decision making. Deprived communities share some factors
that disproportionately impact their young people, especially attachment to place.
The recommendations that are suggested by the evidence include:

 Links with local communities and community based interventions: In order to
demystify education, understand the local community and affect the attitudes and
community norms, schools and colleges can develop projects with the local
community. These projects should be about local innovation and need, and
approaches may include ‘Community schools’ principles – strong partnerships, using
the schools as a hub for support for the children, parents and the community.
 Commissioning with pockets of deprivation in mind: While funding must go to
those areas of greatest need, this can sometimes under‐serve small deprived
pockets within more prosperous areas. There is a need to support these areas with
direct, targeted interventions to ‘narrow the gap’ with the surrounding area.
 Partnership between schools: Schools in areas of deprivation can perform badly
compared to other local schools. Partnerships between schools and after school
clubs to, for example share school trips, certain lessons, or equipment may be one
way to raise aspiration of the sink school.
 Practical challenges to gender norms: Deprived young people can be affected to a
greater extent with gender stereotyping. Imaginative use of speakers, work
experience, IAG and careers talks may be able to dispel some myths.
 Local levers of influence: Schools and colleges often have access to little used levers
of local influence. These may be teaching and support staff from the catchment
area, school governors or strong local community organisations and leaders and
opinion formers. Working with these people can help schools to understand their
pupils and make more appropriate interventions and training, and can help local
organisations and leaders to raise local young people’s aspirations and achievement.
1.6.3 Supporting parents and the family

One of the key factors influencing young people is the family or home life. This can
provide the support and encouragement for young people to attain. It can also
cause barriers through lack of parents’ own experiences with education and
employment, lack of stability in the family and home, intergenerational worklessness
and lack of engagement with education and learning. Suggested interventions to
address these influences include:

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 Adult education and family learning: Family attitudes to education and learning can
impact their engagement with their children’s schooling. One way of addressing this
is for local authorities to encourage adult education and family focused learning.
 Familiarisation with education settings through outreach: Parental engagement
with education is an important tool in supporting young people. Imaginative
programmes for outreach have clear leadership from head teachers; are
understanding of the parental circumstance; follow best practice examples and staff
are welcoming and supportive of parents.
 Support for difficult circumstance and for the family: Chaotic homes and family life
impacts young people’s ability to study. Interventions such as homework clubs,
parenting classes, conflict resolution support and advice may impact this.
1.6.4 Assisting individuals

Individuals from similar backgrounds, families, and communities can still have very
different outcomes. This can be identified as down to individual factors such as
emotional resilience, health, maturity, and reproductive choices. How to assist
individuals to effect change in their own lives is difficult, but there are suggestions
from the research of approaches that work. These include:

 Life skills through youth work and informal education: Hobbies, activities sports
and youth work availability for young people can help them to develop the life skills
they need. Supporting local third sector organisations to deliver these to the most
deprived children can ensure that they learn social skills, conflict resolution, raise
self esteem and confidence and emotional resilience.
 Positive activities for young people: Young people from isolated or deprived
communities are less likely to be involved in positive activities outside school. Some
of the most affected are eligible for support through PAYP programmes, but there is
a cohort of young people who just miss out on this support.
 Pregnancy: Young women have complex reasons for becoming pregnant, not least
the value communities and families put on pregnancy, compared to the available
entry level jobs. Practitioners and sex educators need to understand these reasons
and design appropriate and targeted interventions to combat this.
 Modelling appropriate social skills: Teachers play an important role in socialising
young people in educational and employment environments. Through teachers
modelling polite and respectful behaviour even when delivering discipline pupils can
learn ways of conflict resolution and appropriate behaviour.
1.6.5 Changing the environment

Some factors affecting young people are structural. They may be physical, and relate
to geography and infrastructure, economic, relating to employers, the recession, and
economy or social, relating to the wider youth culture affected by the media and
internet. These issues often cannot be affected by anything less than national policy
or a lot of resource to change the infrastructure. The following recommendations,
however, are suggestions of interventions that could ameliorate these effects:

 Travel and connectivity: Public transport disproportionately affects young people.
However, barriers are not just physical, but also economic and social. These barriers
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include regularity of bus services, cost, knowledge of using them and timetables, and
direct services to education and employment opportunities.
 Youth work in isolated area: Commissioners and other funders must recognise the
increased costs associated with delivering youth work and other interventions to
rural and isolated areas. Innovative ways of dealing with connectivity issues must
also be found and supported, for example, car shares amongst parents, bike
schemes in city, or scooters for young people.
 Recession: Young people are clearly being impacted heavily by the recession with
increased unemployment and lack of apprenticeships. Cutting funding to non ring‐
fenced services such as youth work, and local community organisations will further
affect aspiration and attainment. This is an intractable problem; however, solutions
such as the September Guarantee (Guaranteeing education, employment or training
places the September after completing compulsory education), further volunteering
opportunities for young people and expanding education provision may cushion
some of the effects.

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2. Introduction

2.1 Introduction

WM Enterprise (WME) was appointed in May 2009 by the Northwest Development
Agency (NWDA) and Regional Skills and Employment Board (RSEB) partners to
undertake research into the factors driving underachievement amongst young white
males and females in the region.

2.2 Research aims and objectives

The aim of this research was:

To examine the problem of low aspiration and achievement of young disadvantaged
men and women and investigate the extent to which young white males and females
in the North West are under skilled and under employed, compared and contrasted
with the reasons impacting on other specific groups of disadvantaged young males
and females including those from Black Minority Ethnic (BME) communities, lone
parent and care leavers. This will involve identifying the reasons leading to this
situation and the possible actions that could be taken to address them.

The primary objectives for this research were:

 To examine the problem of low aspiration and achievement of young white
disadvantaged males and females
 To investigate the extent to which and identify specific reasons why young white
males and females in the North West are under skilled and under employed.
Underachievement in education should be examined as this impacts on an
individual’s ability to develop formal skills that employers recognise
 To compare and contrast the reasons for low aspiration and underachievement
identified with the reasons impacting on other specific groups of disadvantaged
young males and females including those from BME communities, lone parent and
care leavers
 To suggest possible actions that could be taken to address the reasons identified
either for young white males and females specifically or for a wider group of
disadvantaged young people
2.3 Methodology

WME used an approach designed to deepen the existing research base through
qualitative research with both practitioners and young people themselves. The
methodology was designed to be responsive to both the needs of the NWDA and the
RSEB, and to build on other evidence from policy and other research, and comprises
five phases.

2.3.1 Phase One: Examine

This initial phase sought to understand the existing evidence pertaining to young
people’s underachievement generally, and the factors underlying it in the North
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West. This led to the development of an options paper that set out the approach for
the project’s primary research phase. This examination encompassed:

 Literature and policy review: of all relevant documents
 Statistical analysis: a detailed statistical profile of young people’s attainment in the
region based on data obtained from a range of sources
 Stakeholder consultation: a series of eighteen telephone and face‐to‐face
interviews with key strategic representatives from organisations such as 1NW
Regional Network for BME Voluntary Sector, AimHigher, Association of Colleges,
Connexions, Equalities and Human Rights Commission, Government Office North
West, key Heads of Department for Children’s Services, Learning Skills Council, North
West Children’s and Young People’s Improvement Board, North West Provider
Network, and the University of Chester. This aimed to obtain views on the objectives
of the research and the most appropriate approach to the consultation programme
 Options paper: presenting detailed proposals for the primary research stage of this
assignment
 Workshop with key stakeholders: this workshop was held in order to discuss our
approach to the assignment and finalise the research process, using the options
paper as the basis for discussion

2.3.2 Phase Two: Investigate

This primary evidence gathering phase was designed to be qualitative, in depth, and
to complement existing literature. Factors underlying youth underachievement are
well documented in the literature. However, this research was designed to
understand the factors that impact upon young people in the North West, and to
understand sub‐regional differences. In total, 242 young people across the region
participated in the research, as well as around 60 practitioners.

Research with young people: Six focus groups with young people were held in each
of the five sub‐regions (30 in all). The focus groups targeted:

 School students in Years 7, 9, 11
 Students in their first year of further education
 Young people in their first year of work based learning
 Young people Not in Education, Employment or Training (NEET)
The focus groups were delivered using a range of age appropriate interactive
techniques. They aimed to produce specific, qualitative, local information about
young people’s aspirations and attainment, along with barriers which they perceived
stopped them achieving their goals, and the effectiveness of support and services
available to them. In addition to focus group participation, all young people also
completed a short questionnaire, which is provided in Appendix V. This was
designed to provide a quantitative view of the key issues to compare and contrast
with the qualitative outputs of the focus groups.

The schools and colleges were chosen partly for their location in areas with deprived
communities, and are detailed in Appendix III. The aim was to deliver a balance of
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perspectives between industrial / other areas, urban, rural and small town locations.
The young people included a range of abilities, focused on the lower spectrum, and
a range of backgrounds. However most were eligible for Free School Meals or the
Education Maintenance Allowance.

Research with practitioners: Three focus groups were held with practitioners
working with young people in each of the five sub‐regions. The participants were:

 Youth workers
 Work based learning(WBL) tutors
 Further Education (FE) tutors and front line support staff

The consultation process for this research was structured around the key factors
that are known to exert a significant influence on young people’s achievement and
aspirations, including:

 Trigger points and transitions
 Ethnicity
 Gender
 Local area and communities
 Social class and the nature of the local economy
 The effect of the recession on aspirations and attainment
 Parental factors and the influence of other role models
 Educational factors, including current policy, 14‐19 Diplomas
 Additional barriers (for example, alcohol, drugs and health issues)

This approach was chosen to support the existing primarily quantitative literature
around attainment and aspirations. The aim was to provide an in‐depth qualitative
understanding of the reality of young people’s lives in the region and to illuminate
the choices made for and by young people. These factors are complex and multi‐
dimensional and the focus groups allowed the researchers to unpick some of the
underlying issues and barriers.

This approach to primary fieldwork is not without its limitations. While a cohort of
242 young participants is relatively high for a research exercise such as this, it cannot
be regarded as a statistically robust sample of young people in the North West,
especially at sub‐regional level. Running the focus groups across all five sub‐regions,
and within a range of communities and institutions helps to ensure that a wide
range of opinion is captured. But readers should bear these limitations in mind.
Furthermore, young people were recruited primarily based on their educational
stage and age, not ethnicity or gender. This has impacted on the project’s ability to
contrast young people from different ethnicities due to the small sample size of non‐
white young people.

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2.3.3 Phase Three: Compare and contrast

Phase Three has involved collating, analysing and reporting on the evidence
gathered in Phase Two. The evidence was ordered by sub‐region, background of the
participant, and themes identified by the objectives of the research and the
literature review. The aim was to understand the key issues present throughout the
sub‐regions, local differences, differences with regards to gender, ethnicity, trigger
points, educational factors, parents, communities and peers.

Initial findings were presented to the study’s Steering Group and to a group of the
region’s Directors of Children’s Services to gain feedback and potential
recommendations. These have been incorporated into this final report.

2.4 Summary of literature review

Appendix I contains the full literature and policy review. Headline findings from this
report are shown below:

 National policy reform in relation to the education system is a key driver of this
research and promotes a holistic, partnership approach to ‘breaking the link’
between disadvantage and low attainment through a range of strategic initiatives.
 There is strong evidence of the links between disadvantage and low attainment,
especially at Levels 2 and 3, evidenced by those young people eligible for free school
meals showing a significant attainment gap.
 The transfer of 14‐19 provision to local authorities and the target for 90% of 17 year
olds to be participating in education and training by 2015 are key factors when
considering future action, and where responsibility lies.
 The North West strategic policy context illustrates the region’s specific problems in
relation to attainment and shows significant negative trends in terms of the
concentration of worklessness and low attainment, both in specific geographical
areas characterised by deprivation (predominantly urban) and amongst specific
groups facing barriers to participation.
 There is evidence to suggest that the current recession is likely to intensify the
barriers for young people to access education, training and employment due to a
reduction in the availability of opportunities, particularly vocational.
 The factors affecting young people’s aspiration and attainment have been
extensively researched and the evidence shows that they are multiple, variable and
complex in nature, with no single factor being prevalent.
 Social class is a major barrier – working class children have limited access to
resources compared to middle and upper classes and are also brought up with lower
expectations in terms of attainment, potentially due to a lack of role models. Class is
one of the best determinants of a child’s performance at school.
 Age is a crucial influence on aspirations and attainment – 11 to 14 is the period
during which young people move from idealistic to realistic aspirations while peer
influence peaks at the age of 15.
 The most significant trigger points affecting young people’s attainment and
aspiration include the transitions between Key Stages, but the most significant
influencer is leaving compulsory education.
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 Ethnicity is an important influence – white boys from working class backgrounds
have the lowest aspiration and attainment and this is failing to improve at the same
rates as other groups. However, BME groups are disadvantaged in the North West
labour market, with a low employment rate against the average for the region.
 Gender differences are also important and this varies by ethnicity. The attainment
gap between males and females increases with age and girls generally have higher
educational aspirations with stronger parental influence.
 Intergenerational influence and parental attainment are key factors affecting the
performance of young people, including parental occupation and the extent to
which parents are engaged in the home learning environment.
 Schools and their status have a strong correlation with attainment – there is a
significant gap between attainment in deprived schools compared to those that are
more affluent.
 The North West is particularly significant in terms of NEET young people. Rates are
particularly high in areas that have lost significant capacity in traditional industries,
which reflects the region’s historical situation. However, there has been some
improvement in the number of NEET young people in the region and it is important
that the reasons for this are recognised and understood.
 Multiple disadvantage reduces attainment and aspiration of young people and is a
common factor amongst NEET young people. These factors include health and
disability, amongst others.
 The spatial aspects of patterns of attainment and aspiration are highly significant –
research by the Joseph Rowntree Foundation concludes that ‘geography matters’
and this is supported fully by our statistical analysis. This relates to concentrations
in the most deprived areas and the fact that this is predominantly an urban problem,
despite localised variances.

2.5 Summary of statistical analysis

Appendix II contains a statistical profile of underachievement in the North West.
Headline findings from the statistical analysis are shown below:

 There is a clear spatial pattern to young people’s attainment in the North West
region. There is a link between underachievement and the most deprived and
urbanised areas of the region in Manchester and Liverpool, although a complex set
of variables affects this.
 Analysis of the available data highlights that there is a specific grouping of local
authority areas in the region demonstrating limited performance against a range of
indices linked to the attainment and aspiration of young people, including Barrow‐
in‐Furness, Blackpool, Blackburn with Darwen, Burnley, Knowsley, Manchester,
Halton, Rochdale and Salford.
 In more affluent areas of the region such as Cheshire and Warrington, participation
tends to be higher in more academic subjects and types of courses post‐16, whereas
vocational education and work based learning is concentrated in more deprived
areas.
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 There is a link between eligibility for Free School Meals, a proxy for socio‐economic
class, and ongoing participation rates between Key Stages 4 and 5 and also
attainment at these levels.
 Concentrations of NEET young people are also within the most deprived areas of the
region with the most significant concentration in the urbanised sub‐regions of
Greater Manchester and Merseyside.
 Similarly, the proportions of Education Maintenance Allowance (EMA) take‐up are
greatest in these sub‐regions, which also display higher levels of truancy.
 Higher education participation is lowest in a similar grouping of local authorities
displaying other indices of low aspiration and attainment amongst young people,
Knowsley; Pendle; Blackburn with Darwen; Hyndburn; Blackpool; Manchester;
Burnley; Tameside; Salford; Copeland; Barrow‐in‐Furness; and Halton.
 Local authorities in Greater Manchester, Merseyside and Lancashire have lowest
attainment rates at Levels 2 and 3. Despite significant improvements during the last
five years, a number of local authorities within these sub‐regions continue to
demonstrate below average performance.
 There are greater variances between the performance of white young people and
those from BME communities at GCSE level compared to Key Stage 3 and A‐Level
results.
 For the North West region as a whole, white young people under‐perform by 0.1%
compared to all ethnic groups, although there are significant variations by individual
local authority areas.
 Concentrations of lone parents aged under 25 and carers are found within the more
urbanised and deprived local authorities such as Liverpool, that also demonstrate
characteristics of underachievement amongst young people.
2.6 Acknowledgements

This research could not have taken place without support from individuals and
institutions throughout the North West. The research team would like to thank:

1NW Regional Network for BME Voluntary Sector, 4NW, Aimhigher Cheshire,
Aimhigher Cumbria, Aimhigher Greater Manchester, AimHigher Greater Merseyside,
Association of Colleges, Bacup and Rawtenstall Grammar, Better Choices,
Birkenhead College, Blackpool Youth Service, Connexions (Sefton), Connexions
(Cumbria), Equality and Human Rights Commission, Fairfield School, Furness College,
Government Office North West, Job Centre Plus, Knowsley Department for
Children’s Services, Learning and Skills Council, Manchester Academy, NACRO, North
West Children’s and Young People’s Improvement Board, North West Provider
Network, NW Ltd., Penketh High, Preston College, ProCo., Rathbone, Rochdale Youth
Services, Salford City College, Sefton Youth Service, Skelmersdale College,
St Helens College, Total People, TPN Now, University of Chester, Walney School,
West Cheshire College, and Youth for Christ.

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3. Findings

3.1 Introduction

The research has provided insight into the factors influencing low aspiration and
underachievement among young people at a variety of spatial levels. The findings
have been grouped into the following categories:

 Existing mechanisms of support
 Community
 Parents / family
 Individual
 Environmental
Due to the nature of our research methodology, we are unable to give any indication
of the relative levels of importance of each finding upon young people, and in any
case the levels of importance are likely to differ for each individual. The overarching
finding from the research suggests that the causes of underachievement in young
people are varied and complex, and that each young person must navigate through
multiple barriers to attainment that interact with and reinforce each other.

3.2 Existing mechanisms of support

Existing institutions and mechanisms already play a key role in a young person’s life,
such as (but not limited to) educational establishments, IAG, Departments of
Children’s Services and the youth service. Our findings suggest that there are areas
where the mainstream services are not sufficiently helping young people at risk of
underachievement attain or develop. These findings include:

 Information, advice and guidance
 Vocational pathways
 Impact and outcomes of transition
 Patterns of deprivation and commissioning

3.2.1 Information, advice and guidance

Young people’s experience of information, advice and guidance (IAG), including its
quality and availability, varied considerably. Young people in most focus groups
claimed to have received no careers advice, and had had no contact with
Connexions. Of those that had, the majority were not satisfied with the quality of
the advice they received. Practitioners from FE and WBL cited lack of appropriate
IAG as an important factor in young people dropping out or changing courses when
they did not meet their expectations. There was no discernable sub‐regional
variation in the responses. This finding is supported by a recent survey that
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indicated that a sizeable proportion of young people perceived careers advice as
infrequent and ineffective: approximately 45% of over 14s had received 'no/very
poor/limited' advice. 1

School work experience placements were not viewed as having been positive by
around half of the young people spoken to. Those that found it beneficial had
experienced hands‐on aspects to the work, rather than just observing others. Those
that did not find the experience beneficial tended to think that their placements had
been unsuitable. For example, one girl was sent to a nursery for work experience,
despite her expressed unwillingness to work with small children. Her perception
was that the choice had been made purely on the grounds of her gender, and
assumed career choices.

Overall, the work placements offered to young people tended to come from a small
number of local industrial employers, which suggests that employer engagement
remains a struggle for parts of the education sector. Placement opportunities were
viewed as often being gender segregated, and were not likely to be in the
professions. Those young people who had secured higher level/professional
placements had arranged them through family connections. This is inevitably likely
to restrict availability to young people from lower economic groups, and limit their
exposure to a wider range of career examples.

Practitioners suggested that IAG offered to young people interested in work based
learning was often out of date and unsuitable. WBL practitioners from colleges and
providers in the majority of sub‐regions considered that many young people starting
their courses were not aware of the need for basic skills in maths and English. They
believed that teachers and parents had an out of date view of vocational courses as
being only practical with no academic content, and not leading further education or
training. These preconceptions have an impact on the young people taking these
courses, as they arrive unprepared, and may put off other young people from taking
this route.

Parents are a key source of guidance for young people, however, FE and WBL
practitioners did not believe that they (the parents) had the necessary support and
information to understand current pathways to work. This had an impact on the
preparedness of some young people for their courses. This also affects parents’
ability to support their children through the course, and guide them onto Higher
Education. Research from Directgov states that nine out of ten parents are worried
about giving their children the right advice and guidance, and that one in four
parents are not fully aware of the options and services available to their child once
they leave education. 2

3.2.2 Vocational pathways

Vocational pathways are seen as a key route to success for many deprived young
people. Focus groups with young people from deprived areas from all sub regions

1
iCould (2009) Fair access to the professions: Young people's survey results
2
Directgov (2009)9 out of 10 parents are worried about giving their kids the right advice and guidance.
WM ENTERPRISE 17


suggested that traditional skilled trades were valued as successful and achievable,
particularly for young men. WBL, FE and youth workers confirmed that young
people were interested in these careers, and the less academically inclined were
attracted to the new vocational pathways on offer. While this was generally
regarded as positive, some higher academically achieving young people and many FE
practitioners felt that the focus on these traditional employment roles was a marker
of low aspiration. There was little evidence that young people recognised that
apprenticeships were a route that could lead to higher education, or for adult
education after their completion.

Despite the recent investment in apprenticeships and associated vocational training
by the government, FE and WBL practitioners perceived an assumption by IAG staff,
teachers, parents and policy makers that these routes were more suited to those
who did not excel academically, and that these young people were more likely to
underachieve. This has a twofold effect. Firstly it meant that young people who were
academically inclined but who would benefit from an apprenticeship route were
discouraged; and secondly, that apprenticeships themselves may be devalued by a
perception that they are only for those less able.

The recession has impacted young people’s ability to obtain apprenticeships in all
sub regions, as practitioners report employers cannot recruit as many. Trades linked
to construction are particularly badly affected. Young people in many areas reported
their frustration with the low chances of them securing an apprenticeship.
Practitioners in Cumbria thought that there was a particular gap between the supply
and demand of apprenticeships, partly because many young people aspired to them,
and large employers (such as BAE systems in Cumbria) were dramatically reducing
their intake.

3.2.3 Impact and outcomes of transition

Trigger points are times of change in a young person’s life that affect future levels of
achievement. The most influential trigger point cited by practitioners was the
transition from primary to secondary school. School age young people reported
different levels of support at this stage. Those who took part in taster days,
‘summer schools’ and other support felt that their experience at secondary school
was easier and less frightening as a result. It allowed the young people to adjust to
different styles of learning and approaches to discipline in the new school. It was
unclear from the fieldwork whether the different levels of support were due to sub‐
regional, local or school based differences.

One of the key changes between primary and secondary school perceived by school
age young people was the approach to teaching. The main issues cited by young
people as problems were those of fairness and respect shown to young people, and
there was a persistent belief that negative judgements about young people were
made quickly by some teachers and not easily changed by the subsequent behaviour
of the young person. Young people made a distinction between these issues and
being ‘told what to do’, suggesting that is not discipline as such that is a problem,
rather a perceived unfairness about its execution. This had an impact on the
perceived value of changing behaviour, as this good behaviour was not recognised
by those in authority. This had an affect on achievement as it made some young
people disengage with education.
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Practitioners suggested that pedagogical methods due to class size might not be
appropriate for those in danger of underachieving, and suggested that one to one
support given, early enough, might allow those to ‘catch up’.

Many young people were frustrated by the more common disciplinary approaches
adopted by schools: exclusion and isolation. As described by the young people, this
approach involved being separated from peers for a whole day and put into an
isolated unit, only interacting with the teaching staff. There may be pedagogical
reasons for this technique, such as allowing individual attention on the young
person, or protecting the rest of the class from disruption, but in the research it was
only mentioned negatively. This issue was mentioned more by those from NEET
groups than any other, and included its use as punishment for what they regarded as
minor infractions such as inappropriate footwear. Youth workers highlighted the
inappropriate nature of this technique. One of the major factors considered to
impact upon a young person’s ability to achieve is possession of the necessary social
skills to behave appropriately in a range of environments. According to
practitioners, underachieving pupils typically used bad behaviour as a diversionary
tactic, therefore to use isolation and exclusion to address such behaviour had the
potential to reinforce the factors linked to underachievement.

3.2.4 Patterns of deprivation and commissioning

Patterns of deprivation vary within the sub‐regions, and have an effect on the types
and approaches to commissioning services. Practitioners stated that the allocation
of funding to commission support services often overlooked deprived communities
living within areas of relative affluence, for example in Cheshire and Warrington. In
many cases these communities are often comprised of significant numbers of white
working class young families. This creates an issue of ‘sink schools’ and areas which
have poor reputations, underachievement and a perception that they are unsafe.
This often creates a vicious circle, with more affluent parents choosing to send their
children to a different school, or moving to a better catchment area, driving up
prices in these areas, and leaving the other school more impoverished. Youth
workers’ comments and the literature review suggest that partnerships between
schools or youth groups may help to ameliorate this through simulating a more
integrated environment. More research is needed to explore the extent of this in
areas other than Cheshire and Warrington, and Greater Manchester.

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‘Existing mechanisms for support’ summary

Existing mechanisms for support clearly aim to help young people to achieve and
attain educational and employment success. However, there can be gaps in
provision or unintended outcomes for young people at risk of underachievement,
including:

 Information, advice and guidance is a valuable way to raise young people’s
aspirations, however it must be appropriate, imaginative and individually
tailored. Our research suggests that current IAG falls short of this. Sources of IAG
for young people include parents, however currently there is little routes of
access to information for parents of those at risk of underachievement.
 IAG given related to work based learning can sometimes be inaccurate, leading to
young people being unprepared for some aspects of the courses.
 Young people from economically deprived backgrounds see traditional skilled
trades via apprenticeships as a realistic and successful option for them. This view
is not always shared by teachers and more advantaged children who prioritise
academic learning. This may stigmatise apprenticeships and stop some young
people from accessing them who would benefit. Apprenticeships are not
commonly seen as a route to higher education.
 The transition between primary and secondary schools is of great importance for
young people and can affect attainment at a crucial age that is difficult to make
up later. Additional support can help children at risk of underachievement to
make the leap.
 Some commissioning decisions can adversely affect young people in ‘pockets of
deprivation’ in largely affluent areas as these can be too small to attract targeted
funding and interventions, creating sink schools and estates.

3.3 Community

Our findings show that the immediate, non‐family surroundings of young people,
including friends and peers, an estate, street or town can have a strong influence.
These influences often underpin decision making by young people by forming their
ideas of success, education and employment, including:

 Community norms
 Gender norms
 Attachment to place
 Perceptions of education, employment and training
 The purpose of learning
 Absence of a work ethic
 ‘Normalisation’ of low achievement and aspiration
 Community memory
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 Local levers of influence
 Community resource
 Anti‐social behaviour and gang activity
 Peer influence

3.3.1 Community norms

Community norms of behaviour differ from place to place leading to variations of
expectation and definitions of success. For example, all focus groups in Cumbria
heavily associated success and worthwhile jobs with making ‘concrete things’, such
as engineering. Groups in Greater Manchester were more likely to link success with
earnings, and in Lancashire with hard work and education. The other sub‐regions
did not show so clear an identity as this, but different areas within them suggested
success was having money, education, hard work or helping people. It is possible
that there is a correlation between type of area – for example, a long history of
industrial work in the area may suggest a link with making things, an urban setting a
link with money, etc. However, due to small sample size, there is not enough
evidence from this research to be absolutely certain.

In some cases this can create a barrier to young people forming positive
relationships with teachers and other professionals as these individuals may often
be from different communities and class backgrounds. This can sometimes cause a
disconnect with professionals. For example, young people in most areas of
deprivation considered plumbing as a successful choice. However, practitioners
tended to think that this was an insufficiently high aspiration. But in the young
person’s context, it represented a desire to make a successful life for themselves and
their families.

Practitioners often cited local attitudes and behaviour as factors of youth
underachievement. This was assumed to be only affecting the immediate locality,
however this research suggests that while there maybe different symptoms, the
cause is local community norms and is common across the region. This lack of
understanding makes it difficult for institutions to influence attitudes and behaviour,
as the cause is not correctly identified. Community norms are difficult to affect,
particularly from the outside, and must be worked with, and within. From our
practitioner focus groups, the success of detached youth work projects employing
staff from within target communities is evidence of the importance of understanding
community norms when attempting to affect change.

3.3.2 Gender norms

Community norms around gender and the rigidity of these impacted upon young
people’s decisions in relation to education and employment. In some communities,
particularly schools in Lancashire and Cumbria, and FE and WBL in all sub regions,
young men were assumed to be more adept at making things and consequently
vocational courses such as engineering and construction were common aspirations.
A career in the armed forces was also mentioned frequently from groups in all sub
regions as a way from young men from poor backgrounds to access education, a
good wage, and a meaningful career. Young women had fewer options in these
vocational courses, most frequently limited to administration, hair and beauty, or
WM ENTERPRISE 21


childcare. In the majority of cases the career options promoted for young women
were less prestigious than those for young men. This pattern was particularly
noticeable in the consultations undertaken in Cumbria and Lancashire. WBL in all
areas mentioned this gender difference but consultees were unsure how to change
it. These gendered aspirations were also evident in the questionnaire responses.
Only young men suggested armed forces or mechanic as a career, and only young
women suggested carer, hair and beauty, nurse, teacher and tourism.

The impact of pregnancy and becoming a mother also played a significant role in
influencing gender norms. Consultation undertaken in Cumbria highlighted that
within some communities, becoming a mother was seen as the most important thing
a woman could achieve (one girl said her mother was very successful because she
had three children). Given the perceived lack of career options for young women in
the area, and with the highly respected jobs being perceived as traditionally male‐
oriented (engineering, construction), it was suggested by young women themselves
that many young women become pregnant as a means of improving their social
status.

3.3.3 Attachment to place

For most underachieving research participants, their perspective of their own
‘world’ is a very small one. It encompasses a few streets, an estate, or part of a
town. It may either be very tightly knit with a strong familial support structure, or
fragmented with loose ties to neighbours and few family members present in the
area, but the result is the same. Most of the young people consulted in all sub‐
regions and focus groups had never ventured out of their immediate community,
even to travel to local landmarks, for example from Birkenhead to Liverpool City
Centre. This issue is not one for young people alone; adults in their family and
locality often do not travel either, which strengthens this inability to see travel as an
important life‐enhancing activity, let alone an important part of gaining education or
employment. For example, youth workers in Cumbria cited a parent who stopped
her child from competing the Paralympics due to a reluctance to travel to London.
This finding was confirmed by the practitioners’ focus groups in all areas.

Such limited experience appears to create an apprehension of visiting new places
and trying new things. Practitioner focus groups correlated this lack of experiences
with a lack of basic skills to in relation to independent travel and living more
generally. Such strong attachment to place has a significant impact on both the
education and employment aspirations of young people, for example, being unable
to go to university if there was not one available in their locality. There was no link
to either urban or rural locations. This suggests that, while isolation and transport
are factors, improved transport links alone might not be sufficient to change
perceptions of ‘isolation’ and the confidence or ability to be more socially and
economically mobile. Youth workers suggested that traditional youth work, with its
day trips and residential retreats, was a key way to tackle this through experience.

This fear of new experiences and locations was noticeably absent from consultation
with higher achieving young people. For this group moving to London to obtain
higher quality employment or to a city such as Liverpool or Manchester for
university and employment was both expected and welcomed.

WM ENTERPRISE 22


One impact of this limited life experience was the amount of support required by
some of the worst performing students to navigate changing environments such as
college and work. Work based learning providers in Greater Manchester, Lancashire
and Cheshire and Warrington explained that some students dropped out, as they
were expected to make their own way to placements without support. Young people
from some FE focus groups also considered that university lacked the level of
individual support available within schools and FE colleges and as such was a
daunting prospect and unlikely to be given serious consideration.

3.3.4 Perceptions of education, employment and training

Community perceptions of education, work or learning impacted young people’s
aspirations and achievement. Higher education was particularly misunderstood in all
communities where going to university was not common among parents and adults.
In a number of focus groups throughout the research and at all ages young people
who attended university were perceived by lower achievers as ‘looking down’ on
those left behind, or were viewed as being ‘stuck up’. The data from the participant
questionnaires suggests that only 42% of the young people we spoke to could
imagine themselves going to university, with those in Merseyside being the least
likely to agree to seeing themselves in higher education and Greater Manchester the
most likely. Interestingly, the results for the question ‘people like me go to
university’ was similar, which suggests that the question of whether young aspire to
university is linked to self‐perception.

Conversely, college was viewed by groups in schools as an extension of school but
with greater independence, but most FE focus groups mentioned that college was
‘different than they had expected’ and ‘not like school’. The differences were linked
to the way teachers spoke to them, the timetabling, the responsibility for turning in
work and being on time was with the student, and the work itself was more
interesting, as it was what the student had chosen to study. WBLs in Cheshire and
Warrington were part of the remedial maths and English programme, and while they
had not expected to need these skills on work based learning courses they were
surprised to find that it was easier than at school. Practitioners attributed this to
more intensive support and different pedagogical techniques that could be used due
to reduced class sizes.

3.3.5 The purpose of learning

Social norms around leisure time, work and learning also affected young people’s
aspirations and achievement. Most young people seemed to value education, and
had respect for those participating in FE and HE as it was considered instrumental in
securing high quality employment. However, a vocal minority were vehemently
opposed to the very idea of learning. It is beyond the scope of this research to
quantify how widespread this attitude is, but within the focus groups conducted it
was found to be most prevalent in Greater Merseyside. For a number of young
people consulted within the sub‐region, school was considered to be pointless,
teachers hostile and learning undertaken only as a result of compulsion not free
choice.

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3.3.6 Absence of a work ethic

Hard work was appreciated by most of the young people consulted as being an
important component of becoming successful, and was mentioned in all focus
groups. This is in contrast to the media narrative of young people expecting to
become rich and successful overnight. However, despite many young people
aspiring to achieve success, many did not wish to work hard, or saw it as something
they would do in the future. It was unclear whether this was due to a lack of
opportunity of hard work leading to success or due to examples of parental or other
role models.

Schools focus groups most often mentioned hard work as necessary, and possible,
whereas NEETS did not see this as something they wanted to do. The WBL and FE
groups had a mixed response. To an extent these attitudes appeared to be linked to
a prevalent ‘benefits culture’ within many of the local areas, as identified by
practitioners in those areas. In areas where there is a perceived lack of ‘work ethic’
with multi‐generational culture of worklessness, for example in Birkenhead,
individuals in the group who were the most motivated mentioned grandparents who
had experienced success linked to education or employment. This was in contrast to
their more immediate family, who tended to be living on benefits.

3.3.7 ‘Normalisation’ of low achievement and aspiration

The primary research with both young people and practitioners highlighted that
family circumstances had profound effects on young people’s ability and desire to
engage with school and learning. Intergenerational poverty and worklessness was
considered by practitioners in all areas to have a considerable impact on the
aspirations of young people by normalising low achievement. As supported by the
literature review, this also creates a culture of hopelessness specifically relating to a
young person’s perceived ability to affect positive change in their personal
circumstances. The young people consulted most often aspired to be as successful
as the most successful person they knew in their family, or their community. When
most of the people around them did not work, or aspire to work, many young
people felt that this was an acceptable choice and one with few negative outcomes.

3.3.8 Community memory

A considerable number of young people have aspirations rooted in the historic
economic base of the local community, rather than those that reflect present
circumstances. For example several young men in Barrow‐in‐Furness aspired to work
in the shipyard despite its reduction in size, and no one thought that the tourist
industry was a good place to work, despite it being a good source of jobs in the area.
Young men in Greater Manchester aspired to jobs in construction, despite the slow
down in jobs and apprenticeships in this area. This view was confirmed by
practitioners in Lancashire and Cumbria and Greater Merseyside.

To a large extent these aspirations seem driven by the attitudes and memory of the
local community which continues to associate these professions with historical
prosperity. There is clearly therefore a need to increase community resilience and
willingness to adapt to changing circumstances, and to inspire young people to meet
the needs of the local economy. The local authorities are aware of the local and
WM ENTERPRISE 24


regional economic data, but it is unclear how much this is being fed into those
working directly with children and young people.

3.3.9 Local levers of influence

As most of the factors mentioned by young people and practitioners that influence
young people are locally specific, local levers of power are an important way to
influence community norms, narratives and families. These could be community or
religious leaders, trade unions, matriarchs, patriarchs or even local football coaches.

Consultation with practitioners suggests that the mechanisms for influencing local
communities will be different in each case but understanding and utilising the levers
of local influence is likely to increase rates of success. For example, it was considered
that some of the more entrenched traditional communities, such as Barrow‐in‐
Furness in Cumbria, could be reached through trade union leaders, as a strong trade
union tradition still exists. However, this is clearly not a one‐size‐fits‐all approach as
a number of areas were considered to lack a strong community infrastructure, with
Salford and Skelmersdale cited as particular examples by practitioners.

3.3.10 Community resource

As well as community norms, community resources play an important part in helping
to shape young peoples’ social skills and aspirations. Local opportunities for
deprived young people to engage in informal education and activities vary. However,
the literature review supports the youth work practitioners’ view that these
activities can play a valuable role in supporting the development of social skills and
learning methods, particularly in instances where young people lack this support at
home. This was supported in most instances by the FE and WBL practitioner focus
groups. Consequently they are often of vital importance to young people that have
been identified as underachieving, as these are the young people FE and WBL
practitioners cite as having the worse life skills such as ability to travel, arrange their
placements and schedules and manage their time.

However, youth workers believe that the most disadvantaged also are less likely to
participate in these activities, particularly if they fall outside of schemes such as
Positive Activities for Young People. In addition, evidence from Youth Workers
suggests that schools are often reluctant to refer a number of underachieving young
people to positive activities for fear that they will be viewed as rewarding bad
behaviour.

Hobbies and activities are also an important way to inspire young people and raise
aspiration. In most focus groups in schools, there were young people who aspired to
making their hobby a living (including one cage fighter in Manchester, but also
dancers (or dance teachers), photographers, actors, football coaches, rugby coaches,
mounted police officers, or sports people). These aspirations may not be realistic,
but the determination and exploration of these career paths can open up other,
related careers, such as becoming teachers, running a gym, or working in related
industries.

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3.3.11 Anti‐social behaviour and gang activity

There was an expectation that young people would cite anti‐social behaviour and
gang involvement as a barrier to engaging with education and subsequently
achievement. However, these factors were not highlighted by the young people
themselves in this way. In many instances young people considered that youth
culture was misunderstood, friendship groups were portrayed as gangs and the
extent to which young people engaged in antisocial behaviour overstated. However,
bullying was one of the main reasons cited for disliking school, along with unfair
teachers.

Contemporary youth culture has been the subject of considerable media attention in
recent years. Frequently this culture is portrayed in a negative light and anti social
behaviour, gang activity, youth crime and substance misuse have all been identified
as widespread problems leading to low aspiration and achievement among young
people. However, this research did not find this to be the case. During consultation,
participation in anti‐social behaviour, gang activity and recreational drug use was
rarely cited by young people as a factor contributing to underachievement and low
aspiration. Such behaviour was considered by practitioners to be symptomatic of
underlying issues and therefore an outcome rather than a cause of
underachievement. Greater Manchester and Merseyside have considerable issues
with gang activity, and youth crime. However, even in these areas these were not
cited as factors in young people’s underachievement, unlike the economic and social
conditions that gave rise to these behaviours. This does not mean that such
problems do not exist, rather that tackling them may not lead to success in
improving the aspirations and achievement of young people in the long‐term.

3.3.12 Peer influence

Peer influence was seen as very important by practitioners for all ages. However,
young people themselves did not see peer influence as being so critical, and friends
were cited in the questionnaire as the least important influence on decision making.
Indirect observation during focus group suggests that peer influence seems greatest
at Yr 9, and least at Yr 7, with individuals more often looking to peers for support or
for guidance in answering questions at this age.

It is possible that there is some confusion among practitioners about the affect of
community influence, and that peers are merely reinforcing community norms and
understanding, i.e. the young people may be reflecting the opinion of their parents
not their friends. This may be exacerbated when teachers, tutors and other groups
come from outside of the local community and are unsure of local traditions and
norms.

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‘Community’ summary

The community in which a young person grows up helps them to understand
their world, sets expectations of behaviour and their prospective careers, and
provides them with a support network. However, underlying community
influences can hinder a young person from achieving, or have multiple effects,
not all of them positive. Our findings include:

 Community norms can shape a young persons understanding of personal success,
varying locally from earning money to making physical objects to helping other
people. When these contrast with the mainstream values of achievement, or
teacher’s values of high educational achievement, they can explain why some
groups of young people do not respond to the usual mechanisms for raising
aspiration or achievement.
 Gender norms and expectations can restrict the perceived options of young
people to stereotypical occupations. These can be enforced in communities,
families, teachers and peer groups.
 Young people at risk of underachievement have in common a strong attachment
to place that manifests itself as a reluctance to leave their immediate locality,
even to pursue economic or educational opportunities. This can hamper their life
chances and lead them to fear new experiences.
 Communities have different perceptions of education, employment and training
that young people unconsciously adopt. These can include misinformed views of
higher education, views of those who have been to HE as ‘stuck up’,
misunderstanding about college and a minority were opposed to any form of
education or learning.
 Closely related to different perceptions of Education, Employment and Training
(EET), is attitude to work and work ethic. It was noticeable in some locations that
hard work was respected as a value in itself, whereas in others there was a local
benefits culture that reduced perceived negative consequences to low
achievement.
 Intergenerational poverty and worklessness can act to normalise low
achievement for young people. It can also enforce hopelessness and depress
aspiration as young people in our research often aspired to the most successful
people they knew.
 Low community resources for extra curricular activity can affect the amount of
informal education and learning opportunities for young people, which can
impact on developing social skills and aspirations for careers based on hobbies
and activities
 Antisocial behaviour and gang activity was felt by young people to be a symptom
of poverty and not a cause of low aspiration and achievement.
 Peer influence was seen as very important by practitioners, but young people
themselves downplayed this as a factor. It is possible that peers act to enforce
community norms rather than young person specific issues.

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3.4 Parents and family

Parents, guardians, grandparents, siblings and extended family have a strong
influence on young people, their aspirations and attitude to education and
employment. There are multiple factors relating to family and home life that the
research suggested as important for a young person’s achievement. These include:

 Chaotic family life
 Parental engagement and influence
 Prioritisation of short term family needs
 Parents, teachers and social skill
 Fear of ‘doing better’ than immediate social network

3.4.1 Chaotic family life

Chaotic family life was highlighted by practitioners in most focus groups (WBL, FE
and youth workers) as a factor in young people not achieving. Caring responsibilities
for siblings, grandparents or parents meant that children would miss school and
college, which over time made it impossible for them to keep up. Young people who
had busy and noisy family homes found it difficult to concentrate on homework, and
living in more than one home, perhaps with divorced parents, also impacted their
studies and ability to keep up with coursework. This was not influenced by area or
age. Young people themselves were understandably reluctant to reflect on home
circumstances in the focus groups, and so did not comment much on this issue.

3.4.2 Parental engagement and influence

Practitioners all highlighted parental engagement and influence as critical success
factors for young people. Generally, young people downplayed this as important on
their own decision making in the focus groups, possibly as a result of peer influence.
However the one high achieving group of young people we spoke to had notably
more support, interest and guidance from their parents than other groups. In
contrast, the vast majority of young people stated that parents or families wanted
the best for them; however ‘best’ was rarely linked to economic or educational
achievement, but to happiness.

The questionnaire data shows that young people think that parents have the most
influence on their decision making, compared to friends or teachers and tutors,
suggesting that young people are more comfortable admitting this to researchers
and not to their peers. There was no clear link to sub‐region or age in the focus
groups, but the data showed that parents represent a stronger influence in decision
making:

 For females (52% agree/strongly agree that parents have the most influence on their
decision making, compared to 44% of males)
 For younger people and those still at school (62% agree/strongly agree, compared to
25% of NEETs)
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 For respondents in Greater Manchester (72% agree/strongly agree, compared to a
regional average of 46% and a low in Cumbria of 35%)
The pattern is the same when it comes to perceptions of parental expectations
about school and college performance, i.e. higher expectations for females and
younger age groups.

Practitioners from FE and WBL institutions stated that parents’ own experiences in
education inevitably affected their willingness to participate in their children’s
education. Practitioners at colleges and work based learning providers try to
encourage greater parental involvement but cited these experiences as a barrier.

3.4.3 Prioritisation of short term family needs

Parents, particularly those in difficult circumstances, would naturally prioritise
decisions that would benefit the family in the short term over longer term benefits
for the young person. A number of young people, from all sub‐regions, reported
being at college in order to collect their EMA or to ensure that their relatives
continued to be eligible for benefits. FE and WBL practitioners confirmed this, and
stated that in some cases it led to young people being both disengaged in their
course and attending further education when this was not a suitable choice for
them. A relatively well paying job that was not a career could be prioritised in some
families over a longer term investment in a child’s education. Practitioners reported
that this was particularly true when making decisions about higher education, from
all sub‐regions. This finding is echoed in much of the literature. Young people as
carers may also be affected by this prioritisation of need, however, this research was
not able to evidence this. Other research such as Young Carers and Education, for
Carers UK 3 , supports this hypothesis.

3.4.4 Parents, teachers and social skills

FE practitioners identified lack of social skills and appropriate behaviour as a key
barrier to young people’s achievement. The effect of this included difficulty in
adjusting to a more informal learning environment at college, and difficulty in
obtaining and retaining employment and work placements. The issue was perceived
to be one of a lack of guidance from parents on politeness and a lack of socialisation
in more formal settings. Teachers were identified as potentially having a key role in
‘modelling’ polite and respectful behaviour to other adults and the students, and
policing behaviour in the classroom, at an early age. This happens widely across the
region, although this differs from school to school, according evidence from young
people both at school, and those who had left.

3.4.5 Fear of ‘doing better’ than immediate social network

Some young people from deprived areas, particularly the NEET groups and WBLs
feared being seen as ‘stuck up’ by relatives and peers if they sought to aspire for a
future beyond their immediate environment’s social norms. High aspirations for

3
Young Carers and Education, 2004, Chris Dearden & Saul Becker, Loughborough University for Carers UK
WM ENTERPRISE 29


these young people ‐ or even modest aspirations around getting a fulfilling job ‐
were construed as implicit criticisms of parents, carers or family. This was explicitly
stated by focus groups with NEETs in Cumbria and Greater Manchester and implied
by FE group in Greater Merseyside. There were some young people in these focus
groups that were encouraged by their parents to ‘do better than they did at school’
and these young people had noticeably higher aspirations than their peers. The
literature review broadly supports this finding. A particularly interesting comparison
is with migration and social mobility, with some children of migrants having access
to greater social mobility, due to parental aspirations. 4

‘Family’ summary

Our research highlighted the importance of a supportive home environment for
young people, and identified the following factors that could lead to
underachievement:

 A chaotic home life was cited by practitioners as a factor in many young people’s
underachievement. Worry created by insecurity at home, and a lack of a quiet
safe place to study meant that the young people could not excel educationally.
 Parents or guardians were found to have a strong influence on young people, and
although the majority wanted the ‘best’ for their children, the focus was on
happiness not educational or employment success. Young people reported
parents as having a strong influence upon them in individual surveys, with a
higher % of young people in Greater Manchester reporting strong parental
influence, and in Cumbria the lowest %. In the same survey younger people
reported parents having a stronger influence than older people and NEETS the
lowest of all.
 Parental engagement was also identified as important for young people’s
educational attainment. Practitioners suggested that negative parental
experience of education limited parental engagement.
 Parents in economic difficulties sometimes understandably prioritise short term
gain, which can affect young people’s choices, for example continuing education
only for the EMA / benefits, in an unsuitable course, or leaving education to
become employed in a low paid job with few opportunities for advancement.
 Some young people expressed discomfort at the idea of achieving more than
their parents or family, as this felt like some sort of criticism. There was also a
fear of being seen as ‘stuck up’ by peers and family if they achieved too much.
Other young people, in contrast, said that their parent encouraged them to do
better than they themselves did at school, which was the motivation for going
onto further and higher education.

4
Migration and social mobility: the life chances of Britain’s minority ethnic communities, Joseph Rowtree Foundations, 2005
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3.5 Individual

The research discovered some findings that relate to a young person’s individual
personality or inclinations. These were:

 Maturity
 Teenage pregnancy

3.5.1 Maturity

Young people who mature later than their peers were identified by practitioners
from all sub‐regions as a key group likely to underachieve. Maturity in this sense
includes social, emotional and health maturity. Practitioners who work with young
people over 16 that have few qualifications or opportunities felt that having to
choose options, and taking important exams at a younger age, led a significant
minority to feel that they had no more chances. This was corroborated with
interviews with young people who are not in education, employment or training and
some work based learners, who expressed a desire to ‘re‐do’ school and get better
qualifications, but did not see any option for them to do so. Not every young person
in the focus groups agreed with this, but this was stated in nearly all focus groups
with over 16s. This desire to go back to school suggests that adult education could
be an important way for some young people to catch up later in life.

3.5.2 Teenage pregnancy

Another factor linked by practitioners, particularly youth workers, to
underachievement was teen pregnancy. Many young mothers subsequently drop
out of education and live on benefits or get part time jobs, and see raising their
children as their ‘career’. This was raised as a concern in all areas. However, a
number of young women from all of the sub regions suggested that motherhood
had raised their aspirations after the birth of their child, and often came later to
further education with more determination. One girl stated that she needed to be a
good role model for her daughter, and so wanted to have a career. Before this she
did not care about getting a good job. Others wanted to provide for their children,
presumably due to an absent father, and saw further education as a way to increase
eventual earnings. Our findings on this are skewed however, as we did not interview
any young mothers who were not at school, college or work based learning, so we
would have only spoken to young women whose children had a positive or neutral
affect on aspirations.

WM ENTERPRISE 31


‘Individual’ summary

Young people are different, and will respond differently to the same environment
and home life. These responses can have an effect on their ability to achieve and
attain. Our research highlighted the following:

 Practitioners cited maturity for their age as a key attribute of young people who
have success in education. Young people who matured late mentioned that they
felt like they had missed the opportunity to do well and were unsure of their
future.
 Teenage pregnancy was perceived negatively by practitioners, however, our
research highlighted a few cases that reacted to having a baby by raising their
educational aspirations in order to be a good role model or provide for their
family.

3.6 Environment

Our research found some factors relating to underachievement external to the
young person and their community. These were:

 Transport and connectivity
 Sub‐regional and local economies

3.6.1 Transport and connectivity

The problems associated with rural areas of the North West in terms of transport
and connectivity are widely acknowledged, and were key considerations of young
people and practitioners alike, being raised in a third of all focus groups. However,
interventions to minimise the impact of this such as Wheels to Work schemes have
traditionally struggled to obtain long‐term funding.

Cumbria and some areas of Lancashire are rural and isolated and particularly
struggle with the transport issue. Young people and practitioners cited a lack of
affordable, frequent public transport as a major barrier for young people. This
affects young people’s ability to access educational or employment opportunities,
and is a limit on the choices available to them (for example only being able to access
a certain type of course locally). Provision such as Positive Activities for Young
People or other youth work for very deprived young people is also critically affected
as the resources must cover transport to activities.

Although connectivity and transport links are one of the major areas in which an
urban/rural variance can be observed, the research suggests that young people in
urban areas can still be affected by a lack of connectivity. However, in a many cases
this barrier can be more of a perception, imposed by individual, social and familial
norms rather than actual transport links. This suggests that in discussing the
aspirations and achievement of young people it is vital to broaden the definition of
connectivity to encompass the multiple characteristics that can lead to a sense of
physical isolation.

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3.6.2 Sub‐regional and local economies

Sub‐regional and local economic structures have a significant impact on the
aspirations and achievements of young people. However, the impact of this is more
pronounced within sub‐regions where a large proportion of the population is
employed within a small number of industries. For example, within Cumbria the
career options considered by young people were more limited than those in Greater
Manchester. There was also more peer and community pressure in these areas to
undertake particular employment in these traditional employment areas. For
example, some young men in Cumbria reported that their family and friends
discouraged them from choosing catering courses as it was seen as an unattractive
choice, despite the demand for caterers in the region (and vacancies on local
catering courses).

The socio‐economic context also appears to create different hierarchies in terms of
the importance and prestige attached to certain occupations resulting in sub‐
regional variations. These hierarchies have been found to play a significant role in
influencing the aspirations and subsequently the decisions of young people. For
example, despite a significant proportion of the economic base in Cumbria being
built on the tourist industry, young people appeared to view jobs in tourism as of
lesser importance than those in more traditional industries. This view is likely to
contribute to actual and perceived underachievement as young people aspire to
enter industries in which employment opportunities are declining and reject
opportunities in growth industries as they are considered to be of a lower status.
This may in part be due to the short term contracts of seasonal work etc., but the
opportunities to progress into management or business ownership from these jobs
are not considered.

Parental influence and expectation also appears to be linked to the local economic
context. Consequently, within Greater Merseyside a number of parents were
considered by practitioners and young people themselves to be accepting of their
children choosing not to participate in employment, education and training. To a
large extent this was attributed by practitioners to existing cultures of worklessness.
Conversely, within Lancashire young people suggested that parents expected young
people to contribute to the household income as, despite a significant amount of
employment being within low‐skilled and low income jobs, a work ethic was still
strong. This has an impact on choice of career and likelihood of considering higher
education as the latter risked deferring income generation for the family.

WM ENTERPRISE 33


‘Environment’ summary

External factors such as geography or the economy will effect young people’s
aspirations, opportunities and achievements. Our research found the following
factors as being particularly important for those in the North West:

 Physical isolation disadvantage young people through restricted choice and
opportunities. Many young people at risk of underachievement do not have
access to a car, and so are heavily reliant on public transport systems.
 Urban connectivity can also be an issue for young people, and lack of ability to
travel to educational or employment opportunities can be due to a range of
factors including affordability, convenience, regularity, reliability, and mental.
 Local economies that are very dependent on one industry or employer can limit
young people’s aspirations.
 There is a hierarchy of importance and prestige linked to occupation by the
community and young people that can drive people away from some careers,
despite their availability and opportunity for advancement.

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4. Conclusions and recommendations

4.1 Introduction

This research has resulted in a number of interesting findings that often corroborate
evidence from existing literature. It is important to understand the findings and
what they tell us about the potential changes to policy, delivery and commissioning
in respect of services for, and support to young people. This section aims to make
sense of the findings, and suggests ways for local and regional authorities to make a
more positive impact on young people’s aspirations and achievement in the North
West.

4.2 Conclusions

4.2.1 What are the differences / similarities between the sub‐regions?

Based on the evidence from this research, sub‐regions on the whole tend to be more
similar than they are different when it comes to the causes of young people’s
underachievement. Most of the findings are present to a greater or lesser extent in
each sub‐region; for example, transport and connectivity is an issue for young
people in some areas close to conurbations, such as Birkenhead in Greater
Merseyside, as much as in more rural sub‐regions such as Lancashire and Cumbria.

Notwithstanding the general commonalities, Cumbria was something of an outlier.
Its rural nature, relative geographic isolation from the region’s major conurbations,
and its strong community culture and heritage made it distinct in terms of its young
people’s aspirations and attainment. Cumbria was distinctive in a number of areas,
such as the stronger influence of perceptions of gender difference and attitudes to
teenage pregnancy, the power of specific community norms, transport and
connectivity issues, and locally defined ideals of success. While evident in other
areas of the North West, these were strongly manifested in Cumbria.

4.2.2 To what extent are the drivers of underachievement unique to white young
people?

The evidence from this study suggests that race and ethnicity is a much less
important factor in aspirations and attainment than social class and location. There
was no noticeable difference between young people from a BME origin and white
young people from a similar class and background. However, the number of non‐
white participants in the research was small.

The literature review can and does draw conclusions regarding race. The available
existing evidence base suggests that ethnicity is an important influence on aspiration
and attainment, but that this is a nuanced picture that defies generalities. These
include:

WM ENTERPRISE 35


 The impact of Free School Meals (FSM) upon educational attainment varies in
accordance with ethnicity. Whilst Bangladeshi and African pupils have the highest
FSM rates 5 , FSM is a stronger predictor of low educational attainment for white
pupils than for other ethnic groups.
 A study for DCSF (2009) 6 aimed at gaining a better understanding of the factors
affecting the attainment and progress of BME pupils at secondary school shows that
not all BME groups underachieve, and that in fact at 16 on average Chinese, Indian,
Mixed White and Asian groups achieve better results than their White British
counterparts.
 This DCSF research also shows that White British boys and Black Caribbean
individuals from socially disadvantaged backgrounds had the lowest attainment
levels.

4.2.3 What is the impact of deprivation?

The findings from the research show young people have a range of influences,
factors, opportunities and barriers to navigate as they travel through the education
system and into employment and adulthood. Young people from economically
deprived background face a number of factors that are multidimensional, and
complex, and which can reinforce each other in unexpected ways. Why do some
young people from these backgrounds underachieve and others do not?

The research suggests that there is no one factor that leads young people to
underachieve, but that it is a number of factors combined that prevents young
people from achieving their potential. The variety of influences and barriers on
young people can be grouped as follows:

 existing mechanisms of support that did not work as designed for these young
people, or which exacerbated patterns of deprivation and lack of opportunity. This
included information advice and guidance that was inadequate, or inappropriate;
misunderstanding or miscommunication of vocation pathways to work; lack of
support through transition points and the pattern of commissioning and deprivation
that may disadvantage some young people through misallocation of resource
 community influences that shape how the young person views success, what seems
to be possible for them and the constraints that they operate within. These factors
are different from community to community and can include norms and worldview
that make it difficult for the young person to achieve; perceptions of the utility of
education and employment; lack of a work ethic; attachment to place that makes it
difficult to travel for available opportunity; gender essentialism; normalisation of
low achievement and aspiration through lack of role models; and intergenerational
worklessness and peer influences that police these community and gender norms
 parents / family factors that interrupt education and training or act as breaks on
aspiration. This includes understandable fear of being seen to criticise parents or
loved ones by aspiring to social mobility; chaotic home lives that interrupt

5
JRF (2007) Tackling low educational achievement
6
DCSF (2009) Race, sex, class and educational attainment at age 16: The case of white working class pupils
WM ENTERPRISE 36


education; parental engagement with education; and social skills passed on by
parents
 environmental barriers to achievement, including lack of transport and connectivity
to opportunities; sub‐regional or local economies that can constrain ambition and
not match up to education experience or IAG
 individual factors that prevent young people from thriving, including lack of maturity
leading to missing out on early education, or teenage pregnancy that may influence
and constrain decisions about career choices.

The policy response to these factors must also be wide ranging, and include different
agencies in partnerships such as the Regional Employment and Skills Board, NWDA,
and different departments within local authorities, including economic regeneration,
leisure, transport and education.

We know from the recent vast investment in social mobility, education, tackling
child poverty and regeneration that these issues are intractable and difficult.
However, this research adds to a body of evidence that suggests ways forward
through local and regional partnerships that can create local solutions to these
issues.

4.3 Summary of findings

The range and number of influencing factors identified by this research is
considerable. The following table therefore seeks to group the key issues into a
smaller number of categories. The nature of the research does not allow us to make
conclusions regarding the varying importance or priority of these findings, and so
the grouping are spatial and not that of importance. Subsequently,
recommendations are made against each of these categories.

Category Explanation Relevant findings
Existing Existing institutions and Information, advice and

mechanisms for mechanisms already play a key guidance
support role in a young person’s life, Vocational pathways
such as but not limited to Impact and outcomes of
educational establishments, transition
IAG, Departments of Children’s
Patterns of deprivation and
Services and the youth service.
commissioning
Our findings suggest areas
where additional changes may
improve impact
Community This category encapsulates the Community norms
strong influence of the Attachment to place

immediate, non‐family Perceptions of education,
surroundings of young people, employment and training
including friends and peers. It
Gender norms
also includes the social norms
relevant to the local The purpose of learning
community, be that an estate, Absence of a work ethic
street or town. Some of these Community memory
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issues are ingrained in the local Local levers of influence
community and not easily Community resource
addressed. Understanding local Anti‐social behaviour and gang
context, however, is vital to activity
addressing the causes of
‘Normalisation’ of low
underachievement
achievement and aspiration

Peer influence

Parents/ family This category is those closest to Fear of ‘doing better’ than
the young person, and includes immediate social network
the influence of their parents, Chaotic family life
guardians, grandparents, Parental engagement and
siblings and extended family. influence
Prioritisation of short term
family needs
Parents, teachers and social
skill
Individual These factors are personal to Maturity
the young person, and depend Teenage pregnancy

on their personality, emotional
resilience, heath etc .
Environment These factors are external to Transport and connectivity
the young person either Sub‐regional and local

physical or social. economies

4.4 Recommendations

Our approach to providing recommendations has been to base these strongly on the
evidence from the research. It is recognised that addressing many of these issues
will be difficult, and in many cases the levers of influence may reside beyond the
capacity of NWDA, RSEB, or any individual agency. Nevertheless, for the sake of
completeness, an attempt is made to provide as full a range of recommendations as
possible.

4.4.1 Reforming existing mechanisms for support

Young people are the centre of a team centred approach from different agencies
and institutions designed to educate and support young people. The mechanisms for
controlling these institutions are statutory, national and local policy, and
commissioning processes. They are already the subject of much ongoing reform,
and often are easy to criticise and hard to improve. The remit of this report does
not extend to changing national policy, however, it is important to reflect the
conclusions of the consultation and research that was carried out. The suggested
recommendations in this category are as follows:

 Targeted, effective IAG for parents, teachers and pupils: Currently the IAG system is
under a period of extensive reform. The evidence from this research suggests that it
is still found to be appropriate and available by its primary users, the young people.
However it also has a role to play with parents and teachers as these are the sources
WM ENTERPRISE 38


that young people most readily identify as shaping their aspirations. IAG is extremely
important when tackling a number of these issues, as it can help to mitigate against
other effects such as attachment to place. It is up to local authorities to decide how
to deliver this IAG, but relationships with other agencies, such as NWDA, should be
made to join up frontline IAG with economic and social realities.
 Tailored, appropriate work experience in schools: The evidence suggests that young
people are not always getting enough out of the work experience they are currently
undertaking. Young people with connections and a strong idea of their future are
better placed to benefit from work experience. Where possible, disadvantaged and
unsure young people should be offered more adventurous experiences that are
more tightly linked to regional skills policy and workforce need (i.e. away from
declining industries).
 Employer engagement: schools and IAG providers need to have a close working
relationship with local and sub‐regional employers in order to support the
development of work experience and other career opportunities for their students.
 Strategic clarity about success: Underachievement, potential and social mobility are
all issues that are addressed through regional and national policy. However, there is
no common understanding of what it means to be successful for young people. Is it
related to barriers overcome, absolute success, social mobility, professional career
paths, happiness or wealth?
 Creative solutions to demand for apprenticeships in the recession: There is a
perceived undersupply of apprenticeship placements for young people during this
recession. This is a key issue for deprived young people who see vocational routes as
a pathway to what they would define as a good career. Public sector
apprenticeships, increased incentives for employers, and closer linkages to the
economy and employers are possible solutions.
 Support at trigger points for those at risk of underachievement: Existing support for
some young people during key career pathways such as summer schools should be
extended to all young people at risk of underachievement.
 Review of the use of ‘exclusion and isolation’: The use of the disciplinary measure
‘exclusion and isolation’ raises clear concerns among practitioners and young
people. Its use in school should be carefully considered and its impact upon young
people’s longer term outcomes researched.
 Stronger links to sub‐regional economic needs: The forecasting and strategic
planning of the local economy is well understood amongst economic development
workers and on a strategic level. However, there is evidence that it is not linked
closely enough to the ground level IAG and educational support that young people
are receiving.
 Transport and connectivity: The North West’s Integrated Regional Strategy, RS2010
is a key opportunity to review the regional with respect to connectivity, and this
research supports an integrated approach to spatial and economic planning.
 Adult education availability: For some young people circumstances mean that they
find it difficult to reach Level 2 and 3 skills by 19 years of age. Adult education is a
way for this group to narrow the gap later in life. However, both funding and
signposting of adult education needs to be adequate and appropriate.
 Early intervention for children at risk of underachievement: Early school
intervention for at risk young people is essential to combat the barriers to
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achievement faced. While some young people obtain intensive tuition and support
on basic skills such as maths and English at FE level, it is more cost effective and
beneficial to intervene earlier. Suggestions for this intervention include, for example,
resourcing smaller class sizes for those at risk of underachievement.
 Tackling negativity towards apprenticeships: There are a number of interventions
that could be initiated to ameliorate negativity towards apprenticeships. This could
include programmes such as teachers or heads being an ‘apprentice for a day’, or
tailored resource packs.
 Sharing good practice: It is important that Local Authorities share good practice and
lesson learnt, for example, Wirral using Working Neighbourhood Funds to pay
Apprenticeship wages for six months. These interventions and good ideas in one
locality should be shared in the region, and forums to do so supported by regional
bodies.
4.4.2 Strengthening and understanding local communities

This study suggests that local communities have a profound effect on young people’s
aspirations and attainment. Young people will absorb the values and understanding
of the people around them, affecting their own values with respect to success,
family, work, travel, and decision making. Deprived communities share some factors
that disproportionately impact their young people, especially attachment to place.
The recommendations that are suggested by the evidence include:

 Links with local communities and community based interventions: In order to
demystify education, understand the local community and affect the attitudes and
community norms, schools and colleges can develop projects with the local
community. These projects should be about local innovation and need, and
approaches may include ‘Community schools’ principles – strong partnerships, using
the schools as a hub for support for the children, parents and the community.
 Commissioning with pockets of deprivation in mind: Communities of relative
deprivation in pockets within a greater area of relative wealth present a challenge to
commissioners and funders. It is recognised that funding must go to those areas of
greatest need, however, this can sometimes under‐serve small deprived areas.
There is a need to support these areas with direct, targeted interventions to ‘narrow
the gap’ with the surrounding area.
 Partnership between schools: Areas of pockets of deprivation often lead to ‘sink
schools’ that perform badly compared to other local schools. Partnerships between
schools and after school clubs to, for example share school trips, certain lessons, or
equipment may be one way to raise aspiration of the sink school.
 Practical challenges to gender norms: Deprived young people can be impacted to a
greater extent with gender stereotyping. Imaginative use of speakers, work
experience, IAG and careers talks may be able to dispel some myths.
 Local levers of influence: Schools and colleges often have access to little used levers
of local influence. These may be teaching and support staff from the catchment
area, school governors or strong local community organisations and leaders and
opinion formers. Working with these people can help schools to understand their
pupils and make more appropriate interventions and training, and can help local
organisations and leaders to raise local young people’s aspirations and achievement.

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4.4.3 Supporting parents and the family

One of the key factors influencing young people is the family or home life. This can
provide the support and encouragement for young people to attain. It can also
cause barriers through lack of parents own experiences with education and
employment, lack of stability in the family and home, intergenerational worklessness
and lack of engagement with education and learning. Suggested interventions to
address these influences include:

 Adult education and family learning: Family attitudes to education and learning can
impact their engagement with their children’s schooling. It can also affect opinions
and confidence of the young people when considering schooling and future options.
One way of addressing this is for local authorities to encourage adult education and
family focused learning.
 Familiarisation with education settings through outreach: Parental engagement
with education is an important tool in supporting young people. However, some
parents find it frightening and difficult to approach and enter educational settings,
particularly FE and HE. Imaginative programmes for outreach that have clear
leadership from head teachers, are understanding of the parental circumstance,
follow best practice examples and whose staff are welcoming and supportive of
parents.
 Support for difficult circumstance and for the family: Chaotic homes and family life
impacts young people’s ability to study. Interventions such as homework clubs,
parenting classes, conflict resolution support and advice may impact this.

4.4.4 Assisting individuals

Individuals from similar backgrounds, families, and communities can still have very
different outcomes. This can be identified as down to individual factors such as
emotional resilience, health, maturity, and reproductive choices. How to assist
individuals to effect change in their own lives is difficult, but there are suggestions
from the research of approaches that work. These include:

 Life skills through youth work and informal education: Hobbies, activities sports and
youth work availability for young people can help them to develop the life skills they
need. Supporting local third sector organisations to deliver these to the most
deprived children can ensure that they learn social skills, conflict resolution, raise
self esteem and confidence and emotional resilience.
 Positive activities for young people: Young people from isolated or deprived
communities are less likely to be involved in positive activities outside school. Some
of the most affected are eligible for support through PAYP programmes, but there is
a cohort of young people who just miss out on this support. Barriers to accessing the
existing provide can include money for travel to the activities, safety in getting there,
money to pay for the activity itself and equipment costs.
 Pregnancy: Young women have complex reasons for becoming pregnant, not least
the value communities and families put on pregnancy, compared to the available
entry level jobs. Practitioners and sex educators need to understand these reasons
and design appropriate and targeted interventions to combat this.
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 Modelling appropriate social skills: Teachers play an important role in socialising
young people in educational and employment environments. Through teachers
modelling polite and respectful behaviour even when delivering discipline pupils can
learn ways of conflict resolution and appropriate behaviour.
4.4.5 Changing the environment

Some factors affecting young people are structural difficulties. They may be physical,
and relate to geography and infrastructure, economic, relating to employers, the
recession, and economy or social, relating to the wider youth culture affected by the
media and internet. These issues often cannot be affected by anything less than
national policy or a lot of resource to change the infrastructure. The following
recommendations, however, are suggestions of interventions that could ameliorate
these effects:

 Travel and connectivity: Public transport disproportionately affects young people.
Improving service frequency and ensuring educational and employment
opportunities are well linked to deprived communities has a direct impact on the
ability of young people to take advantage of these opportunities. However, barriers
are not just physical, but also economic and social. These barriers include regularity
of bus services, cost, knowledge of using them and timetables, and direct services to
education and employment opportunities.
 Youth work in isolated area: Commissioners and other funders must recognise the
increased costs associated with delivering youth work and other interventions to
rural and isolated areas. Innovative ways of dealing with connectivity issues must
also be found and supported, for example, car shares amongst parents, bike
schemes in city, or scooters for young people.
 Recession: Young people are clearly being impacted heavily by the recession with
increased unemployment and lack of apprenticeships. Cutting funding to non ring‐
fenced services such as youth work, and local community organisations will further
affect aspiration and attainment. This is an intractable problem; however, solutions
such as the September Guarantee (Guaranteeing education, employment or training
places the September after completing compulsory education), further volunteering
opportunities for young people and expanding education provision may cushion
some of the effects.

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APPENDIX I

Literature and Policy

Review

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Appendix I: Literature and policy review
WME has undertaken a desk‐based review of relevant literature and policy
documentation pertaining to research into young people’s underachievement.

1.1 Introduction

This policy and literature review aims to summarise the most relevant literature for
the research into young people’s underachievement in the North West. There has
been a considerable amount of research and policy aimed at examining this issue in
recent years, and we have not attempted to incorporate all of it. However, we have
included those findings and conclusions that are most relevant to our research.

This review is organised into sections:

1.1 Introduction
1.2 National and Regional Policy Drivers
1.2.1 National policy initiatives/legislation
1.2.2 North West Regional Economic Strategy
1.2.3 The North West Skills and Employment Challenges

1.3 Factors driving young people’s underachievement
1.3.1 Social class
1.3.2 Age
1.3.3 Ethnicity
1.3.4 Gender
1.3.5 Parental education
1.3.6 Schooling and educational attainment
1.3.7 Needs and barriers
1.3.8 Area/Communities
1.3.9 Attitudes/behaviours

1.4 Other potential research issues

1.2 National and Regional Policy Drivers

1.2.1 National policy initiatives/legislation

In recent years, the education system has been subject to widespread reform as part
of a national drive to develop an inclusive system, accessible to all young people
regardless of the various demographic factors (as discussed within Section 2 of this
review). The Government promotes a 'joined‐up,' holistic, partnership approach,
engaging the relevant social institutions.

The policy and legislative reforms aim to increase post‐16 participation in education
and raise the aspirations and attainment of all young people, specifically the
disadvantaged, thus 'breaking the link' between disadvantage and low educational
attainment. Reforms are designed to expand the breadth of choice available to
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young people, for example via increased vocational pathways as introduced by the
new 14‐19 Diplomas, and provide worthwhile options and incentives for young
people to engage with the education system.

It is envisaged that the above will not only impact upon individuals, but will also
have positive ramifications for both wider society and the UK economy, improving
overall productivity and competitiveness on the global stage. Key interventions
include:

 Additional funding will be provided for Surestart as it is believed that pre‐school
experiences are vital for children's continuing education.
 Connexions services have played an important part in helping young people re‐
engage in work or learning, but schools, colleges, training providers and youth
services have also played an important role. 7
 Educational Maintenance Allowance (EMA) has provided an extra incentive to stay in
education post‐16. Between 2005/06 and 2006/07, EMA led to a national increase
in participation by 3.8 and 4.1 percentage points (ppts) for 16 and 17 year olds
respectively. Analyses of the first cohort of EMA recipients (in 2003/04 and
2004/05) found positive and statistically significant impacts of EMA on
attainment,"…The report estimates this equates to an impact on attainment (at
Levels 2 and 3) of 7ppts for female and 5ppts for male EMA recipients. " 8
 The publication of the NEET Strategy by DCSF in 2007 provided a set of guiding
principles and reinforced the importance of developing innovative approaches to
reducing the number of NEET young people.
 Legislation to raise the age of participation to 17 by 2013 and 18 by 2015.
 The creation and launch of the National Apprenticeship Service in April 2009 to
support all suitably qualified young people to access apprenticeships.
 The 'September Guarantee' offers every 16 and 17 year old a guaranteed place at
college/school/learning at work.
 Encouraging Higher Education (HE) institutions to improve their focus on workforce
development and increase collaboration with employers on training.
 A range of activities linked to widening participation including Aimhigher, the
development of greater structural links between schools and universities, increased
opportunities to experience HE at a range of ages and the requirement of all higher
education institutions to produce and submit a widening participation strategic
assessment to the Higher Education Funding Council for England (HEFCE).
 The Department for Children, Schools and Families (DCSF) has launched a
programme aimed at ‘Gifted and Talented’ young people aged between 14 and 19
from disadvantaged backgrounds as part of the Governments Gifted and Talented
Programme. Specifically, the programme will help young people while they are at

1
DCSF (2006) Raising expectations: Supporting all young people to participate until 18
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school to develop their knowledge and skills with the aim of winning a place at a
competitive university 9 :
“We want to make sure that every child succeeds and that no child is held back by
the luck of the draw in their circumstances. By targeting scholarships at
disadvantaged but gifted young people we want to open up their opportunities and
raise their aspirations”

 White paper Raising Expectations: Enabling the system to deliver sets out the
following for 14‐19 year olds:
‐ Local Authorities to take responsibility for the delivery of education and training
for children and young people until the age of 19. Also take responsibility for
delivering full range of the new diplomas, apprenticeships and Foundation
learning tier
‐ Establishment of Young People Learning Agency to coordinate provision

 New Opportunities white paper sets out a package of measures to attract teachers
to work in challenging inner city schools. Disadvantaged young people deserve the
best people. There is also an expansion of Teach First. Specifically, the paper
announces £10 million of new funding for the 'Inspiring Communities Programme,'
which will develop a new approach to raising the aspirations and attainment of
young people in (initially 15) deprived areas.
 Connexions currently provide Information Advice and Guidance (IAG) to smooth the
transition from compulsory education to post‐16 learning. Specific focus is also
placed on reducing the number of NEETS and helping young people at high risk of
marginalisation (13‐19). This may change in the near future as responsibility for IAG
shifts to Local Authorities.
 The Department for Work and Pensions, the Department for Business, Innovation
and Skills and the Department for Children, Schools and Families have launched a
new online resource for education leavers and their parents on Directgov called
‘What’s Next’ 10 to inform people of the options available to them post‐16.
 The publication of Aiming High for Young People: A Ten Year Strategy for Positive
Activities has been supported by an updated Implementation Plan which sets out a
range of activities and actions to support progress against the six primary objectives
of Aiming High.
 The Panel on Fair Access to the Professions 11 was established to advise on how the
Government can make a professional career genuinely open to as wide a pool of
talent as possible.
 The expansion of the role of local authorities from 2010, to include responsibility for
funding and commissioning training opportunities of specific importance within their
localities. New responsibilities will also include the provision of IAG to 0‐19 year
olds. Local authorities will be supported through this process by a new national
body ‐ the Young People's Learning Agency (YPLA).

9
DCSF (2009) Gifted and Talented pupils to receive more targeted support
10
Directgov (2009) 9 out of 10 parents are worried about giving their kids the right advice and guidance
11
Cabinet Office (2009) Unleashing aspiration: The final report of the panel on fair access to the professions
WM ENTERPRISE 46


 An Integrated Youth Support Service for 13‐19 year olds and up to 25 for those with
disabilities encompassing the Youth Service, Youth Offending Teams, Connexions
Services and aspects of youth support services. This will meet statutory duties in
relation to the promotion and development of positive activities, provision of
targeted support and information, and advice and guidance for young people. It is
expected that an Integrated Youth Support Service will:
o Be young person centred
o Have integrated leadership and management
o Adopt a multi‐agency approach to breaking down barriers between
professionals delivering services
o Achieve efficiencies through integrated delivery, economies of scale and
redirecting resources to frontline delivery
o Develop local solutions through Children’s Trusts by bringing together
planning, commissioning and Young People’s Services 12

 From April 2008, responsibility for the commissioning and managing of Information,
advice and guidance (IAG) and Connexions was transferred to local authorities. This
will ensure a partnership approach that will support the delivery of the 14‐19
entitlement.

Building‐on the above reforms, the new White Paper, Your child, your schools, our
future: Building a 21st century schools system 13 , has the following main implications:

 A new 'Pupil Guarantee' including one to one and small group work for children
falling behind and progress check at Year 7
 A new 'Parent Guarantee' so they are fully involved in their child’s school, with
school discipline agreements properly enforced
 Strengthened Home‐School Agreements
 School Report Cards to give parents all the information they need, including other
parents’ views
 Backing teachers with an entitlement to training and a new ‘licence to teach'
 A tough approach to school improvement, with the best schools linking up to raise
standards in all schools 14

The reforms set out in this new White Paper aim to tailor support for schools, enabling
school leaders to set their own priorities. It also strengthens the drive for a joined‐up

12
http://sharepoint.bromley.gov.uk/Public%Docs/14
13
DCSF (2009)
14
eGov monitor (01/07/09) Your child, your schools, our future: Building a 21st century schools system,
[http://www.egovmonitor.com/node/25983]
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approach, emphasising the importance of the partnerships between various social
institutions, e.g. the family and the education system.

In addition to the above, there are also a number of proposed changes that promote an
increasingly inclusive education system and labour market. For example, the proposed
Single Equality Bill will bring together over one hundred laws and nine pieces of
legislation into a single Bill, with the overarching aim of making Britain a 'fairer place to
live and work.' "The bill places a duty on all public bodies to consider the diverse needs
and requirements of their workforce, and the communities they serve."

Specifically, the Bill will mean that education providers will have 'no justification or
defence for direct discrimination' (currently the case for employment and most, but not
all, post‐16 education), including discrimination by 'association or perception,' i.e.
association with someone who has a disability/the perception that someone has a
disability. 15 In terms of employment, the Bill will introduce a new 'justification test' for
employers, for example if an employer was to dismiss an employee, they would have to
show that this was a 'proportionate means of achieving a legitimate aim.' 16

Whilst placing a large emphasis on discrimination on the grounds of disability, the Bill
will also include measures to address age discrimination, close the gender pay gap and
will provide gender equality via the availability of flexible working for all, for example.

The Rathbone/Nuffield (2008) Review Engaging Youth Enquiry 17 states that the short‐
lived initiatives and institutions such as the Department for Innovation Universities and
Skills along with a concern that the top universities cherry pick the best students and a
failure to utilise lessons learnt all contribute to education policy going round in circles
and: “Smacks of a circular motion rather than progress” 18

At the end of 2008, the percentage of 16‐18 year olds who were NEET had risen to
10.3%, this has now increased to 11.9%, 19 despite the DCSF Public Sector Agreement
(PSA) target to reduce this from 9.6% in 2004 to 7.6% in 2010 20 . The DCSF Statistics
quarterly brief states that the numbers of NEET young people corresponds with the
academic year, such that traditional seasonal patterns of lower rates of NEET young
people being seen between October and December with a gradual rise in numbers
between January and June, and numbers peaking between July and September. The
brief shows that although the number of NEET individuals had decreased over the two
previous years, the rate has in fact increased and in the latest quarter recorded (Q2
2009) the rate is 1.3 percentage points higher than at the corresponding time last year.

Connexions Service data shows that the North West region has the third highest number
of NEET young people (at just under 8%) between the ages of 16 and 18 in England,
behind the North East and Yorkshire and Humber.

15
Stammeringlaw.org.uk (02/05/09) Proposed changes on education,
[http://www.stammeringlaw.org.uk/changes/education.htm]
16
Stammeringlaw.org.uk (02/05/09), Proposed employment changes,
[http://www.stammeringlaw.org.uk/changes/employment.htm]
17
Rathbone and Nuffield (2008) Rathbone/Nuffield Review Engaging Youth Enquiry
18
Turner (09/06/09) Policy on educating ‘NEET’ teens attacked. The Financial Times
19
DCSF (2008) Young people not in employment, education or training: Statistics quarterly brief, August 2009
20
DCSF (2008) Young people not in employment, education or training: Statistics quarterly brief, August 2009
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1.2.2. North West Regional Economic Strategy

The North West Regional Economic Strategy (RES, 2006) sets out five key objectives
for skills and education in the region:

1. Tackle the lack of basic skills and qualifications to improve employability and
reduce worklessness.
2. Meet the skills needs of sectors and growth opportunities – essential to
support expansion.
3. Invest in workforce development‐ the development of intermediate and
higher level skills in the current workforce is a key driver of productivity and
economic growth.
4. Develop leadership, management and enterprise skills‐crucial to company
survival, innovation and productivity movement.
5. Develop the educational infrastructure and skills of the future workforce‐
ensuring young people are developing the skills they need for employment
and progression to Higher Education.

Within the North West, the number of people currently possessing no qualifications
is 16% above the national average. In real terms this equates to approximately
1120,000 people. Half of all school leavers currently lack a Level 2 qualification and
the challenge of creating a vibrant, skilled young workforce is increased as a
consequence of cohort decline 5% above the national average.

In order to address these issues, the RES sets out a number of actions to be
facilitated by the LSC, Jobcentre Plus, Sector Skills Councils, sub‐regional
partnerships, and employers. One of the key actions relating to young people’s
underachievement is Action 37:

Develop educational attainment, vocational and workplace learning opportunities,
progression routes between school/FE/HE, and high quality careers information,
focused on the skills of 14‐19 year olds.

The RES recognises that aspirations are distinguishable from expectations: there is a
difference between what people hope to achieve and what they expect to achieve.

The RES states that the North West is affected by declining manufacturing (ship
building and nuclear) and agricultural sectors. Specifically, Manchester, Liverpool
and Cumbria suffer from high concentrations of economically inactive people and
low qualifications. In order to bridge the gap between the North West and the rest
of England, 80,000 more people would need to be in employment (current
employment rate of 73% compared to 75% for England). In order to tackle these
problems, the RES sets out the following actions:

 Deliver support to improve people’s prospects of getting a job and reduce the high
level of Incapacity Benefit claimants, focused on:

o Housing Market Renewal and Urban Regeneration Company areas
o Halton and Knowsley
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 Develop and deliver intensive support for those groups with low employment rates
compared to England:
o Disabled people
o BME communities
o Lone parents
o Ex‐offenders
o Over 50’s

 Develop job brokerage to link employers with vacancies and workless individuals

Although the RES will be succeeded in 2010 by the Integrated Regional Strategy
(RS2010), many the challenges identified in the Principles and Issues Paper
developed as part of the R2010S process, have direct relevance to the issues
associated with underachievement among people. Specifically this includes:

 Deprivation, inequality, poor social cohesion
 External perceptions, low expectations and aspirations
 Attraction and retention of people
 Low education and skill profiles
 Low employment rates
 Low enterprise levels
 Ill‐health and economic/social impacts
 Relatively poor housing choice/stock/new build supply

The RS2010 framework and investment plan are therefore likely to play a significant
role in guiding and informing regional activity to improve achievement, attainment
and aspiration amongst young people

1.2.3 The North West Skills and Employment Challenges

The North West Regional Skills and Employment Board has identified the skills and
employment challenges that the region is currently facing through its publication of
the 2008 paper, ‘North West Regional Skills and Employment Challenges’. These
challenges and opportunities are summarised below:

Short term challenges include the impact of recession on employment and
redundancy:

 Higher rate of redundancy (probably large scale).
 Financial services, construction and real estate, professional services, retail,
hospitality and leisure are the sectors that will probably be hit the hardest.
 Recruitment decline, fewer job opportunities.
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 Strong concentration of job losses in Liverpool and Manchester, and manufacturing
areas (Merseyside and Lancashire).

Longer term challenges include:

 Worklessness has a high spatial concentration in urban areas (for example Salford,
Manchester, Liverpool and Knowsley) and communities that are located distant from
employment growth (for example rural areas such as Barrow‐in‐Furness in Cumbria)
 There is also a concentration of worklessness amongst ethnic groups, older people,
and those with no qualifications.
 Educational underachievement of young people and preparation for work is a major
issue in the region.
 There has recently been good progress regarding the educational achievement of
young people at 16 and subsequent vocational achievement at 17 and 18.
 Significant challenges remain for Level 2 attainment amongst 16‐19 year olds.
 There is a higher concentration of NEET young people at ages 16 and 17
 Issues regarding young people are greatest in urban areas (Greater Manchester,
Merseyside and Lancashire).
 Fewer young people entering the labour market at 16‐19.
 Despite increasing the qualification profile the North West is not managing to close
the gap with the UK.
 The number of people claiming out of work benefits remains very high (especially
amongst older, those with no qualifications and some minority ethnic groups).
 Current evidence suggests that low employment rates among 19‐24 year olds are
much less of a concern now than previously.
 Historically the region has experienced a very high incidence of young people who
do not progress into or have sustainable progression routes to employment,
education and training (strongly related to low levels of educational attainment,
poor socio‐economic background and low aspirations).
 Region lags for attainment at Level 2 at age 16 (41% 16‐19 don’t have Level 2
compared to UK average of 38%). Lowest rates are in urban heartlands (Greater
Manchester and Merseyside) and also Lancashire.
 Gap in achievement compared to national average in young people achieving Level 3
qualifications by the age of 19.

The challenged further detail the potential ramifications of the economic recession:

 Potential negative impact on non‐essential training provision (especially non‐work‐
based training).
 Tendency to overlook need for longer‐term planning of skill and recruitment
requirements.
 Employers may suspend/cease discretionary employment practices (important for
attracting, motivating and retaining staff).
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Historically young people have higher rates of unemployment, so relatively more
young people will be affected by the recession. 16.2% of 18‐24 year olds are now out
of work and young people leaving education this summer will face tougher labour
market conditions. In particular, young men and less qualified young people have
less chance of finding a job than anyone else. 21 The Rathbone/Nuffield (2008)
Review Engaging Youth Enquiry supports the view that young people, specifically
those who are NEET, are affected by periods of economic downturn. 22

The NEET Strategy (2007) states that the pattern for NEET shows the highest levels
in areas that have lost traditional industries for example, ship buildings. This reflects
the current situation in some areas of the North West. The strategy shows that in
England in 2006 the North West had the third highest levels of 16‐18 year old NEET
along with the West Midlands (9%). This research also shows that the gender gap is
widening as 16 year olds boys are now more than twice as likely to be NEET as 16
year old girls.

Key skills and employment challenges and opportunities for the North West relating
to attainment and aspirations of young people in the North West have been in the
highlighted in the 2008 North West Regional Skills and Employment Challenges
paper as:

 Enabling informed decisions, raising aspirations and attainment amongst young
people, especially at Level 2 and 3 and tackling NEET:
o 44.5% of 15 year olds achieve 5+ A*‐C GCSEs (UK average 45.7%)
o 45% of 19 year olds attain Level 3 (UK average 48%
o 7.9% 16‐19 are NEET (UK average 6.7%)
o Concentrations in Merseyside (10.1%) and Greater Manchester (8.4%)

 Tackling worklessness concentrated in communities:
o 8 districts, Liverpool, Knowsley, Blackpool, Blackburn and Darwen,
Manchester, Salford, Halton and Barrow in Furness all have in excess of 20%
of the working age population claiming out of work benefits

1.3 Factors driving young people’s underachievement

The review now considers the factors that contribute to the underachievement of
young disadvantaged men and women (both nationally and specifically in the North
West region) based upon the findings of previous research.

21
Equality and Human Rights Commission (2009) Monitoring the impact of the recession on various demographic
groups
22

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1.3.1 Social class

"Britain remains blighted by class division and economic background is still the best
predictor of life chances. Class is central to how people see their place in
Britain today. Returning to the issue of class inequality and social mobility is
therefore long overdue.” 23

A major factor attributed to the problem of low aspirations and achievement
amongst young white males and females is class, whereby working class children do
not have access to the same opportunities and resources as their middle class peers.
A report 24 into sources of resentment and perception of ethnic minorities among
poor white people in England states that perceived competition for resources is a
major bone of contention between working class white people and other races and
that:

“Socio‐economic conditions are stacked against White working class people, not
necessarily against black and minority ethnic people (who tend to agree)…” 25

In many cases, not only do working class children not have the same resources or
access to the types of material enjoyed by middle class children, they are also often
brought up with a lower expectancy of achievement in comparison to their middle
class peers. This has been confirmed by DCLG’s research, which found that state
schools have bred a sense of inferiority among the working classes, thus class will
have a significant impact upon aspirations and achievement of young disadvantaged
men and women ‐ more so than racial divisions (however, this is not to say that life
chances are not affected by race).

Findings of the Youth Cohort Study (2007) support these assertions, indicating that
young people from lower income backgrounds are more likely to be NEET at age 16
and are less likely (than those from wealthier backgrounds) to want to go to
University. 26 Generally, young people from poor families are more likely to
experience lower achievement in school and are more likely to participate in a range
of risky behaviours than those from more affluent families.

The Runnymede Trust 27 argues that the problems associated with class are cultural,
not structural. This is supported by research by the Joseph Rowntree Foundation
(JRF), who states that young people from working class backgrounds may feel unable
to 'leave their class,' i.e. aspire to attain more than their parents. 28 However, despite
this, class is still the best determinant of how well a child is likely to do at school.
This is supported by the DCSF:

23
BBC (2009) [http://news.bbc.co.uk/1/hi/education/7843007.stm]
24
DCLG (2009) Sources of resentment, and perceptions of ethnic minorities among poor white people in England
25
DCLG (2009) Sources of resentment, and perceptions of ethnic minorities among poor white people in England
26
HM Government (2009) New opportunities: Fair chances for the future
27
Runnymede Trust (2009) Who cares about the white working class?
28
JRF (2007) Attachment to place: Social networks, mobility and prospects of young people
WM ENTERPRISE 53


“Children born to parents amongst the lower social classes perform (on average)
more poorly at all stages of education than children born to parents from higher
social classes.” 29

Research conducted on behalf of the DfES (2006) found strong correlations between
children receiving free school meals (FSMs) 30 and low educational attainment ‐ only
approximately 25% of FSM students gain five or more good GCSEs or equivalent,
compared to over 50% of the overall population. 31 In addition, those eligible for
FSM are three and a half times more likely to be permanently excluded from
secondary school 32 and are more likely to be identified with special educational
needs (SEN). However, it is important to emphasise that 'disadvantaged pupils' are
not only found in 'disadvantaged schools' ‐ the gap in performance between FSM
and non‐FSM children is greatest in the least deprived schools.

A report investigating the underachievement of white disadvantaged pupils in
Birmingham 33 suggests that poverty and disadvantage are important factors
contributing to the ability of young people to take advantage of educational
opportunities and that: “Disadvantage also undermines the resilience of
communities and depresses aspiration in a destructive cycle.”

The report also suggests that disadvantaged white people are least likely to enjoy
going to school and are least likely to believe that it is important to go to college
and/or university. The size of the population has implications for the problems of
deprivation:

“All too often, the sheer size of white communities and the tendency of institutions to
consider proportional disadvantage between ethnic groups can end up averaging out
deprivation statistics relating to white ethnicity. As a result, the scale of specific
problems of deprivation in those communities are masked”

DCSF research (2009) 34 found that White British young people were the lowest
attaining ethnic group for both sexes for the most disadvantaged of the following six
socio‐economic variables:

 Socio‐economic class (SEC) of the home;
 Maternal education (highest qualification);
 Family poverty (entitlement to Free School Meals‐FSM);
 Rented accommodation (vs. owner occupied);
 Single parent households; and
 Neighbourhood disadvantage.

29
DCSF (2009) Drivers and barriers to educational success: Evidence from the longitudinal study of young people in England
30
FSM is frequently used as a proxy for low income and an indicator of low social class/socio‐economic disadvantage.
31
32
DCSF (2009) Breaking the Link between disadvantage and low attainment: Everyone’s business
33
Birmingham City Council (2008) Brighter Futures
34
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This research found that the factors most affecting levels of attainment among
young people at secondary school age were:

 Pupils educational aspirations;
 Parents educational aspirations for their child;
 Pupils academic self concept; and
 Frequency of completing homework

Speaking at a conference in October 2009, John Denham, the Communities
Secretary spoke of the Governments commitment to equality and fairness for every
community in the country:

We will make it clear that Government is committed to making sure, in every
community, in every corner of this country,people know we are on their side. No
favours. No privileges. No special interest groups. Just Fairness” 35

1.3.2 Age

Age is perceived to be a major influence on the aspirations and attainment of young
people, with specific stages of transition acting as 'trigger points' for significant
attitudinal and behavioural shifts. The evidence for this is as follows:

 Increasing age is particularly important with regard to aspirations. For example,
research has shown that children’s desire to carry on in full time education post 16
increases between the ages of 11 and 12 from 44% to 59%‐ a significant change.
This shows a change in recognition of the importance of education among those in
secondary school. 36 11‐14 (Key stage 3) is also identified as a crucial age where
young people tend to move from 'idealistic' to 'realistic' ambitions. 37
 From the age of 11, peers are thought to have a larger influence on the behaviour
and attitudes of young people. This is a vital age where young people begin to be
exposed to a greater number of factors linked to disengagement. Peer influence
peeks at 15, where young people are strongly influenced by their friends‐ two thirds
of 14 year olds intending to leave school at 16 say their friends intend to do the
same.
 Puberty is a key stage where the influence of peer groups becomes much stronger.
This can create a culture of it being “not cool to learn.” This is said to be particularly
the case for boys, who develop notions of 'masculinity' and (perceived) associated
behaviours. 38
 Adolescence is also suggested 39 to be a pivotal time in a young person’s life in that
educational and career aspirations developed during this time can have a massive

35
The Telegraph (2009) http://www.telegraph.co.uk/news/newstopics/politics/lawandorder/6319048/White‐working‐class‐
left‐alienated‐by‐social‐change.html
36
Cabinet Office (2008 ) Aspiration and attainment amongst young people in deprived communities
37
Cabinet Office (2008 ) Aspiration and attainment amongst young people in deprived communities
38
DCSF (2009) Breaking the link between disadvantage and low attainment: Everyone’s business
39
DCSF (2009) Breaking the link between disadvantage and low attainment: Everyone’s business
WM ENTERPRISE 55


impact on a young person’s future, and can affect potential employment outcomes
and choices.
 Findings from the Youth Cohort Study (2007) indicate that the first few years after
leaving compulsory education is a key transitional phase, having a "…Huge impact on
their (young people's) future prospects and ability to fulfil their potential." There is
specific evidence that attainment gaps emerge between those pupils who have had
the similar attainment up to age 16 during this phase. These gaps are specifically in
accordance with social class ‐ "Young people from low‐income groups who achieve
five or more GCSEs at grades A* to C are less likely to get the equivalent of two or
more A‐levels than their better‐off counterparts with the same grades." 40
1.3.3 Ethnicity

Recently there has been an increasing focus on perceptions of unfairness and
policies in favour of minority populations have been increasingly felt by the white
working class in both the news and the research literature. This is linked to views
that there is an unfair bias for resources towards ethnic minorities in terms of
housing, employment and other resources as a reaction against funding and
resources targeting equalities issues.

Although the North West RES acknowledges that unemployment within BME
communities is a problem, with an employment rate 8% below the national average,
white boys are still considered to have the lowest aspirations with rates of
attainment failing to improve at the same rates as other ethnic groups 41 . However,
across all ethnic groups, there is evidence to suggest that the lower the social class,
the lower proportion of pupils gaining 5 A*‐Cs.

Ofsted recently conducted a survey of 20 schools across England where white British
boys from low‐income backgrounds performed better in public tests and
examinations than their counterparts in other schools. The survey highlighted
factors contributing to their positive achievements, as outlined in Figure 1.1, below:

40
HM Government (2009) New opportunities: Fair chances for the future
41
Cabinet Office (2008) Aspiration and attainment amongst young people in deprived communities
WM ENTERPRISE 56


Commitment to Strong partnership Good range of

each individual, with wide range of emotional support
treats them with agencies to
fairness, trust & provide for boys
respect and families to

Support to develop Features of Creative, flexible
boy’s organisation successful strategies to
skills & culture of schools in raising
engage parents
perseverance attainment of
white boys from and cares & a
low income strong emphasis
b k d

Rigorous Structured step‐ Curriculum
monitoring with by‐step framework structured around
realistic but for teaching, individual needs &
challenging targets gradually more linked to support
that are tailored independent work programmes that

Source: WME (2009) adapted from Ofsted (2008)

Figure 1.1: Factors contributing to the successful achievement of White British boys from
low income backgrounds.

The Equality and Human Rights Commission research review into inequalities in
education, employment and earnings (2008) found that education protects ethnic
groups, women and disabled people against disadvantage in employment and
income, but do not receive the returns to education that may be expected. Men
from some ethnic minority groups report high rates of job refusals and promotion
blockages, white men from all groups report unfavourable treatment.

The impact of Free School Meals (FSM) upon educational attainment also varies in
accordance with ethnicity. Whilst Bangladeshi and African pupils have the highest
FSM rates 42 , FSM is a stronger predictor of low educational attainment for white
pupils than for other ethnic groups. Similarly, FSM is also considered to be a more
salient risk factor in terms of the persistence of low educational attainment amongst
white British pupils (of both genders). This data supports the JRF's wider conclusion
(with ramifications for other aspects of this research), namely that, "…Where white
children face poverty and other disadvantages, they are least likely to overcome their
negative effects." 43

A study for DCSF (2009) 44 aimed at gaining a better understanding of the factors
affecting the attainment and progress of BME pupils at secondary school shows that
not all BME groups underachieve, and that in fact at 16 on average Chinese, Indian,
Mixed White and Asian groups achieve better results than their White British
counterparts. This research also shows that White British boys and Black Caribbean

42
43
JRF (2007) Experiences of poverty and educational disadvantage
44
WM ENTERPRISE 57


individuals from socially disadvantaged backgrounds had the lowest attainment
levels.

Research by Northwest Provider Network Ltd (nwpn) to identify barriers for BME
young people entering and successfully completing Apprenticeship programmes and
widen participation in the region found that the barriers facing BME groups are
probably common across all ethnic groups. Six key influences have been highlighted
as:

 Complexity and importance of the decision itself;
 Ability for the young person to “see themselves” in the role;
 Having the requisite prior achievement to gain entry to an Apprenticeship
programme;
 Social capital as a support mechanism, not only on‐programme, but crucially in the
career decision process itself;
 The relatively ‘low status’ of Apprenticeships, compared to other post‐16 routes;
and
 Geographical inertia of young people.

1.3.4 Gender

"…Many students from the same backgrounds succeed. The girls come from the
same families and mostly go to the same schools, but do much better."

Analysis of the National Pupils Database (NPD) suggests that, on average, boys
outnumber girls as low achievers by 3:2 across all ethnicities (however the gender
gap is wider within Bangladeshi, Pakistani and Black African communities). 45

Literature offers a number of potential explanations for this:

 There is a direct relationship between Special Educational Needs (SEN) and
educational attainment ‐ 60% of all pupils who do not achieve any passes at GCSE
have SEN and 43% of those who do not achieve any GCSEs above grade D also have
SEN. In addition, over 50% of low achievers by two other measures ‐ ‘No passes E or
M’ and ‘Not 5 passes E & M’ ‐ are students with SEN. 'Boys are over‐represented to
girls for most categories of SEN'. For example, in the case of Autism Spectrum
Disorders (ASD) the ratio of boys to girls is 6:1 and for those with statemented
Behavioural Emotional and Social Difficulty (BESD) boys are over‐represented 4:1.
Such figures suggest that the prevalence of SEN amongst boys is likely to be a causal
factor in terms of their lower educational attainment (relative to girls). 46

45
Tackling low educational achievement, (JRF, 2007)
46

WM ENTERPRISE 58


However, whilst (generally) girls have higher educational aspirations than boys and
parents have higher aspirations for their daughters than their sons, new research
has found that girls are ‘hampered by failure fears’ which could affect the
qualifications they achieve ‐ "Girls have a greater fear of failure than boys despite
outperforming them at all stages of school." 47

The Young people survey (2009) conducted by icould represents the views of 1,525
young males and females aged between 10 and 19, figure 1.2 below shows the
different sorts of career that young people want to pursue.

Figure 1.2 Type career young people would like to pursue
Type of career Boys (%) Girls (%)
Professional 27% 42%
Vocational 43% 31%
Non‐vocational 14% 10%
Don’t know 16% 17%
48
Icould (2009)

The research shows that a higher number of girls want to go into a professional
career than boys, and a higher number of boys than girls want to take a vocational
route. The numbers wanting to pursue professional and vocational careers are
significantly more than those wanting to take a non‐vocational route for both sexes.
A slightly higher percentage of girls are unsure of the type of career they would like
to have. icould break the data down even further by age (refer to figure 1.3):

Figure 1.3 Type of career broken down by age and gender
Type of Career M 11‐13 F 11‐13 M 14‐16 F 14‐16 M over F over 16
years (%) Years years (%) years (%) 16 years years (%)
(%) (%)
Professional 18% 40% 34% 41% 34% 44%
Vocational 43% 34% 38% 30% 46% 28%
Non‐vocational 27% 9% 15% 10% 7% 12%
Don’t know 22% 17% 13% 19% 13% 16%
Icould (2009)

Figure 1.3 above shows that at between the ages of 11 and 13 over double the
number of girls than boys want a professional career, this number increases for boys
as they reach 14‐16 but remains relatively static for girls. At 16 and over, the number
of boys wanting a professional career stays the same as the previous age bracket at
34% and increases slightly for girls to 44%.

For vocational careers, a higher percentage of boys than girls want to pursue this
type of career for all age brackets; at 11‐13, 43% of boys would choose this type of

47
BBC NEWS (08/06/09) Girls hampered by failure fears [http://news.bbc.co.uk/1/hi/education/8090019.stm]
48
icould(2009) Fair access to the professions: young people survey results
WM ENTERPRISE 59


career, this number decreases to 38% at 14‐16 years and increases again to 46% at
16 years and over, with 28% of girls wanting to take this route at the same age.

In terms of non‐vocational routes, three times as many boys than girls between 11
and 13 would like to take this route, at 14‐16 only 15% of boys would still like this
career path‐ still remaining higher than for girls (10%). At 16 years and over, a
higher number of girls (12%) than boys (7%) would choose a non‐vocational career.
At 11‐13 a higher percentage of boys are unsure of the type of career they would
like, between 14 and 16 this changes and a higher number of girls don’t know what
they want, this remains the same at over 16 with girls being more unsure than boys
what type of career they would like to pursue.

The survey also found that the most favoured occupational sectors were: teaching,
health and law mostly by girls, they also favoured nursing and social work. Whereas
for boys the most favoured were IT, armed forces and engineering.

Figure 1.4 below shows some of the potential barriers that the young people think
that they may face when trying to get where they want to be in the future:

Figure 1.4 Barriers affecting young people achieving their aspirations
Barrier 11‐13 years 14‐16 years Over 16 years
Financial issues 28% 35% 40%
Lack of jobs 8% 14% 18%
Getting the qualifications 19% 18% 17%
Lack of work experience 2% 10% 7%
Competition to get into HE 7% 15% 15%
Icould (2009)

Figure 1.4 shows the barrier that young people most likely think will affect them
getting where they want to be across all age groups are financial constraints and this
increases with age, followed by a lack of jobs and gaining the qualifications needed
for a particular role.

When asked in the above survey about what they thought the government could do
to help them enter a professional career, the most popular responses included:

 More applied support across a range of areas;
 Increase work experience placement opportunities;
 Increased quality and more easily accessible advice and information; and
 Address discrimination.

Some subjects are seen as more relevant to boys than girls. Figures for 2006/07
show that, for example only 2.6% of engineering apprentices are female and less
WM ENTERPRISE 60


than 3% of childcare apprenticeships were taken up by males. 49 To tackle this issue,
the DCSF are currently publishing a series of guides to support the delivery of
diplomas. These guides aim to address typecasting of subjects and careers, and help
education providers to explore ways to encourage young people to consider
qualifications and careers that are not traditionally perceived to be typical of their
gender. The guide also gives good practice examples and shows how one school in
Blackburn and Darwen joined with BAE Systems and put on a week of engineering
activities with a Dragon’s Den type format. This was targeted at pupils in years 7
and 9 and included both boys and girls of mixed abilities. As a result of this project
there have been an increased number of girls at the school interested in taking
engineering, design and construction options at school.

Also, under the Equality Duty and 2007 equalities legislation, education providers
will be required by law to promote gender equality and eliminate discrimination and
harassment.

1.3.5 Parental education

Parents and families are thought to have the biggest influence on young people’s
aspirations 50 . The experience of previous generations is considered to have a
substantial impact upon their children and grandchildren’s aspirations and levels of
attainment. Self‐esteem, self‐efficacy, information and inspiration are said to be
important factors in the aspirations and attainment of young people, 51 and
therefore the influence of their parents is imperative. In particular:

“The experiences of white working class children are influenced by those of previous
generations, who are likely to have felt marginalised and under‐achieved at school.”
52

Parents with a working class education are more likely to have a less positive effect
on their children’s aspirations and attainment than parents with a middle class
education. 53 If young people’s parents have high expectation and aspirations their
children most probably will have too, believing they can achieve their goals through
hard work.

It has been found that a lack of understanding and information is a key factor in
limiting the achievement and reducing motivation of young people to achieve more
and reduces aspirations. Research from Directgov states that nine out of ten
parents are worried about giving their children the right advice and guidance, and
that one in four parents are not fully aware of the options and services available to
their child once they leave education. 54 In terms of asking for advice about their
options:

49
DCSF (2009) Gender equality: Nuts and bolts guides.
50
51
52
BBC (2009) http://news.bbc.co.uk/1/hi/education/7843007.stm
53
54
Directgov (2009)9 out of 10 parents are worried about giving their kids the right advice and guidance.
WM ENTERPRISE 61


 45% ask parents;
 15% ask teachers;
 25% careers advisors

Social networks are shown to be important within this context. For disaffected
young people with parents who are unemployed/employed in low paid/low skilled
occupations, kinship ties into related social networks can act as a 'brake' to their
own labour market aspirations.55 'Intergenerational worklessness,' incorporating a
working knowledge of the benefits system, is cited as a significant barrier to
employment amongst low income families within this context. Working class
children may also feel unable to 'leave their class,' i.e. aspire to attain more than
their parents, or fearful of the consequences of doing so. 56

A report by DCSF (2009) 57 found parental education is a ‘major’ explanation for
differences in young people’s educational attainment and that factors such as
schools and neighbourhoods were seen to be less important than parental
education. Research published by the DCSF supports this, indicating that,
"…Parental involvement has a bigger impact than school quality on pupils'
attainment at age 11." 58

Type of parental occupation is also a key factor. Research conducted by the DfES
(2006) found that in 2003, 68% of the children of 'professional parents' achieved five
or more A*‐C grades at GCSE, compared to 35% of children with parents in 'routine
occupations.' 59 This could be partially due to language development ‐ children who
have 'professional parents' will hear more than three times the number of words
than a child in a home where the parents are of lower socio‐economic status. 60 This
directly links to social class as it is perceived that working class children are excluded
by the middle class language that is often used by teachers and other professionals
within the education system.

1.3.6 Schooling and educational attainment

The attainment gap has been labelled as: “the devil in our education system” 61 , and
in general those with poorer backgrounds show lower levels of attainment. The
findings from The Sutton Trusts (2009) report ‘Attainment gaps between the most
deprived and advantaged schools’ highlights that the attainment of pupils in
deprived schools significantly lags behind those pupils in more advantaged schools.

It is found that the composition of pupils within schools (ethnicity and socio‐
economic background) has little effect on the behavioural or educational outcomes

55
JRF( 2007) Attachment to place: Social networks, mobility and prospects of young people
56
57
58 Duckworth, Influences on attainment in primary school interactions between child, family and school contexts, DCSF
Research Brief RB 04,2008 (in HM Government, 2009).
59
60 JRF (2007) Tackling low educational achievement
61
The Sutton Trust (2009)
WM ENTERPRISE 62


of individuals. In contrast, the expectations of teachers are stated as a key
determinant of school effectiveness and pupil progress.

The Sutton Trust recommended that personal choice and aspiration should be the
driving force for choosing between vocational and academic qualifications, not the
preferences of schools thoughtful of their position in published league tables. It was
therefore considered critical that pupils and their parents receive objective
information and guidance regarding choice of qualifications, particularly within
schools where a high proportion of pupils are from socio‐economic backgrounds
characterised by disadvantage.

Research by the ESRC suggests that a mixed approach to education may be the key
to widening participation and that: “Students that combine vocational education
with academic education are nearly as successful at entering and completing the first
year of higher education as those with general qualifications” 62

Figure 1.5 below shows the percentage of boys and girls that make decisions about
their career/education at Year 11 because of particular influences:

Figure 1.5 Key influences on Career/Education decisions of Year 11 Pupils
Influence Girls Boys
Mother 64% 55%
Careers Teacher 51% 48%
Father 41% 47%
Other Teacher 16% 17%
Internet 13% 15%
nwpn (2009) taken from NOP Family (2001)

This shows that the most important influence relating to choices and decisions made
at Year 11 for both boys and girls is the mother, with 55% and 64% respectively
citing their mother as the biggest influence on their decision making at Year 11. This
was closely followed by a Careers Teacher and then Father illustrating that home‐life
is a significant influence in determining the choices that young people will make
Post‐16. However, a recent research report published by DCSF shows that mothers
are only slightly weighted about fathers because this research identifies that both
parents are likely to play a role in encouraging their children to explore different
interests outside of school aimed at raising their aspirations 63

Official figures released by the Conservative Party have revealed that double the
number of young people in the top ten percent of the least deprived areas in
England go to university(six in ten) in comparison to those in the most deprived
areas who go to university(three in ten). These figures illustrate low social mobility
and that even though millions of public money has been spent on widening access to

62
ESRC (2009) A combination of methods could be the key for some students aiming for higher education
63
DCSF (2009) Positive activities: Quantitative research with parents. Research report NO DCSF‐RR142
WM ENTERPRISE 63


HE, young people from disadvantaged backgrounds are still missing out regardless of
aspiration or academic ability:

“Far too many school leavers from poorer backgrounds, who have similar aspirations
to their wealthier peers, are simply not getting the opportunities they need to match
their ambitions.” 64

Despite this, the government is encouraging students to contribute more towards
their tuition fees, and by 2010 the LSC want students to be contributing 50%
towards their fees and therefore further excluding those already disadvantaged. 65

Similar research by the Sutton Trust shows that a high proportion of deprived young
people affect the ability of bright individuals to do well in their GCSEs in comparison
with their wealthier counterparts. It found that pupils benefit from being educated
with other less deprived young people with high levels of educational attainment,
known as the peer effect 66 .

1.3.7 Needs and barriers

The Rathbone/Nuffield Review suggests that instead of talking about aspirations,
young people speak of hopelessness; this suggests more negative connotations
associated with employment and society in general. Research highlighted the
following main barriers to FE/employment for disadvantaged young people:

 DCSF (2009) 67 research shows that access to material resources (computer, internet
access etc) are an important factor in explaining the gap in educational attainment
between young people from rich and poor backgrounds.
 A lack of transport infrastructure and high transport costs, particularly enhanced for
those young people living in rural communities, are cited 68 as a barrier to accessing
Further Education (FE) and employment.
 Young people may be unaware of the pathways required to achieve their specific
aspirations. A recent survey indicated that a proportion of young people perceive
careers advice as infrequent and ineffective ‐ approximately 45% of over 14s had
received 'no/very poor/limited' advice. 69
 Labour market re‐structuring has led to the eradication of the 'working class
passport,' with no such clear identifiable alternative emerging in its place. 70
 A report by the Cabinet Office 71 recognises that young people face multiple barriers
to achieving what they want, and this it does not mean they do not have high
aspirations. The report also advocates that it is up to the state to empower
individuals to realise their potential, and that in order for the UK to compete on a

64
Sell (2009) Willetts: poor children missing out on university places. [Regen.net, 29 May 2009]
65
DIUS (2009) Estimating the effect of raising private contributions to further education fees on participation and funding.
66
The Sutton Trust (2009) Attainment gaps between the most deprived and advantaged schools
67
68
69
70
71
WM ENTERPRISE 64


global level this talent needs to be maximised contributing to the realisation of
world class skills for Britain:

“It is not that many young people do not have aspirations. It is that they are blocked.
It is not that they do not have talent. To coin a phrase, Britain’s got talent – lots of it.
It is not ability that is unevenly distributed in our society. It is opportunity. Of course
there is no single lever that on its own can prise open the professions. No single
organisation can make it happen either. It is far too complex an issue for that. It is as
much about family networks as it is careers advice, individual aspiration as school
standards, university admission procedures as well as career development
opportunities” 72

This report also states that the elitist nature of the education system in the UK and a
lack of careers focus means that many young people from middle and lower income
backgrounds are in danger of being excluded from professional jobs when each
individual deserves a fair chance to realise their aspirations:

“The Report recommends how the professions, the government and others can
unleash the pent‐up aspiration that exists in the young people of our country. Not
everyone can be a doctor or a lawyer – and not everyone will want to be – but those
with ability and aptitude need a fair crack of the whip to realise their
aspirations. And in more disadvantaged communities we need to systematically raise
the aspirations of those youngsters and families who simply do not believe they will
ever progress” 73

Analysis of research suggests that there are not necessarily barriers to high
aspirations and/or attainment that are unique to specific groups of disaffected
young people, rather that there are multiple barriers common to the majority of
disaffected young people, some of which are accentuated further by specific
demographic factors.

1.3.8 Area/Communities

Research by the JRF concludes that 'geography matters,' both in terms of
accessibility (in spatial terms) to Further Education (FE)/employment and young
people's 'perceptual reading' of the opportunities available to them in their
immediate locality. 74 Generally, neighbourhoods that have high levels of
deprivation are more likely to be home to young people who have lower aspirations
and attainment (however there are variances in this trend in accordance with other
socio‐demographic factors as explored within this review).

As is evident from the above research, there are certain concentrations within the
North West region (including Manchester and Liverpool, amongst others) where
lower than average attainment is expected. These are also the neighbourhoods in
which young people tend to have low educational aspirations.

72
73
Cabinet Office (2009) Unleashing aspiration: the final report of the panel on fair access to the professions
74
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Research by AMION Consulting differentiates between four types of deprived
neighbourhoods, classifying them in accordance with the type of 'population
mobility,' i.e. by whether moves are from/to areas that are similarly deprived, less
deprived or more deprived:

 Gentrifier areas – these are areas ‘on the up’. There is a degree of social
improvement. Most 'in‐movers' come from less deprived areas and most 'out‐
movers' go to similarly or more deprived areas;
 Escalator areas–these are areas which people tend to leave as they become
successful. The East End of London has historically been a classic example of an
escalator area;
 Transit areas–these areas tend to have a higher population turnover. Both in‐
movers and out‐movers come from and go to less deprived areas; and
 Isolate areas–these areas are associated with a degree of entrapment of poor
households who are unable to break out of living in deprived areas.

The Cabinet Office examined the educational aspirations of young people living in
the (aforementioned) different types of neighbourhood. The North West suffers
from a high concentration of 'isolate areas’ associated with the 'low horizons'
neighbourhood type, e.g. Knowsley and Rotherham.

Although a problem in some rural areas, low educational attainment is largely an
urban issue. 75 However, there are variances in this trend by school and local
authority. Analysis of the National Pupil's Database (NPD) indicated that there were
13 local authorities where the ‘no passes’ score was 50% (or more) above the
national average (5.53% in 2003): (in order of this score), they were Merton,
Bradford, Sheffield, Liverpool, Middlesbrough, Kingston upon Hull, Reading,
Haringey, Newcastle upon Tyne, Nottingham, Manchester, City of Bristol and
Knowsley (14.6%). Knowsley was also one of five local authorities scoring 50 %
above the national average (25.2% in 2003) for young people with 'no passes’ above
grade D.' 76

Despite narrowing the gap, educational attainment remains lower in deprived areas.
However, evidence suggests that there is no direct correlation between where
young people live and their aspirations (no direct ‘neighbourhood effect’ on
aspirations) 77 .

Literature suggests a number of potential reasons for spatial concentrations of
worklessness in deprived areas:

75
76
77
Cabinet Office ( 2008 ) Aspiration and attainment amongst young people in deprived communities
WM ENTERPRISE 66


 'Postcode discrimination' ‐ whilst there is no evidence of overt postcode
discrimination, area stigmatisation by local employers is one possible explanation for
spatial concentrations of worklessness in deprived areas. 78
 The Social Exclusion Unit (2003) found that young people in deprived areas are often
prevented from accessing 'suitable' employment/training opportunities by a lack of
transport infrastructure and high transport costs. 79
 Geographical inertia has been sighted as a major factor in the up take of
Apprenticeship programmes in the region, this probably applies to all types of Post‐
16 education:

“In some areas of the North West there is a remarkable reluctance of young people
to move outside of their familiar (‘home’) area. This seems to be a social issue as the
restricted areas can be very small (often far smaller than a local authority area), and
it is apparently not related to the availability of public transport.” 80

1.3.9 Attitudes/behaviours

Research has shown that young people’s attitudes and behaviours towards
education and aspirations are directly influenced by those of their friends and peers
and are a key factor in explaining socio‐economic gaps in education and behavioural
outcomes. The attitudes and behaviours of parents are almost as important as
those of the young person themselves in explaining socio‐economic differences in
educational attainment.

Attitudes and behaviours amongst young people between the ages of 14 and 16
have been found to be pivotal in changes in educational attainment. Young people
from the poorest families have been found to make the least progress between
these ages (Key Stages 3 and 4) and stop having aspirations of a university education
(DCSF, 2009). Believing that you are likely to apply to university and likely to get in is
associated with higher educational attainment and lower participation in risky
behaviour (DCSF, 2009). This is directly linked to evidence that suggests those not
involved in employment, training or study are at greater risk of being involved in
crime or anti social behaviour.

Nurmi et al (2004) found that friends and peers become increasingly important in
the teenage years, peaking in influence at around the age of 15. 81 This is though to
have a particular impact upon boys as this is a time when they may start to display
(perceived) 'masculine behaviours.' Literature reports a perceived 'anti‐education
culture' amongst white and Afro‐Caribbean boys, whereby it is 'uncool' to do well at
school.

"Research asking children directly about their attitudes to school (Sutton et al. and
Horgan) found that belief in the importance of education was strong among students

78
79
80
nwpn (2009)Minimising inequalities in Apprenticeships: Research findings report
81
HM Treasury (2007) Aiming high for young people: A ten year strategy for positive activities
WM ENTERPRISE 67


from advantaged and from disadvantaged backgrounds. Thus, negative attitudes
were not based on children feeling that education does not matter, but rather on
lack of confidence in their own ability to thrive within the system. This suggests that
if children were to have better opportunities and experiences, their attitudes to
school would become more positive." 82

1.3.10 Other potential research issues

Many young people and particularly those that are NEET, suffer from ‘multiple
disadvantage’ meaning they are affected by more than one factor. Many NEET
young people suffer from health issues, with 15% of NEET young women reported to
have health problems by the time they reach 21. In 2005, 13% of 17 year olds with
health problems and disabilities were NEET. Problems are thought to manifest
themselves at a young age and only one in ten who are achieving below the average
at the age of 11 go on to get five good GCSEs. 83

Research by Miginnity et al (2005) has indicated that mental health amongst
children and young people is poor relative to that of people of the same age in
similar countries. In 2004, 10% of those aged 5–16 had a clinically diagnosable
mental disorder. The incidence increases with disadvantage: 18 per cent of boys and
13 per cent of girls aged 5–16 years living in households with a gross weekly income
of under £100 had a mental disorder. This is clearly an important issue and one
which may benefit from further investigation, particularly in light of ongoing reforms
to Incapacity Benefit.

Research by the DCSF (2009) 84 shows that there are multiple barriers involved in
engaging young people in positive activities and breaks these down into Physical
barriers, attitudinal barriers‐ internal and external:

 Physical barriers
o Lack of time
o Transport costs, particularly for those living in rural areas
o Perceived ownership of the venue
o Inappropriate timing, activities should be when young people are out of
school
 Attitudinal barriers
o Internal:
o Young person feeling that there is not enough to do and not enough
locations for the activities‐having implications for feelings of ownership
o Confidence

82
JRF (2007) Experiences of poverty and educational disadvantage
83
CBI (2008) Towards a NEET solution: Tackling underachievement in young people
84
DCSF (2009) Attitudinal barriers to engaging young people in positive activities: Literature and communications review
WM ENTERPRISE 68


o Monetary incentives are not necessarily appreciated, young people may
want CV coaching or money towards transport etc; and
o Some young people struggle doing the same activity over a period of time,
however, prolonged activities are more beneficial to them.
 External barriers:
o External figures such as friends, family,teachers, youth workers etc and have
both positive and negative influences
o Exclusion from school
o The image of positive activities such as volunteering are not always seen in a
positive way by young people

The Extra Mile project provides information and support for primary 85 and
secondary 86 schools and local authorities available to them to raise aspirations and
attainment of young people through engaging them in education. This project is
based on a pilot that took place in 45 primary schools and 50 secondary schools who
all implemented specific activities aimed at increasing the aspirations of pupils.
Some of these included: recognising that pupils may lack regular support and
feedback on work completed and extra curricular activities. The project has had a
positive impact on trial schools reporting increased levels of attendance, behaviour,
and engagement of pupils and teachers has been effective with creative solutions to
barriers being found.

85
DCSF (2009) The Extra Mile Phase II 2009‐10: Primary trial handbook
86
DCSF (2009) The Extra Mile Phase II 2009‐2010: Secondary trial handbook
WM ENTERPRISE 69


References

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[http://news.bbc.co.uk/1/hi/education/7843007.stm]

BBC (08/06/09) ‘Girls hampered by failure fears’
[http://bbc.co.uk/1/hi/education/8090019]

Birmingham City Council (2008) Brighter Futures

BIS & DCSF (2009) Young people Not in Employment, Education or Training: Statistics
quarterly brief‐ August 2009

BIS & DCSF (2009) Neighbourhood statistics: Announcement of the release of small‐
area national curriculum assessment, GCSE and equivalent attainment and post‐16
attainment by pupil characteristics in England, 2008

Cabinet Office (2009) Unleashing aspiration: The final report on Fair access to the
professions

Cabinet Office (21/07/09) Fair access to the professions panel published over 80
recommendations
[http://www.cabinetoffice.gov.uk/newsroom/news_releases/2009/090721_accessp
rofessions.aspx]

CBI (2008) Towards a NEET solution‐ tackling underachievement in young people

Centre for Excellence in Outcomes. A leading project on "Narrowing the gap"
identifying leading practice in improving outcomes for vulnerable children and young
people

COI (21/07/09) Government statement in response to the fair access to professions
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[http://nds.coi.gov.uk/Content/Detail.aspx?NewsAreaId=2&ReleaseID=405006&Subj
ectId=2]

Curtis (16/06/09) ‘Numbers of teenagers not in work or school rises to 10.3%’
[http:www.guardian.co.uk/education/2009/jun/16/reenagers‐not‐in‐work‐school‐
neets‐rises

DCLG (2007) REACH: An independent report to Government on raising the aspirations
and attainment of young Black boys and young Black men

DCLG/DCSF (2008) Aspiration and attainment amongst young people in deprived
communities

DCLG (2009) Source of resentment and perceptions of ethnic minorities amongst
poor white people of England

DCLG (04/08/09) Government names successful projects to help young people unlock
their talent [http://www.communities.gov.uk/news/corporate/1303637]
WM ENTERPRISE 70


DCSF (2006) Raising Expectations: Supporting all young people to participate until 18

DCSF (2007) Longitudinal study of young people in England (next steps)

DCSF (2007) Narrowing the attainment gaps at Levels 2 and 3 by age 19

DCSF (2007) Raising expectations: Staying in education and training post‐16, from
policy to legislation

DCSF (2007) Reducing the number of young people not in education, employment or
training (NEET): The strategy

DCSF (2009) Breaking the link between disadvantage and low attainment: Everyone’s
business

DCSF (2009) Your child, your schools, our future: Building a 21st century schools
system

DCSF (2009) Race, sex, class and educational attainment at age 16: The case of white
working class pupils

DCSF (2009) Positive activities: Quantitative research with parents. Research Report
Number DCSF‐RR142

DCSF (2009) Attitudinal barriers to engaging young people in positive activities:
Literature and communications review

DCSF (2009) The Extra Mile Phase II 2009‐10: Primary trial handbook

DCSF (2009) The Extra Mile Phase II 2009‐2010: Secondary trial handbook

DCSF (28/07/09) Gifted and Talented pupils to receive more targeted support
[http://www.dcsf.gov.uk/pns/DisplayPN.cgi?pn_id=2009_0142]

Directgov (2009) 9 out of 10 parents are worried about giving their kids the right
advice and guidance

DIUS (2009) Estimating the effect of raising private contributions to further
education fees on participation and funding. Research paper 1

eGov monitor (01/07/09) Your child, your schools, our future: Building a 21st century
schools system, [http://www.egovmonitor.com/node/25983]

Equality and Human Rights Commission (2008) Inequalities in education,
employment and earnings: Research review and analysis over time

Equalities and Human Rights Commission (2009) Monitoring the impact of the
recession on various demographic groups

WM ENTERPRISE 71


ESRC Society Today (29/07/09) A combination of education methods could be the key
for some students aiming for higher education
[http://www.esrcsocietytoday.ac.uk/ESRCInfoCentre/PO/releases/2009/july/educati
on.aspx]

HM Treasury (2007) Aiming high for young people: A ten year strategy for positive
activities

HM Treasury (2007) New Opportunities White Paper


IPPR (2008) Your shout: The views of young people living in poor communities in
North East England ‐ Report of a one‐day young people's engagement event


JRF (2007) Attachment to place: Social networks, mobility and prospects of young
people

London Borough of Bromely (2007) Integrated Youth Support Services
[http://sharepoint.bromley.gov.uk/Public%20Docs/14‐CYP‐PH‐2703.doc]

nwpn (2009) Minimising inequalities in Apprenticeships: Research findings report

NWDA (2006) North West Regional Economic Strategy

North West Regional Skills & Employment Board (2008) North West skills and
employment challenges

Ofsted (2008) White boys from low income backgrounds: good practice in schools

Runnymede Trust (2009)Who cares about the white working class?


Regen.net (05/06/09) 'Manchester youth work programme scoops top HCA Academy
award'
[http://www.regen.net/bulletins/Regen‐Daily‐Bulletin/News/911347/Manchester‐
youth‐work‐programme‐scoops‐top‐HCA‐Academy‐award/?DCMP=EMC‐
Regen%20Daily%20Bulletin]

School Inclusion (2008) The School Inclusion Project
[http://schoolinclusion.pixel‐online.org/]

Sell (2009) Willetts: poor children missing out on university places
[Regen.net, 29 May 2009]

Social Exclusion Task Force (2008) Aspirations and attainment amongst young
people in deprived communities: A discussion paper

WM ENTERPRISE 72


Stammeringlaw.org.uk (02/05/2009) Proposed changes on education,
[http://www.stammeringlaw.org.uk/changes/education.htm]

Stammeringlaw.org.uk (02/05/09),Proposed employment changes,
[http://www.stammeringlaw.org.uk/changes/employment.htm]

The Sutton Trust (2009) Attainment gaps between the most deprived and
advantaged schools

Travis (22/01/09) ‘Class blamed for bias against poor whites’
[http://www.guardian.co.uk/society/2009/jan/22/class‐bias‐against‐poor‐whites]

Turner (09/06/09)’Policy on educating ‘NEET’ teens attacked’
[http://www.ft.com/cms/s/0/eac70e82‐548d‐11de‐
aa58d00144feabdc0.html?nclick_check=1]

White (14/10/09) White working class ‘left alienated by social change’
http://www.telegraph.co.uk/news/newstopics/politics/lawandorder/6319048/Whit
e‐working‐class‐left‐alienated‐by‐social‐change.html

WM Enterprise (2008) Evaluation of Wheels to Work North West

WM ENTERPRISE 73


APPENDIX II

A statistical profile of

young people’s
underachievement in the
North West region

WM ENTERPRISE 74


Appendix II ‐ A statistical profile of young people’s
underachievement in the North West region

This appendix examines available data outlining the indicators and
outcomes of young people’s underachievement in the North West. It
presents data on participation and attainment, and suggests areas where
further research into the subject might prove useful in a regional context.

1.1 Context

1.1.1 Ethnicity

The least ethnically diverse local authority areas in the North West are mainly in
Cumbria and Cheshire. Local authorities in these areas have high averages and a
range of between 1% and 2%. Conversely, Greater Manchester and Lancashire
denote significant diversity, with ranges of over 20%.

Figure 1 – Sub‐regional ethnicity statistics
Sub‐region % Working Age Lower Upper Range
Population who Bound Bound
are White
Cheshire 96.5% 95.9% 97.7% 1.8%
Cumbria 97.8% 97% 98% 1%
Greater Manchester 88.2% 74.6% 96.8% 22.2%
Lancashire 92.2% 76.9% 97.5% 20.6%
Merseyside 95.7% 90.3% 97.6% 7.3%

The ten least ethnically diverse local authorities are:

 Eden (98%)
 Allerdale (98%)
 Barrow‐in‐Furness (97.9%)
 Copeland ((97.9%)
 Halton (97.7%)
 St. Helens (97.6%)
 Carlisle (97.5%)
 West Lancashire (97.1%)
 South Lakeland ((97%)
 Knowsley (97%)

WM ENTERPRISE 75


Figure 2 – Proportion of working age population who are white in 2007
Proportion of 0‐15 population who are white in 2007
NW
Average 90.1%
St. Helens 96.8%
Merseyside
Knowsley 96.1%
Sefton 96.2%
Wirral 95.8%
Liverpool 90.4%
Carlisle 97.2%
West Lancashire 96.2%
Fylde 95.0%
South Ribble 94.4%
Chorley 93.8%
Blackpool 94.3%
Lancashire Wyre 95.1%
Ribble Valley 92.7%
Rossendale 90.6%
Lancaster 93.8%
Hyndburn 82.6%
Burnley 82.1%
Preston 78.0%
Pendle 74.2%
Blackburn with Darwen 67.3%
Wigan 95.7%
Stockport 90.5%
Greater Manchester Tameside 88.8%

Salford 90.9%
Bury 87.3%
Trafford 84.4%
Bolton 82.8%
Rochdale 79.8%
Oldham 74.1%
Manchester 69.4%
Eden 96.6%
Cumbria Allerdale 97.6%

Barrow‐in‐Furness 97.1%
Copeland 96.8%
South Lakeland 96.0%
Cheshire West & Chester 95.4%
Cheshire
Warrington 95.3%
Cheshire East 94.8%
Halton 97.1%
0.0% 20.0% 40.0% 60.0% 80.0% 100.0% 120.0%

Source: ONS Mid‐year population estimates – experimental statistics, 2007

1.1.2 Deprivation

The index of multiple deprivation provides another indicator of problems with
attainment and underachievement. Liverpool and Manchester are the most
WM ENTERPRISE 76


deprived authorities, closely followed by Salford, Blackburn, Blackpool and Burnley
and Rochdale. Barrow‐in‐Furness stands out as pockets of deprivation within a
relatively affluent sub‐region (Cumbria).

Figure 3 – Index of Multiple Deprivation in 2007
NW
Average 25.84
Liverpool 46.97
Merseyside
Knowsley 43.20
St. Helens 29.82
Wirral 27.90
Sefton 25.13
Blackpool 37.66
Blackburn with Darwen 35.83
Burnley 34.61
Hyndburn 30.91
Pendle 30.24
Preston 29.78
Rossendale 24.23
Lancashire
Carlisle 22.70
Lancaster 21.94
West Lancashire 20.40
Wyre 17.70
Chorley 16.56
South Ribble 14.10
Fylde 12.86
Ribble Valley 10.07
Manchester 44.50
Salford 36.51
Rochdale 33.89
Greater Manchester
Oldham 30.82
Bolton 29.67
Tameside 28.78
Wigan 26.91
Bury 21.42
Stockport 18.06
Trafford 17.33
Barrow‐in‐Furness 32.69
Copeland 25.73
Cumbria
Allerdale 21.63
Eden 14.64
South Lakeland 11.67
Halton 32.61
Cheshire
Warrington 17.89
Cheshire West & Chester 17.65
Cheshire East 12.66
0.00 5.00 10.00 15.00 20.00 25.00 30.00 35.00 40.00 45.00 50.00

Source: IMD 2007, DCLG

WM ENTERPRISE 77


The IMD contains a sub‐set indicator which describes income deprivation affecting
children. Manchester, Liverpool, Knowsley, Blackpool, Blackburn with Darwen are
examples of local authorities with high income deprivation affecting children.

Figure 4 ‐ Income deprivation affecting children in 2007
NW
Average 0.21
Liverpool 0.39
Merseyside
Knowsley 0.37
St. Helens 0.21
Wirral 0.20
Sefton 0.19
Blackpool 0.30
Burnley 0.28
Pendle 0.24
Preston 0.22
Hyndburn 0.20
Lancashire
Fylde 0.20
Rossendale 0.18
Carlisle 0.18
Lancaster 0.17
West Lancashire 0.16
Wyre 0.15
Chorley 0.14
South Ribble 0.12
Ribble Valley 0.09
Manchester 0.42
Salford 0.27
Oldham 0.24
Greater Manchester
Bolton 0.24
Rochdale 0.22
Tameside 0.21
Wigan 0.17
Bury 0.17
Trafford 0.15
Stockport 0.14
Copeland 0.22
Cumbria
Allerdale 0.17
Eden 0.14
South Lakeland 0.10
Cheshire East 0.17
Cheshire
Halton 0.25
Warrington 0.13
0.00 0.05 0.10 0.15 0.20 0.25 0.30 0.35 0.40 0.45

Source: DCLG, Index of multiple deprivation
WM ENTERPRISE 78


1.2 Participation

Figure 5 –Aged 17 participation in education and work based learning by upper tier Local Authority
Full‐time education Other Education Total
Maintained Academies Independent Sixth form college Academic Other FE Total WBL Part‐time Education
schools & CTCs schools education and WBL
North West 16 0 3 15 34 28 64 10 4 77
Blackburn with Darwen 8 0 8 12 28 41 69 10 2 81
Blackpool 4 0 4 17 25 35 60 11 3 73
Bolton 16 0 7 18 41 25 65 11 3 79
Bury 5 0 6 20 31 32 64 8 3 74
Cheshire 28 0 6 6 40 28 68 7 4 80
Cumbria 31 0 5 5 41 16 57 14 6 78
Halton 10 0 0 8 18 37 55 11 4 70
Knowsley 14 0 0 7 21 37 59 11 4 74
Lancashire 12 0 2 11 25 37 62 10 4 76
Liverpool 33 2 1 1 37 26 63 12 4 80
Manchester 7 1 11 20 39 39 78 6 5 89
Oldham 9 0 3 22 34 27 61 10 3 75
Rochdale 11 0 0 11 22 38 61 8 5 74
Salford 2 0 0 38 40 16 57 10 5 72
Sefton 21 0 5 13 39 28 68 9 4 80
St Helens 15 0 0 18 33 25 58 10 3 70
Stockport 4 0 7 38 49 16 65 8 4 76
Tameside 5 0 0 27 32 24 56 9 3 69
Trafford 29 0 1 13 43 27 70 6 5 82
Warrington 21 0 0 27 48 17 65 7 3 75
Wigan 6 0 0 24 30 28 58 13 4 75
Wirral 35 0 2 10 47 16 63 12 4 79
Source: Participation in education and work based learning, DSCF
WM ENTERPRISE 79

In terms of participation in education generally across the North West, 64% of 17
year olds are in full time education, 10% are involved in work based learning while
on average, 4% are in part time education. Assuming that maintained schools,
academies, independent schools and sixth form colleges are more academically
focused than FE colleges (which are generally more vocationally focused),
participation tends to be higher in academic pursuits in more affluent areas.
Vocational education is focused in Blackburn with Darwen, Halton, Knowsley,
Rochdale, Manchester while work based learning is noticeably concentrated in
Cumbria, Knowsley, Wigan, Liverpool and the Wirral.

1.2.1 Educational Participation by socio‐economic status

Free school meals eligibility is often used as an indicator of socio‐economic status,
and reveals useful insights into how the class system affects participation and
attainment in education. Whether a pupil is eligible for free school meals (FSM) or
not (non‐FSM) is a good indicator of higher or lower socio‐economic status. The
proportion of A‐Level students to GCSE students is an approximate measure of the
progression rate from Key Stage 4 to Key Stage 5. Examining these two measures in
conjunction provides interesting findings for participation rates.

Figure 6 ‐ Proportion of A Level candidates to GCSE candidates in 2008
FSM Non‐
FSM This exercise is undertaken in Figure
6 (adjacent) and highlighted are
Blackburn with Darwen 0.0% 10%
local authorities which
Blackpool 0.0% 4% underperform compared to the
Bolton 3.4% 19% North West average. For those
Bury ‐ ‐ pupils who are eligible for free
Cheshire 5.6% 32% school meals, a proxy for lower
socio‐economic class, the
Cumbria 5.7% 34%
progression rate is zero or below
Halton 2.0% 7% average in Blackburn, Blackpool,
Knowsley 1.2% 7% Halton, Knowsley, Lancashire,
Lancashire 2.2% 14% Manchester, Oldham, and Wigan.
Liverpool 11.1% 45% Similarly, underachievement can
still manifest itself in higher socio‐
Manchester 1.9% 12%
economic classes where the
Oldham 0.0% 14% following Local Authorities have
Rochdale 3.4% 10% below the North West average in
Salford ‐ ‐ progression rates: Blackburn with
Sefton 4.3% 27% Darwen, Blackpool, Halton,
Knowsley, Lancashire, Manchester,
St Helens 3.8% 18%
Oldham, Rochdale, Tameside and
Stockport ‐ ‐ Wigan. Liverpool out performs the
Tameside ‐ 5% average in terms of progression
Trafford 4.8% 33% rates from KS4 to KS5.
Warrington 4.8% 22%
Wigan 0.0% 5%
Wirral 11.5% 43%
North West 3.9% 19%
WM ENTERPRISE 80

1.2.2 Not in education, training or employment

NEET data is collected by Connexions at the upper tier local authority level for all
local authorities. 87 The data shows high concentrations of NEET young people aged
16 – 18 in Knowsley (14.4%), Halton (13.2%), Rochdale (10.5%), Bolton (10.5%),
Liverpool (10.4%) and Manchester (10.2%). 88 The proportion of NEET is less of a
problem in Lancashire and more of a problem in Greater Manchester and
Merseyside. Looking at trends in estimated NEET individuals aged between 16 and
18 years, the North West overall has seen an overall decline of 1.1 percentage points
in the proportion of NEET between 2006 and 2008. The proportion of NEET in
Liverpool has seen the greatest decline below the average, with a drop of 2.8
percentage points in the two years. Similarly Bolton has reduced the proportion by
2.2%. Sefton and Cheshire have seen no change in the proportion of NEET, and
meanwhile the proportion in Halton and Knowsley has increased by 1.4% and 0.7%
respectively.

87
2008 data are an average of the figures provided by Connexions and the end of November 2008, December 2008 and January
2009. They include all young people known to Connexions who were aged 16, 17 or 18 on these dates. This dataset was revised
on 11 May 2009 to include updated information from Solihull, Bury, City of Manchester, Oldham and Rochdale. The totals for
West Midlands and the North West have also been revised.
88
NEET data for the North West can be considered more accurate than data collected for other regions, as there is a smaller
proportion of individuals unaccounted for.
WM ENTERPRISE 81

Figure 7 – Not in employment, education or training (NEET) in 2008
2006 2007 2008 2006‐
2008
Blackburn‐Darwen 8.6% 7.6% 7.2% ‐1.4%
Blackpool 8.8% 7.3% 7.0% ‐1.8%
Bolton 12.7% 11.8% 10.5% ‐2.2%
Bury 8.0% 6.5% 6.6% ‐1.4%
Cheshire 5.4% 4.7% 5.4% 0.0%
Manchester 11.4% 9.5% 10.2% ‐1.2%
Salford 10.2% 7.6% 8.1% ‐2.1%
Cumbria 5.8% 5.2% 5.0% ‐0.8%
Halton 11.8% 11.5% 13.2% 1.4%
Knowsley 13.7% 15.0% 14.4% 0.7%
Lancashire 7.5% 7.3% 6.6% ‐0.9%
Liverpool 13.2% 11.5% 10.4% ‐2.8%
Oldham 8.8% 7.7% 7.2% ‐1.6%
Rochdale 12.1% 10.9% 10.5% ‐1.6%
Sefton 7.6% 7.2% 7.6% 0.0%
St. Helens 10.0% 8.5% 8.1% ‐1.9%
Stockport 8.8% 6.9% 7.1% ‐1.7%
Tameside 9.1% 8.1% 8.1% ‐1.0%
Trafford 7.3% 6.6% 6.3% ‐1.0%
Warrington 7.0% 5.8% 7.2% 0.2%
Wigan 9.9% 8.2% 8.5% ‐1.4%
Wirral 10.0% 9.5% 9.1% ‐0.9%
North West 9.44% 8.40% 8.38% -1.06%
Source: Connexions (2006, 2007 and 2008) and WME Calculation

1.2.3 Higher Education Participation

Higher Education participation is a good indicator of achievement and data has been
made available by Aim Higher by local authority area, which is displayed in Figure 8..

WM ENTERPRISE 82

Figure 8 – Proportion of 18 – 19 year olds participating in Higher Education in 2006/07
NW
Average 30%
Wirral 35%
Merseyside
Sefton 35%
St. Helens 27%
Liverpool 27%
Knowsley 25%
Ribble Valley 39%
Fylde 39%
South Ribble 35%
West Lancashire 34%
Rossendale 34%
Chorley 32%
Lancashire
Preston 30%
Lancaster 29%
Wyre 28%
Carlisle 28%
Pendle 25%
Blackburn with Darwen 24%
Hyndburn 21%
Blackpool 17%
Trafford 45%
Stockport 35%
Bury 33%
Greater Manchester
Bolton 31%
Rochdale 29%
Oldham 28%
Wigan 27%
Manchester 24%
Burnley 24%
Tameside 23%
Salford 23%
Eden 38%
South Lakeland 35%
Cumbria
Allerdale 32%
Copeland 24%
Barrow‐in‐Furness 24%
Halton 26%
Cheshire
Cheshire East 41%
Cheshire West & Chester 38%
Warrington 37%
0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

Source: Aim Higher calculations using HE participation data from HESA and Population data from mid‐year
population estimates by LSOA by single year of age; unpublished data from ONS.

The lowest level of participation is in Blackpool, where only 17% of the 16‐19
population go on to attend Higher Education. Local authority areas where FE
participation is 25% of the population or lower include: Knowsley; Pendle; Blackburn
WM ENTERPRISE 83

with Darwen; Hyndburn; Blackpool; Manchester; Burnley; Tameside; Salford;
Copeland; Barrow‐in‐Furness; and Halton.

1.2.4 Apprenticeships starts and achievements

LSC data on apprenticeship starts and achievements across a given year, in this case,
2007/08, provides a useful approximation of success in the completion of
apprenticeships. The highest proportion of apprenticeship starts is in Blackpool,
where 26% of 16 and 17 year olds started apprenticeships in 2007/08. Trafford,
Stockport and Rochdale had the fewest apprenticeship starts, at 15% of the
population. The proportion of achievements generally follows the pattern in
apprenticeship starts, however, comparing the percentage difference between
starts and achievements shows some evidence of underachievement in Halton, St
Helens, Trafford, Blackpool, Knowsley, Liverpool, Manchester, Tameside and Wigan
– where the ratio of starts to achievements in 2007/08 is 50% or above. Although
this measure does not provide definitive progression rates, it is a suitable broad
indicator or proxy across local authority areas.

Figure 9 – Proportions of apprenticeship starts and achievements in 2007/08
Proportion of Proportion of Aprenticeship Percentage
Apprenticeship Starts Acheivements Difference
Halton 20% 8.6% ‐57.14%

St Helens 18% 7.8% ‐55.56%
Trafford 15% 6.8% ‐55.56%
Blackpool 26% 13.2% ‐50.00%
Knowsley 21% 10.6% ‐50.00%
Liverpool 22% 11.1% ‐50.00%
Manchester 12% 6.2% ‐50.00%
Tameside 19% 9.5% ‐50.00%
Wigan 24% 12.2% ‐50.00%
Wirral 21% 11.2% ‐47.37%
Sefton 18% 9.8% ‐46.67%
Salford 19% 10.3% ‐45.45%
Warrington 20% 11.1% ‐45.45%
Cheshire 17% 9.4% ‐45.16%
Lancashire 18% 9.8% ‐44.83%
Bury 17% 9.3% ‐44.44%
Bolton 21% 12.0% ‐43.75%
Blackburn with Darwen 16% 9.1% ‐42.86%
Cumbria 21% 11.9% ‐42.86%
Rochdale 16% 9.7% ‐40.00%
Oldham 17% 10.9% ‐36.36%
Stockport 15% 10.1% ‐33.33%
North West 19% 10.0% ‐46.48%
Source: WME calculation, based on LSC Apprenticeship Starts and Achievements data and population data from
Participation in education and work based learning of 16 and 17 year olds, DCSF.

WM ENTERPRISE 84

1.2.5 Education Maintenance Allowance (EMA) Take‐up

EMA take‐up is a useful indicator of participation by lower socio‐economic groups.
EMA is a means tested incentive paid directly into the bank account of the qualifying
student. Examining its pattern across upper‐tier local authority areas reveals that
the proportion of EMA take‐up is greatest in the urban areas of Merseyside and
Greater Manchester.

Figure 10 ‐ Education Maintenance Allowance Take‐up
NW
Average 48%
Liverpool 62%
Merseyside
Knowsley 60%
Wirral 50%
Sefton 48%
St Helens 47%
Blackburn with Darwen 60%
Lancashire
Blackpool 53%
Lancashire 41%
Manchester 65%
Oldham 57%
Rochdale 54%
Greater Manchester
Bolton 50%
Salford 47%
Tameside 46%
Wigan 45%
Bury 40%
Trafford 38%
Stockport 34%
Cumbria 35%
Warrington 35%
Cheshire
Halton 51%
Cheshire 32%
0% 10% 20% 30% 40% 50% 60% 70%

Source: WME Calculations based on (1) EMA take up 2004/05 to 2007/08 by Local Authority, and (2) population
estimates from Participation in education and work based learning (WBL) of 16 and 17 year olds, DCSF

1.2.6 Truancy

Truancy is an indicator of student disengagement with the education system. Three
indicators of student truancy have been selected:

 Percentage of sessions missed due to unauthorised absence;
 Percentage of pupil enrolments who have missed more than 27 sessions ; and
 Percentage of pupil enrolments who have missed more than 63 sessions.

WM ENTERPRISE 85

The indicators show general unauthorised absence, as well as longer term absence
statistics, over 27 and 63 sessions. While the latter two indicators will undoubtedly
count any children who are unable to attend school due to sickness or other
circumstances, the statistics will capture a significant proportions of long‐term
unauthorised absences. Manchester, Knowsley, Liverpool, Blackpool, Tameside and
St. Helens have above the North West average percentages of all three indicators.
Oldham scores above the average on two indicators.

Figure 11 – Selected Truancy indicators (Autumn Term 2008)
Local Authority Percentage of sessions Percentage of pupil Percentage of pupil
missed due to enrolments who have enrolments who have
unauthorised absence missed more than 27 missed more than 63
sessions sessions
Manchester 2.26 9.52 1.60
Knowsley 1.92 8.35 1.06
Liverpool 1.49 7.60 1.00
Blackpool 1.59 8.14 0.95
Tameside 1.35 6.40 0.80
St. Helens 1.33 6.27 0.77
Lancashire 0.74 5.69 0.69
Cheshire 0.80 5.06 0.69
Halton 1.51 5.93 0.67
Cumbria 0.47 5.05 0.66
Blackburn with 0.96 7.14 0.66
Darwen
Oldham 1.17 6.53 0.65
Stockport 0.93 5.21 0.59
Sefton 0.67 5.44 0.51
Bolton 1.00 5.83 0.51
Rochdale 1.54 5.92 0.49
Bury 0.93 5.30 0.48
Wirral 0.55 5.64 0.44
Salford 1.34 5.84 0.44
Wigan 1.16 5.02 0.43
Trafford 0.54 4.72 0.40
Warrington 0.98 4.56 0.38
North West 1.05 6.0 0.7
Source: Autumn Term 08 Absence Local Authority Tables, DCSF, 2008.

1.3 Attainment

In monitoring two of its Public Service Agreement (PSA) targets, the LSC collects data
on attainment. Data is available for Level 2 and Level 3 attainment at the upper tier
local authority level. 89 Figure 12, below, shows the proportion of 19 year olds
reaching the Level 2 threshold at age 16. This figure will be used as an indicator of

89
A learner is defined as having reached the level 2 threshold if they have achieved 5 GCSEs at grades A*‐C or equivalent. A
learner is defined as having reached the level 3 threshold if they have achieved the equivalent of 4 AS / 2 A‐levels.

WM ENTERPRISE 86

attainment generally across local authority areas using the rationale that one would
expect 16 year olds to have achieved Level 2 by age 16.

Figure 12‐ Proportion of 19 year olds reaching level 2 threshold by aged 16
Sub – Local 2003/04 2004/05 2005/06 2006/07 2007/08 Five Year
region Authority Percentage
Point
Difference
Cheshire Cheshire 57.1% 59.0% 59.9% 61.1% 61.3% 4.1%
Warrington 49.7% 50.8% 55.0% 57.0% 59.6% 9.8%
Halton 39.6% 43.5% 43.6% 43.8% 48.4% 8.8%
Cumbria Cumbria 51.0% 52.8% 53.2% 55.1% 56.6% 5.7%
Greater Bolton 47.5% 47.9% 48.2% 48.6% 51.4% 3.8%
Manchester Bury 56.0% 56.7% 54.8% 55.4% 58.9% 2.9%
Manchester 38.0% 38.5% 43.2% 43.9% 48.0% 10.0%
Oldham 42.9% 43.9% 45.3% 46.1% 52.7% 9.8%
Rochdale 39.4% 38.8% 40.3% 44.8% 47.0% 7.7%
Salford 34.4% 35.5% 37.0% 37.9% 43.9% 9.5%
Stockport 57.6% 55.0% 56.8% 55.9% 57.4% ‐0.2%
Tameside 41.2% 42.3% 45.3% 43.7% 50.4% 9.2%
Trafford 57.0% 59.0% 60.6% 62.9% 68.7% 11.7%
Wigan 46.4% 48.5% 50.0% 50.8% 50.8% 4.4%
Lancashire Blackburn
with Darwen 42.6% 45.6% 42.1% 46.8% 49.6% 7.0%
Blackpool 40.4% 40.5% 42.2% 38.8% 42.7% 2.3%
Lancashire 49.1% 50.2% 52.9% 53.1% 55.6% 6.5%
Merseyside Knowsley 26.4% 27.9% 33.3% 36.6% 41.7% 15.3%
Liverpool 35.4% 38.0% 40.8% 44.4% 48.6% 13.2%
Sefton 51.9% 54.4% 54.9% 57.5% 58.5% 6.6%
St Helens 45.6% 44.8% 45.2% 47.5% 54.2% 8.6%
Wirral 51.0% 52.9% 55.3% 54.4% 57.2% 6.2%
North West 45.5% 46.7% 48.2% 49.4% 52.9% 7.4%
Source: Level 2 and 3 Attainment by Young People ‐ Local Summary, 2008, LSC

The data shows that Local Authorities in Greater Manchester, Merseyside and
Lancashire generally have lower attainment rates. Over the last five years
attainment has improved across the board with improvements of as much as 15
percentage points. However, local authorities with remaining problems with
attainment are Knowsley, Salford, Rochdale, Tameside, Blackpool, Manchester,
Halton, Bolton, Liverpool, and Blackburn with Darwen.

WM ENTERPRISE 87

Figure 13 ‐ Proportion of 19 year olds reaching the level 3 threshold by aged 18
Sub ‐ region LEA Name 2003/04 2004/05 2005/06 2006/07 2007/08 Five year
Percentage
Point
Difference
Cheshire Cheshire 41.1% 45.2% 45.1% 46.3% 45.0% 44.5%
Warrington 36.5% 38.8% 38.3% 41.6% 43.2% 39.7%
Halton 23.4% 29.0% 28.0% 28.3% 28.3% 27.4%
Cumbria Cumbria 35.3% 38.7% 38.9% 40.5% 41.0% 38.9%
Greater Bolton 32.6% 35.7% 37.4% 36.4% 38.3% 36.1%
Manchester Bury 37.7% 38.3% 38.7% 40.1% 43.2% 39.6%
Manchester 28.3% 29.8% 31.9% 33.1% 34.1% 31.4%
Oldham 32.3% 34.4% 33.2% 33.5% 35.8% 33.9%
Rochdale 23.3% 26.8% 26.3% 27.8% 28.8% 26.6%
Salford 19.8% 23.0% 25.8% 25.2% 26.6% 24.1%
Stockport 41.0% 41.8% 45.2% 44.1% 44.8% 43.4%
Tameside 25.2% 29.4% 29.7% 29.6% 34.0% 29.6%
Trafford 38.3% 43.0% 46.1% 48.6% 48.7% 44.9%
Wigan 29.2% 32.3% 33.8% 35.3% 33.9% 32.9%
Lancashire Blackburn 29.3% 32.7% 31.0% 34.5% 33.9% 32.3%
with
Darwen
Blackpool 25.7% 29.4% 28.1% 27.2% 29.9% 28.1%
Lancashire 33.7% 36.4% 37.3% 38.4% 39.9% 37.1%
Merseyside Knowsley 17.0% 16.6% 20.7% 21.8% 20.7% 19.4%
Liverpool 25.4% 27.7% 27.3% 29.5% 29.4% 27.9%
Sefton 37.3% 40.7% 39.6% 42.6% 41.3% 40.3%
St Helens 33.3% 34.0% 34.0% 35.6% 34.8% 34.4%
Wirral 38.7% 39.1% 40.3% 39.2% 42.1% 39.9%
North West 31.1% 33.8% 34.4% 35.4% 36.3% 34.2%
Source: Level 2 and 3 Attainment By Young People ‐ Local Summary, 2008, LSC

In general, lower proportions of individuals satisfy Level 3 thresholds compared with
Level 2 thresholds. There is no clear pattern in the level of improvement. Many of
the same general patterns remain across local authorities with particular problems
for Knowsley, Salford, Rochdale, Tameside, Blackpool, Manchester, Halton, Bolton,
Liverpool, and Blackburn with Darwen. Halton and St Helens have a relatively lower
proportion of achievements at Level 3 compared to Level 2, which indicates
underachievement at a higher educational level.

WM ENTERPRISE 88

Figure 14 ‐ Percentage Difference in attainment between white persons and the local
authority average.

Local Authority KS3 GCSE A level
Allerdale 0.3%
Barrow‐in‐Furness ‐0.3% 0.4%
Blackburn with Darwen 0.0% ‐1.5% 11%
Blackpool ‐0.3% 0.2%
Bolton 0.3% ‐1.5% 5%
Burnley 0.6% 1.2%
Bury 0.8% 0.6% 2%
Carlisle 0.3% 1.1%
Cheshire East 0.3% 0.4% ‐4%

Cheshire West & Chester 0.1% 0.3% 1%

Chorley 0.0% 0.3%

Copeland 0.0%

Eden ‐0.6% ‐0.3%

Fylde 0.3% ‐0.1% 0%

Halton 0.0% ‐0.3%

Hyndburn 1.8% ‐0.3% 3%

Knowsley ‐0.3% 0.2% ‐3%

Lancaster ‐0.6% ‐0.5% 0%

Liverpool 0.6% 0.5% 0%
To explore attainment and ethnicity
Manchester ‐0.3% ‐5.7% 5%
further, attainment data split by
Oldham 2.4% 0.9% 3%
ethnic group is examined in Figure
14. This shows the difference Pendle 1.5% 2.5%
between white achievement and Preston 0.0% ‐0.8%
average attainment at three Ribble Valley 0.0%
qualification levels, however there is Rochdale 1.5% 2.8% 6%
some missing data so this analysis is Rossendale 0.0% ‐0.2%

not comprehensive. 90 It does Salford 0.3% ‐1.8% 0%
however show that in general, there Sefton 0.0% ‐0.2% 0%
are greater variances between white South Lakeland 0.3% 0.1%
people and the average for GCSE South Ribble 0.0% 0.0%
results compared to KS3 and A‐Level St. Helens 0.0% 1.3%
results, and for KS3 compared to A‐ Stockport 0.3% 0.2% 1%
Level results. The following Tameside 0.0% ‐1.8%
authorities have variances both at Trafford 0.8% ‐0.1% 2%
KS3 and GCSE levels: Eden, Lancaster Warrington 0.0% 0.0% 0%
and Manchester. Larger variances West Lancashire 0.0% 0.8% 0%
(over 1%) at the GCSE level are found Wigan 0.0% 0.2% 1%
in Salford, Manchester, Tameside, Wirral 0.0% ‐0.7% 0%
Blackburn with Darwen, and Bolton. Wyre 0.0% 0.0% 0%

Source: Department for Children, Schools and Families

90
KS3 and GCSE data is for 2007, A level data is for 2005, KS3 and A level percentages are calculated from point scores while
GCSE attainment is the proportion of A* ‐ C grades.
WM ENTERPRISE 89

More recent and complete data for 2008 is available for upper tier local authorities
from DCSF, and is shown in the Figure 15 below. On average white people in the
North West region underperform by 0.1% compared to all ethnic groups.
Manchester stands out as an area where white candidates outperform other ethnic
groups by over 5%. Areas of marginal underperformance include Cumbria,
Lancashire, Liverpool, Sefton, St Helens, Tameside and Warrington.

Figure 15 – White to other groups’ average score per entry differential at GCE / VCE A/AS
level in 2008
Upper Tier Local Authority White average – total
Blackpool 0.0%
Bolton 0.2%
Bury ‐
Cheshire 0.1%
Cumbria ‐0.2%
Halton 0.5%
Knowsley 0.5%
Lancashire ‐0.1%
Liverpool ‐0.5%
Manchester 5.7%
Oldham 0.1%
Rochdale 0.8%
Salford 0.0%
Sefton ‐0.2%
St Helens ‐0.1%
Stockport ‐
Tameside ‐0.1%
Trafford 0.0%
Warrington ‐0.1%
Wigan 1.3%
Wirral 0.0%
North West ‐0.1%
Source: Department for Children, Schools and Families

1.3.1 Attainment by socio‐economic status

Free school meals as a proxy for socio‐economic status is appropriate to comparing
differences in attainment as well as participation. This analysis identifies differences
in attainment at Key stage 4 by free school meal eligibility, then presents calculated
differentials between FSM and non‐FSM eligible candidates.

FSM pupils have low attainment in Cheshire, while Halton has above the regional
average for attainment for both non FSM and FSM pupils. Stockport has low
attainment for FSM pupils and high attainment for non‐FSM pupils.

WM ENTERPRISE 90

Figure 16 – Attainment at Key Stage 4 by free school mean eligibility in 2008
Local FSM Non‐FSM
Authority
5 A* to 5 A* to C Any 5 A* to 5 A* to C Any

C including Passes C including Passes
E&M E&M
Cheshire Cheshire 29.3 16.9 95 69.1 55.7 98.8

Halton 44.7 23.9 94.5 76.2 54.9 98.8
Warrington 34.9 21 97.3 73.4 55.4 99.2
Cumbria Cumbria 33.8 20.7 93.6 65.4 50.5 98.4
Greater Bolton 43.1 22.5 95.3 71.1 48.6 99.2
Manchester Bury 37.8 22.3 98 70.3 58.3 99.4
Manchester 42.7 24.9 93.5 63.6 43.3 96.6
Oldham 48 24.4 96.7 67.5 47.5 98.3
Rochdale 37.7 22.7 94.4 65.4 49.3 98.5
Salford 39 17.9 96.1 69.4 45.7 99
Stockport 32.7 23.4 93 69.4 56.1 98.6
Tameside 35.9 21.3 95.1 63.3 44.3 98.2
Trafford 54.5 31.7 98.6 81.2 67.1 99.4
Wigan 33.7 17 95.2 69.7 49.6 99.1
Lancashire Blackburn 49.8 26.3 96.9 70.5 50.6 98.2
with Darwen
Blackpool 27.8 14.2 98.8 59.6 39.5 98.8
Lancashire 37.1 22.3 95.5 68.2 53.8 98.5
Merseyside Knowsley 37.2 13.6 90.6 64.4 36.5 97.1
Liverpool 45.6 19.3 90.8 73.3 48.2 97.6
Sefton 46.5 22.2 95.1 74.8 56.2 98.7
St Helens 47 12.2 93.3 71.3 42 98.7
Wirral 39.7 21.8 96.4 73.8 59.2 99.3
North West 40.3 21.2 94.5 69.4 51.8 98.6
Source: Statistical first release, Key Stage 4, Attainment by pupil characteristics, 2008

The difference in attainment between the proportion of non‐free school meal
eligible students and the proportion of non‐free school meal eligible students is
shown in Figure 15. Highlighted in red are those local authorities where the gap
between non‐free school meals eligible students (higher socio‐economic class) and
free school meal students (lower socio‐economic class) are above the North West
average. The analysis flags up the Halton and Stockport as having above average
differentials across all three indicators of attainment. Cumbria, Warrington,
Cheshire, Bury, Wigan, Lancashire and Wirral have above average gaps for two
indicators. Three local authorities in Merseyside show large differentials for the ‘any
passes’ indicator. This suggests there may be a specific problem in terms of
achieving the most basic level of attainment, specifically in St Helens, Knowsley and
Liverpool.
WM ENTERPRISE 91

Figure 17 – Percentage point difference between FSM and non‐FSM attainment in 2008
Sub‐region Local Authority 5 A* to C 5 A* to C Any Passes
including
E&M
Cheshire Cheshire 39.80% 38.8 3.8
Halton 31.50% 31% 4.3

Warrington 38.50% 34.4 1.9
Cumbria Cumbria 31.60% 29.8 4.8
Greater Manchester Bolton 28% 26.1 3.9
Bury 32.50% 36 1.4

Manchester 20.90% 18.4 3.1

Oldham 19.50% 23.1 1.6

Rochdale 27.70% 26.6 4.1
Salford 30.40% 27.8 2.9
Stockport 36.70% 32.7 5.6
Tameside 27.40% 23 3.1

Trafford 26.70% 35.4 0.8
Wigan 36% 32.6 3.9
Lancashire Blackburn with Darwen 20.70% 24.3 1.3
Blackpool 31.80% 25.3 0

Lancashire 31.10% 31.5 3
Merseyside Knowsley 27.20% 22.9 6.5
Liverpool 27.70% 28.9 6.8
Sefton 28.30% 34 3.6

St Helens 24.30% 29.8 5.4

Wirral 34.10% 37.4 2.9

At Key Stage 5, A‐level and equivalent, differences between free school meal eligible
and non free school meal eligible students are significant. At the regional level, the
average point score per entry is 23.4 less for FSM pupils. The following local
authorities have very few or no A‐Level candidates amongst both FSM and non‐FSM
pupils. For example Blackburn with Darwen has zero FSM candidates and 146 non‐
FSM candidates (who score below average). Blackpool similarly has no FSM
candidates and only 59 non‐FSM candidates who score 12.4 points lower than the
North West average. Halton is a very similar case, which has 6 FSM and 96 non‐FSM
candidates who score 145.7 and 183 points per entry respectively. Knowsley FSM
students have very low per candidate point scores (around 145) which is significantly
below the average. Success stories include Bolton, Trafford and Manchester where
FSM candidates scored significantly higher than the regional average.

WM ENTERPRISE 92

Figure 18 – A Level average points score by free school meal eligibility in 2008
FSM Non‐FSM
Number of Average Average Number of Average Average
candidates point score point score candidates point score point score
aged 16‐18 per per entry aged 16‐18 per per entry
candidate candidate
Blackburn with Darwen 0 . . 146 776.8 201.5
Blackpool 0 . . 59 795.5 192.2
Bolton 20 700.5 207.6 590 767.4 200.8
Bury 0 . . x x x
Cheshire 36 656.3 188.1 2,461 742.1 209.5
Cumbria 29 606.9 183.2 1,994 770.4 202.8
Halton 6 510.0 145.7 96 603.3 183.0
Knowsley 7 398.6 146.8 96 409.5 157.9
Lancashire 32 761.7 184.7 1,793 911.1 210.7
Liverpool 183 516.1 167.0 1,742 692.4 196.9
Manchester 35 717.9 204.1 372 781.0 215.3
Oldham 0 . . 366 839.1 205.8
Rochdale 22 666.1 177.6 203 692.1 182.4
Salford x x x 7 315.0 102.6
Sefton 23 661.6 182.2 834 708.2 186.6
St Helens 13 543.0 160.8 334 715.5 185.7
Stockport 0 . . 0 . .
Tameside x x x 128 973.2 218.2
Trafford 14 894.6 207.0 882 1,007.5 222.4
Warrington 9 682.0 182.7 518 755.2 204.1
Wigan 0 . . 193 724.5 187.2
Wirral 119 622.7 188.8 1,333 823.6 209.3
North West 550 610.8 181.2 14,150 786.3 204.6

1.4 Other Indicators

1.4.1 Lone Parents and Carers

Two specific groups who are prone to underachievement are lone parents and
carers, and as such they are a useful proxy measure for underachievement. The
government recognises the burdens these two groups face, and as such, receive
financial support. The following two analyses present the number of lone parents
and carers as proportions of the under 25 population and the total proportion of
benefits claimants respectively.

Concentrations of lone parents aged under 25 are found in Knowsley (11.3%),
Manchester (10.2%), Liverpool (4.4%), Wirral (4.4%), Burnley (4.4%), Salford (4.1%),
Rochdale (4.1%), Oldham and Bolton (3.8% each), Tameside, Halton and Blackpool
(all 3.4% amongst others). It is a problem more for urban vis‐à‐vis rural authorities
(e.g. Cumbria and Lancashire c.f. Merseyside and Greater Manchester).
WM ENTERPRISE 93

Figure 19 ‐ Proportion of aged under 25 resident population claiming benefit who are lone
parents
NW
Average 2.3
Knowsley 3.8
Merseyside Liverpool 3.7

Wirral 3.2
St. Helens 3.0
Sefton 2.5
Blackpool 3.1
Burnley 3.1
Preston 2.7
Hyndburn 2.6
Rossendale 2.3
Lancashire
Pendle 2.3
West Lancashire 2.2
Carlisle 2.0
Lancaster 1.8
Wyre 1.6
South Ribble 1.5
Chorley 1.5
Fylde 1.1
Ribble Valley 0.9
Manchester 3.2
Salford 3.0
Rochdale 3.0
Greater Manchester
Oldham 2.9
Bolton 2.7
Tameside 2.6
Wigan 2.5
Bury 2.2
Stockport 1.9
Trafford 1.7
Copeland 2.5
Cumbria
Allerdale 1.9
South Lakeland 0.9
Eden 0.8
Warrington 1.9
Cheshire
Halton 3.2
Cheshire East 1.4
0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0

Source: DWP, 2008

Near identical patterns can be found in the carers data, with Knowsley and
Manchester having significantly higher proportions than anywhere else.
WM ENTERPRISE 94

Figure 20 ‐Proportion of under 25 resident population claiming benefit who are carers
Liverpool 11.3%
Merseyside
Wirral 4.4%
Knowsley 4.4%
St. Helens 3.4%
Sefton 3.4%
Blackpool 3.1%
Preston 2.4%
Hyndburn 1.7%
Burnley 1.7%
Pendle 1.4%
Lancashire
Wyre 1.0%
Lancaster 1.0%
West Lancashire 0.7%
South Ribble 0.7%
Rossendale 0.7%
Chorley 0.7%
Carlisle 0.7%
Ribble Valley 0.3%
Fylde 0.3%
Manchester 10.2%
Bolton 4.4%
Wigan 4.1%
Greater Manchester
Oldham 4.1%
Tameside 3.8%
Rochdale 3.8%
Salford 3.4%
Stockport 2.4%
Trafford 2.0%
Bury 2.0%
Barrow‐in‐Furness 1.0%
Allerdale 1.0%
Cumbria
Copeland 0.7%
Eden 0.3%
South Lakeland 0.0%
Cheshire West & Chester 3.4%
Cheshire
Halton 2.7%
Warrington 1.7%
Cheshire East 1.7%
0.0% 2.0% 4.0% 6.0% 8.0% 10.0% 12.0%

Source: DWP, 2008
WM ENTERPRISE 95

1.5 Selection of local authority areas

Several local authorities which are considered interesting cases, or where evidence
of underachievement is comprehensive have been pulled out of the above analysis
and summarised into the summary table. The table takes key points from each of
the four sub‐sections of evidence presented previously in this appendix:

 Context ‐ Ethnicity and Deprivation;
 Participation;
 Attainment; and
 Other indicators.

The following local authority areas have been selected as appropriate areas where
further research should be undertaken:

 Barrow‐in‐Furness;
 Blackpool;
 Blackburn with Darwen;
 Burnley;
 Knowsley;
 Manchester;
 Halton;
 Rochdale; and
 Salford.

WM ENTERPRISE 96

Local Ethnicity Participation Attainment Other Underachievement

Authority and Indicators
Deprivation
Barrow‐in‐  97.9% white  At county level  Cumbria – high  Highest  Barrow‐in‐Furness is
Furness  High level of ‐ medium levels level of level 2 proportion homogeneous
deprivation, of academic attainment of lone ethnically. Attainment
on a par with learning (41%), (56.6%). parents data is not available at
Halton, below average  High level of (2.7%) in the lower level, but
Rochdale and levels of Level 3 Cumbria there is however
Oldham. vocational attainment (about evidence of
 Highest level (16%) and WBL (41%) at county average underachievement in
(14%). level. compared the high levels of
of income
 Above average to the deprivation, low HE
deprivation  White students
indicative North participation, medium
affecting in Barrow‐in‐
progression Furness West) truancy, and
children.
rate in Cumbria underperform  Highest in underperformance at
from GCSE to A Cumbria, Key Stage 3. This is
at KS3
Level for FSM but supplemented by the
 White people in high proportions of
and non‐FSM otherwise
Cumbria as a
students county
low lone parents and
 At county level percentag carers.
underperform
– low NEET e of carers
in Key Stage 5.
figures (1%)
 Below average
 Local Authority performance
has low FSM and non‐
participation in FSM
HE (24%) attainment in
 High all indicators at
achievement KS4.
rate for  Slightly
apprenticeships underperforms
(11.9%). at KS5 in 2008
 Low EMA take‐ for non‐FSM.
up at county Slightly greater
level (35%) performance
 Medium level for FSM
of truancy at students.
county level
WM ENTERPRISE 97

Deprivation
Blackburn  Highly  Below average  Low levels of  High  Blackburn with Darwen
with Darwen diverse – academic attainment at percentag is a highly diverse area
76.9% white. learning (28%), Level 2 and e of lone with low participation
 High levels of high levels of Level 3. parents and attainment. White
deprivation, vocational  White students (3.1%) students tend to
second (41%) and WBL underperform under 25 underperform at KS4
highest in (10%). at KS4 and over  Medium and over perform c.f.
Lancashire  Below average perform at A percentag the average at KS5.
(35.83). indicative Level (in 2005). e of carers  Suggest a good area to
progression  In 2008, white under 25. conduct contrasting
rate in Cumbria A‐level case studies of
from GCSE to A students over deprivation between
Level for FSM perform by different ethnic groups.
 Zero nearly a
progression percentage
rate for non‐ point.
FSM students  Above NW
 Average NEET average and
rates (7%) low
 Within the differentials
worse between FSM
performing and non‐FSM
quartile for HE attainment at
participation KS4.
(24%)  Low number of
 High level of A‐level non‐
apprenticeships FSM candidates
(16%) and (146) but
above average reasonable
indicative performance ‐
progression but no FSM
rates (9.1%) candidates.
 Third highest
EMA take‐up in
the North West
(60%).
 Only above
average on one
indicator of
truancy.
WM ENTERPRISE 98

Deprivation
Blackpool  5% diverse  Low Level 2  Lowest level of  High  Highly homogeneous
 Most and 3 Level 2 proportion ethnically and highly
deprived LA attainment attainment of under deprived, with low
in Lancashire (and not (42.7%). 25s participation and
th
(4 in the showing much nd
 2 lowest level claiming attainment. Low FSM
North West – improvement) of level 3 lone attainment and
37.66)  Zero indicative attainment. parents medium non‐FSM
 Greatest progression  White students benefits attainment. Low
rate from GCSE (3.1%) number of A Level
incidence of underperform
highest in students.
income to A Level for at KS3.
deprivation FSM Lancashire  Evidence of significant
 No difference
affecting  Non‐FSM at A‐level using
 Highest underachievement.
Proportion
children in significantly 2008 data.
Lancashire below average in
th  Lowest level of Lancashire
(4 in the indicative
FSM of all
North West – progression
attainment of
0.30) (4%) all Local
claimants
claiming
 7% NEET Authorities at carers
 17% FE KS4. allowance
participation,  Medium level
lowest in the (3.4%).
of attainment
North West at level 4 for
 High rate of non‐FSM.
indicative  Differential
apprenticeship between FSM
failure and non‐FSM
 53% EMA take‐ not large –
up. evidence of
 Above average underachievem
truancy rates ent at KS4
on three  Blackpool
indicators. recorded 59
non‐FSM
candidates for
A Levels, and
no FSM
candidates.
WM ENTERPRISE 99

Deprivation
Bolton  Highly  Average  Medium  Medium  No evidence of
diverse – academic attainment at level of underachievement.
87% white participation Level 2. lone
 29.67 on IMD (41%), slightly  Medium to high parents
and average below average Level 3 (2.7%).
IDAC – vocational attainment.  Medium
average level (25%), high  White students level of
of WBL (11%) and underachieve carers
deprivation. average under 25
at GCSE level
participation (3.8%).
and out
overall (79%). perform at
 High proportion other levels.
of NEET (10.5%)  2008 A‐level
– joint highest
data shows
in GM whites
 Good HE performing
participation better.
(31%).  Above average
 Good FSM and non‐
achievement FSM
rate for attainment at
apprenticeships KS4.
.  Above average
 50% EMA take‐ FSM
up. attainment at
 Low truancy. KS4. Slightly
below average
for non‐FSM.
WM ENTERPRISE 100

Deprivation
Burnley  10% BME  At upper tier  High  High  Would suggest some
population, (Lancashire), attainment at proportion underachievement but
so high level there is a low Level 2 and s of lone not a great deal of
of diversity proportion of Level 3 for KS4 parents supporting evidence.
comparativel academic at County level. (3.1%).
y. (25%), above  White students  Highest in
 High level of average FE out perform Lancashire
deprivation (37%) medium‐ others at KS3 for carers
(34.61). high WBL (10%) and GCSE. (4.4%).
and below
 High level of  A‐level figures
IDAC (0.28) – average overall for Lancashire
third highest participation as a whole
(76%). show slight
in Lancashire.
 Indicative underachievem
Progression ent of white
rates from students.
GCSE to A Level  Slightly above
are slightly
average
below average
indicators for
at county level. FSM students
 Relatively low at KS4 but high
proportion of differentials at
NEET (6.6%) at county level.
county level.  Above average
 Low FE A Level
participation attainment for
(24%). FSM and non‐
 Low EMA take‐ FSM students.
up (41%) at
county level.
WM ENTERPRISE 101

Deprivation
Halton  Very  Lowest rate of  Lowest sub‐  High  Low academic
homogeneou academic regional Level 2 proportion participation, high NEET
s ethnically participation and 3 of lone figures and low FE
with 97.7% (18%), high attainment – parents participation.
of the level of lowest Level 3 (3.2%).  Class is less of a barrier
population vocational attainment  High at this level, but there
white. learning (37%), across the proportion are large gaps in
 Highly high pattern of North West. of carers attainment between
deprived WBL (11%) and  White students (3.4%). low and high socio‐
according to overall low under perform economic groups.
the IMD level of at GCSE level.  Evidence of under
(32.61). participation  2008 data for achievement.
 Medium level (70%). A‐Levels shows
of IDAC  Below average that white
(0.25). indicative students out
progression perform the
rate from GCSE average.
to A‐Level in
 Difference
both FSM and
between FSM
non‐FSM
and non‐FSM
candidates. pupils is above
 A very large average for all
proportion of indicators at
13.2% of 16 to KS4.
18 year olds are
 There are
not in
however large
education, gaps in
training or
attainment
employment. between FSM
 Low HE and non FSM
participation pupils.
(26%).  Underperforms
 Lowest significantly at
indicative KS5 in 2008 for
failure rate for non‐FSM and
apprenticeship FSM students.
achievement
 51% EMA take‐
up
 Above average
on two truancy
indicators.
WM ENTERPRISE 102

Deprivation
Knowsley  Not  Below average  Low Level 2  Greatest  High proportion of
significantly indicative and 3 proportion NEET, low HE
diverse ‐ 97% progression attainment of under participation and low
White rate from GCSE (but most 25s attainment.
 Scored 43.2 to A‐Level in improved at claiming  White people however
on the IMD, both FSM and Level 2) lone are doing better than
behind only non‐FSM  White people parents average in terms of
Liverpool candidates. under perform benefits attainment.
and  14% of 16 to 18 in terms of Key (3.8%)  Evidence of Under‐
Manchester. year olds are Stage 3 and A‐  Highest
achievement.
 Scored very not in levels proportion
education, compared to of all .
high (0.37) in
terms of training or ethnic minority claimants
income employment. groups. claiming
deprivation  High  More recent carers
affecting concentration data shows allowance
children. of vocational improvement (11.3%).
education. in A‐Level
 25% attainment,
participation in where white
HE, the lowest entries are
in Merseyside. outperforming
 High indicative the average.
failure rate for  Difference
apprenticeship between FSM
achievement. and non‐FSM
pupils is large
 High EMA take‐
up at 60% and there
seems to be a
suggesting
problem in
some
terms of the
engagement
given high most basic
indicator of
deprivation.
attainment at
 Above average KS4.
truancy rates
 At KS5, the
on three
FSM
indicators.
differential is
small.
WM ENTERPRISE 103

Deprivation
Liverpool  Diverse  Average rate of  Low Level 2  High  White students
population academic and 3 proportion perform above average
with 90.3% participation attainment. of lone at KS3 and 4 – but
white. (37%), below  White students parents generally low
 Highest level average tend to do (3.7%). attainment.
of vocational better at KS3  High  Suggest that it would
deprivation learning (26%), and GCSE level. proportion be an area of best
in the North high pattern of  2008 data for of carers practice.
West WBL (12%) and A‐Levels shows (4.4%).
according to overall average that white
the IMD level of students
(46.97). participation perform below
 High level of (80%). average.
IDAC (0.39).  Greatly above  Difference
average between FSM
indicative and non‐FSM
progression pupils is above
rate from GCSE
average for all
to A‐Level for
indicators at
both FSM and
KS4.
non‐FSM
candidates.  Below average
performance in
 10.4% of 16 to two of the
18 year olds
indicators of
are not in
KS4
education,
performance
training or for non‐FSM
employment.
and FSM pupils
[High] ‐ but low
 Low HE differentials
participation between the
(27%). two.
 High indicative  FSM
failure rate. for performance is
apprenticeship further below
achievement average than
 62% EMA take‐ for non‐FSM.
up.
 Above average
on all three
truancy
indicators.
WM ENTERPRISE 104

Deprivation
Manchester  Most diverse  Above average  Low Level 2  High  White students do
local rate of and better proportion significantly better at A
authority in academic performing of lone Level and not at GSCE
the North participation level 3 parents level.
West with a (39%), above attainment. (3.2%).  Evidence of
quarter of average  White students  Highest underachievement, pre
the vocational under perform proportion Key Stage 5.
population learning (39%), compared to of carers
belonging to low pattern of other students (10.2%).
BME groups. WBL (6%) and at both KS3 and
 Highly overall high significantly at
deprived level of GCSE level (‐
according to participation 5.7%) but do
the IMD (89%). better at A‐
(44.50).  Below average Level (+5%).
 Medium level indicative  2008 data for
of IDAC progression A‐Levels shows
(0.42). rate from GCSE that white
to A Level in students out
both FSM and perform the
non‐FSM average
candidates. significantly by
 A high 5.7%.
proportion,  Difference
10.2 % of 16 to between FSM
18 year olds, and non‐FSM
are not in pupils is below
education, average for
training or most indicators
employment. at KS4.
 Low HE  Non‐FSM and
participation FSM groups
(24%). perform better
 High indicative than average in
failure rate for terms of
apprenticeship attainment at
achievement. KS5.
 65% EMA take‐
up
 Above average
on all three
truancy
indicators.
WM ENTERPRISE 105

Deprivation
nd
Rochdale  Rochdale is  2 lowest rate  Low Level 2  High  Diverse area with high
significantly of academic and 3 proportion deprivation, low
diverse with participation attainment – of lone attainment and
14.5% (22%), above amongst the parents participation. White
belonging to average worse (3.0%). students significantly
BME groups. vocational performers in  High outperform the
 Highly learning (38%), the sub‐region. proportion average across many
deprived medium  White students of carers indicators.
according to pattern of WBL perform better (4.1%).  White
the IMD (8%) and compared to overachievement.
(33.89). overall low other students
 Medium level level of at both KS3 and
participation GCSE level),
of IDAC
(74%). and
(0.22).
 Below average significantly at
indicative A‐Level (+6%).
progression  2008 data for
rate from GCSE A‐Levels shows
to A Level in that white
both FSM and students out
non‐FSM perform the
candidates. average slightly
 A high by 0.8%.
proportion  Attainment for
(10.5 %) of 16 FSM and non‐
to 18 year olds FSM pupils is
are not in below average
education, for all
training or indicators at
employment – KS4.
which is greater  Non‐FSM
than
groups perform
Manchester. only slightly
 Medium HE worse and FSM
participation groups perform
(29%). significantly
 Low indicative worse than
failure rate for average in
apprenticeship terms of
achievement attainment at
 54% EMA take‐ KS5.
up.
 Below average
on all three
truancy
indicators.
WM ENTERPRISE 106

Deprivation
Salford  Reasonably  High  Low Level 2  High  Lowest FE participation
diverse with proportion of and 3 proportion in Greater Manchester.
90.6 % Work Based attainment s of carers, Some evidence of
White. Learning  23% Higher lone white students
 8% of 16 to 18 Educational parents underperforming,
and highly numbers of candidates
year olds are participation
not in  White deprived. for A‐levels is very low
education, candidates in total.
training or underperform  There is evidence of
employment. at GCSE level underachievement.
[Medium] only.
 23%  No difference
participation in in A‐level
HE, lowest in attainment
Greater between white
Manchester. candidates and
 Average failure other groups
rate for from 2008
apprenticeship data.
achievement  Difference
 Medium EMA between FSM
take‐up 47% and non‐FSM
suggesting lack pupils is above
of engagement average for one
/ given high indicator at KS4
deprivation  At KS5, Salford
 Above average only had 7 A‐
truancy rates Level
on one candidates in
indicator total.
(unauthorised
absence) – no
evidence of
significant long
term truancy.
WM ENTERPRISE 107

Deprivation
Tameside  Reasonably  Medium  High Level 2  Medium  Young people in
diverse – proportion of attainment level of Tameside do not
with 92 % academic (50% reach lone significantly
white participation level 2 by age parents. underachieve.
occupants  Below average 16)  Medium
 Medium indicative  Average level of
level of progression attainment at carers
deprivation. rate from GCSE level 3
to A‐Level in

 Medium  White
income and non‐FSM candidates
deprivation candidates – underperform
affecting evidence of at GCSE level
children. underachievem only
ent regardless
 White
of class candidates
 8% of 16 to 18 underperform
year olds are in terms of A
not in Levels in 2008
education,  Large
training or differentials in
employment. terms of FSM
[Medium] to non‐FSM
 Within the attainment.
worse quartile
in terms of HE
Participation
(23%)
 High indicative
failure rate for
apprenticeship
achievement
 46% EMA take‐
up
 Above average
on all three
truancy
indicators
WM ENTERPRISE 108

Deprivation
Wigan  High  Below average  Medium Level  Medium  Students in Wigan do
proportion of rate of 2 and low Level proportion not significantly
white people academic 3 attainment of lone underachieve.
(96.8%). participation  White parents
 Medium (30%), average candidates (2.5%).
levels of vocational underperform  Medium
deprivation learning (28%), slightly at GCSE proportion
according to high pattern of level and A‐ of carers
the IMD WBL (13%) and Level. (2.4%).
(26.91). overall average  2008 data for
 Low level of level of A‐Levels shows
participation that white
IDAC (0.17).
(75%). students out
 Below average perform the
indicative average.
progression
 Attainment for
rate from GCSE FSM and non‐
to A‐Level in
FSM pupils is
non‐FSM
below average
candidates and
for all
zero rate for indicators at
FSM.
KS4.
 A medium  Wigan has
proportion, 8.5
below average
% of 16 to 18
non‐FSM pupil
year olds, is not
attainment,
in education, and no FSM
training or
participants at
employment.
KS5.
 Low HE
 Non‐FSM
participation
groups
(27%). underperform
 High indicative compared to
failure rate for the average in
apprenticeship terms of
 45% EMA take‐ attainment.
up While there are
achievement no FSM
 Above average candidates at
on one truancy Key Stage 5.
indicator.
WM ENTERPRISE 109

APPENDIX III

Acknowledgements for
organisations who
assisted in focus groups

WM ENTERPRISE 110

Appendix III – Acknowledgements for organisations who
assisted in focus groups
This research is indebted to a number of organisations and
institutions throughout the Northwest who supported us by
arranging focus groups.

Greater Greater Warrington Cumbria Lancashire
Merseyside Manchester and Cheshire
Schools Fairfield Manchester Penketh High Walney Baccup and

School Academy School Rawtenstall
Grammar
FE Birkenhead Salford City West Furness Skelmersdale
Colleges College College Cheshire College College
College
NEETS Connexions Better Total People Connexions Rathbone
(Sefton) Choices
WBL TPN Now ProCo. NW West NACRO Preston College
Ltd. Cheshire
College
Youth Sefton Rochdale Youth for Connexions Blackpool
Workers Youth Youth Christ Cumbria Youth Service
Service Services

WM ENTERPRISE 111

APPENDIX IV

Acknowledgements for

stakeholders who
inputted into the research

WM ENTERPRISE 112

Appendix IV – Acknowledgements for stakeholders who
inputted into the research
This research is indebted to a number of individuals, organisations
and institutions throughout the Northwest who supported us by
consenting to stakeholder interviews.

1NW Regional Network for BME Voluntary Sector
4NW
AimHigher
Association of Colleges
Connexions Cumbria
Equality and Human Rights Commission
Government Office North West
Job Centre Plus
Knowsley Department for Children’s Services
Learning and Skills Council
North West Children’s and Young People’s Improvement Board
North West Provider Network
St Helens College
University of Chester

WM ENTERPRISE 113

APPENDIX V

Questionnaires

WM ENTERPRISE 114

Appendix V: Questionnaires
This questionnaire was filled in by all young people at the focus
groups.
Please fill in and hand to the researcher. Your response will be strictly confidential and only
used for this research. Individual responses will not be shared with anyone other than the
WME team. Thanks!

Rapid Fire questions
Please let us know whether you strongly agree, agree, neither agree nor disagree, disagree
or strongly disagree with the statements on the next page by putting in a tick in the
appropriate box. Don’t think too hard about each statement, just put down your first
thoughts.

Neither
Strongly Agree Agree Strongly
Disagree
Agree Nor Disagree
Disagree
My friends are the biggest influence on my
decision making
My teachers /tutors are the biggest
influence on my decision making
My parents are the biggest influence on
my decision making
My parents expect me to do well at school
/ college
I think I will do well at school / college
I can imagine myself going to university
People like me go to university
My parents like to be involved with my
education
My teachers / tutors expect me to do well
at school / college
My teachers / tutors care about my doing
well at school / college
I feel confident talking about my goals
with my friends
I feel happy at school / college
I understand why I need to go to school /
college
I try my best at school / college
I see my education as important to getting
the job I want
I know lots of successful people
WM ENTERPRISE 115

My brothers and sisters set me a good
example
I set a good example to my brothers and
sisters
I looked forward to going to secondary
school when I left primary school
I will go on to do A ‘levels
I will go on to complete an apprenticeship
I feel safe at school / college
I feel safe at home
I feel safe on my street
I like where I live
I will get my dream job

About you
Please fill in your answers in the boxes provided below.
How old are you?

What gender are you?
Male Female
(please circle)
What ethnicity are White Other
you? Mixed‐ White/Black
White British White Irish
Caribbean
(Please circle – If other
please state)
Mixed – Mixed Other
Mixed –
White/Black Indian
White/Asian
African
Asian Other
Pakistani Bangladeshi Black – Caribbean

Black Other Any other ethnic group
Black –
Chinese
African

What is your greatest
achievement?

What would you like
to do when you are
older as a career?

Do you know anyone
who does this? How
do you know them?
WM ENTERPRISE 116

APPENDIX VI

Analysis of quantitative
data from young people
focus groups
WM ENTERPRISE 117

Appendix VI: Analysis of quantitative data from young people
focus groups

1.1 General points/health warnings

When comparing results between sub‐regions, it is important to remember that
sample sizes are small, and so results should be regarded as indicative only.

When analysing by gender, males are much less likely to agree or strongly agree to
any statement: in all but one question they agree/strongly agree with the statement
in a lower proportion than females (“I know lots of successful people”)

Cumbria was more negative than other sub‐regions on all points.

1.2 Survey sample

A total of 242 survey questionnaires were completed by focus group attendees.
Across the region, the gender split was 51% male and 49% female. Of the 209 who
provided information on their ethnicity, 91% (109) classified themselves as White
British.

Sub region Count %
Cheshire and Warrington 57 24%
Cumbria 70 29%
Greater Manchester 42 17%
Lancashire 49 20%
Merseyside 24 10%
North West (total) 242 100%

Respondents came from one of four backgrounds: school, college/further education,
NEET, or training. The largest group of respondents were from schools (40% of the
total).

School FE NEET Training
North West 97 45 63 37
North West (%) 40% 19% 26% 15%

WM ENTERPRISE 118

1.3 Parents

Parents have a much greater influence on a young person’s decision making,
compared to friends and teachers/tutors (46% agree or strongly agree that parents
are their biggest influence).

The biggest influence on my decision making
Teachers
Friends
Parents
0% 20% 40% 60% 80% 100%
Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree

Figure 1.3: Biggest influence on decision making

Parents represent a stronger influence in decision making:

 For females (52% agree/strongly agree, compared to 44% of males)
 For younger people and those still at school (62% agree/strongly agree, compared to
25% of NEETs)
 For respondents in Greater Manchester (72% agree/strongly agree, compared to a
regional average of 46% and a low in Cumbria of 35%)
The pattern is the same when it comes to perceptions of parental expectations
about school and college performance, i.e. stronger for females and younger age
groups.

WM ENTERPRISE 119

1.4 Siblings

Respondents were divided about the extent to which their brothers and sisters set a
good example.

My brothers and sisters set me a good example
North West
Merseyside
Lancashire
Greater Manchester
Cumbria
Cheshire and
Warrington
0% 20% 40% 60% 80% 100%

Figure 1.4: Siblings

WM ENTERPRISE 120

1.5 School and compulsory education

Those now in training or NEET claimed to have been less enthusiastic about moving
from primary to secondary school.

I looked forward to going to secondary school when I left primary
school
Training
School
NEET
FE
0% 20% 40% 60% 80% 100%

Figure 1.51: Transition

Personal confidence/self‐perception of school and college performance is high (73%
agree/strongly disagree). However, it is not clear how accurate these self‐
perceptions are. Views are quite similar across the sub‐regions, with the exception
of Cumbria (although, at 59% this is still more than half the respondents).

WM ENTERPRISE 121

I think I do well at school/college
North West
Merseyside
Lancashire
Greater Manchester
Cumbria
Cheshire and
Warrington
0% 20% 40% 60% 80% 100%

Figure 1.52: I think I will be well at school

WM ENTERPRISE 122

1.6 Higher education

There was a broad spectrum of opinion when respondents were asked whether they
could imagine themselves going to university. In Merseyside, 56%
disagreed/strongly disagreed with this statement, compared to 30% in Greater
Manchester and 42% in the region as a whole.

I can imagine myself going to university
North West
Merseyside
Lancashire
Greater Manchester
Cumbria
Cheshire and
Warrington
0% 20% 40% 60% 80% 100%

Figure 1.61: I will go onto Higher Education

Perhaps unsurprisingly, there was a marked difference in the perceptions of those in
education, compared to NEETs and those in training. These results were replicated
when respondents were asked to agree or disagree with the statement that ‘people
like me go to university’.
WM ENTERPRISE 123

People like me go to university
Training
School
NEET
FE
0% 20% 40% 60% 80% 100%

Figure 1.62: People like me go to Higher Education
WM ENTERPRISE 124

1.7 Aspirations

Fewer young people responded to the question “What would you like to do as a
career?” (187 of 242). Of those who responded, 11% didn’t know. The most
significant career areas for young people were mechanic, creative (acting, dancing,
photography, etc.) and childcare (10%, 7% and 7% respectively).

Only females suggested the careers of architect, carer, hair and beauty, nurse,
teacher and tourism. All but one of the respondents naming childcare were also
female. Only male respondents suggested the careers of armed forces and
mechanic.

What would you like to do as a career?
Don't know
Mechanic
Other
Creative
Childcare
Building trades
Police
Armed forces
Sport
Hair and beauty
Doctor
Own business
Animal care
Teacher
Nurse
Carer
Finance
Tourism
Retail
Lawyer
IT
Food
Engineer
0 5 10 15 20

Figure 1.71: Aspirations

Nearly half (46%) of respondents did not know anyone who was working in their
‘ideal’ career. In 27% of cases, a member of the family was working in the career:
siblings (3%), parents (10%) and other family members (14%). Friends and friends of
the family account for a further 12% and 11% respectively.

WM ENTERPRISE 125

Do you know anyone working in your ideal career?
No
Other relative
Friend
Family friend
Parent
Co workers
Sibling
Teacher
0 10 20 30 40 50 60 70 80
Number of citations

Figure 1.72: Careers

Nearly two thirds of all respondents thought that they would succeed in getting their
dream job (62% agree/strongly agree). Those in FE were most confident (75%),
followed by the NEET group (62%). Those in school were least confident, but they
still represented more than half of respondents in this category (55%)
WM ENTERPRISE 126

I will get my dream job
Training
School
NEET
FE
0% 20% 40% 60% 80% 100%

Figure 1.73: Dream job
WM ENTERPRISE 127

1.8 Environment

School is the ‘least safe’ environment for young people overall, although 71% still
agree/strongly agree that they feel safe there.

I feel safe…
On my street
At home
At school
0% 20% 40% 60% 80% 100%

Figure 1.8: Safety

WM ENTERPRISE 128

 Communities
 Economies
 Skills
 Enterprise

WM ENTERPRISE

www.wm‐enterprise.co.uk

Young People&#39;s Under Achievement

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Young People&#39;s Under Achievement

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Final Report

BIRMINGHAM BRADFORD LONDON

Existing Existing institutions and Information, advice and

Greater Manchester Tameside 88.8%

Cumbria Allerdale 97.6%

0.0% 20.0% 40.0% 60.0% 80.0% 100.0% 120.0%

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

Halton 20% 8.6% ‐57.14%

0% 10% 20% 30% 40% 50% 60% 70%

between white achievement and Preston 0.0% ‐0.8%

average attainment at three Ribble Valley 0.0%

qualification levels, however there is Rochdale 1.5% 2.8% 6%

some missing data so this analysis is Rossendale 0.0% ‐0.2%

5 A* to 5 A* to C Any 5 A* to 5 A* to C Any

Cheshire Cheshire 29.3 16.9 95 69.1 55.7 98.8

Merseyside Liverpool 3.7

0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5 4.0

0.0% 2.0% 4.0% 6.0% 8.0% 10.0% 12.0%

Local Ethnicity Participation Attainment Other Underachievement

Schools Fairfield Manchester Penketh High Walney Baccup and

0% 20% 40% 60% 80% 100%

Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree

0% 20% 40% 60% 80% 100%

Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree

0% 20% 40% 60% 80% 100%

Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree

0% 20% 40% 60% 80% 100%

Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree

0% 20% 40% 60% 80% 100%

Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree

0% 20% 40% 60% 80% 100%

Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree

0% 20% 40% 60% 80% 100%

Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree

0% 20% 40% 60% 80% 100%

Strongly Agree Agree Neither Agree nor Disagree Disagree Strongly Disagree

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