Reading time: 3 minutes

The recent release of the ‘Opportunity for all’ schools white paper by the government raises the query as to whether these promises will be made and if schools, teachers and students will benefit. Let’s discuss.

The white paper has outlined several promises that the government endeavours to deliver to the education sector in an attempt to improve current circumstances. These promises include:

• A new £30,000 starting salary for teachers
• 500,000 teacher training and development opportunities by 2024
• Specialist training to drive better literacy
• A new arms-length curriculum body
• A richer, longer average school week
• Better behaviour and higher attendance
• A pledge to parents to ensure their child’s progression is evidenced to them properly
• Up to 6 million tutoring courses by 2024
• A secure future for the Education Endowment Foundation

These commitments set out by the government look encouraging to the optimist, but there needs to be a reassurance that they will be met; if not, then the government will have to answer. The exceedingly worrying amount of lost learning that has been accumulated by students needs to be reconciled and these pledges could be a step in the right direction.

“In autumn 2021, the average primary school pupil had lost 1.9 months in maths and 0.8 months in reading. Disadvantaged children lost an additional 0.3 months in maths and 0.4 months in reading.”

A necessary white paper

There are multiple reasons why students have lost out on lost learning from the impact of COVID to a lack of support during the pandemic for the education sector.

A dynamic switch to online and hybrid learning has caused unsettling disruption for students during their learning, in particular GCSE students which needs to be resolved. Targets and grades were missed, had there been better support in place, could results have been significantly better?

“Of those who did not meet the expected standard in key stage 2, just 21% achieved a grade 4 or above in English language and 14% did in maths at key stage 4 in 2019.”

A feeble pass rate for students could be down to numerous factors, but it has to be recognised how students have been severely impacted by the pandemic, especially in terms of their attendance.

Thousands of absent students are still being affected, how many students have you had absent or are still currently absent? If these new promises are met will their grades improve?

“Children with no absence at key stage 4 are almost 2 times more likely to achieve 5 or more GCSEs than children who missed 10-15 percent of lessons.”

The whitepaper states how it aims to “reduce teachers’ workload”. Will this come to fruition? The number of extra work teachers have had to impose upon themselves cannot go unnoticed. If this white paper cannot be fulfilled then schools may need to look at alternative options to assist them.

EDClass is here to help

EDClass is fully-equipped to assist your students if they are absent and has been proven to drastically reduce teacher workload.

Incorporating behaviour repair strategies with an innovative safeguarding platform has allowed students to learn in a comfortable setting at their own pace. Take a look at Jude’s testimonial here.

If you would like some assistance or any information on how EDClass can be of use to your school and your students then call the team on 01909 568 338, send an email to or directly book a free online demonstration here.