Responding to a University of Cambridge report, which found that disadvantaged children’s struggles at school have “little to do” with character, attitude, or a lack of ‘growth mindset’, Paul Whiteman, general secretary of school leaders’ union NAHT, said:

“We have long raised concerns that when pupils are struggling with the effects of poverty and disadvantage, this inevitably has an impact on their education.

“School leaders go above and beyond to help children, and some have even set up food banks or dipped into their own pockets to help families with food, clothing and learning resources.

"They are not a replacement for a fully functioning social care system, however, and despite their best efforts, Covid and the cost of living crisis have reinforced existing inequalities.

"Schools do a great deal to try to mitigate the effects of disadvantage upon their pupils, but they cannot address the underlying drivers of poverty nor nullify all the impacts it has on children’s lives.

“The government hasn’t done nearly enough to support children’s recovery from the pandemic, tackle the root causes of poverty, or properly invest in social care, family support and mental health services, which have all been under-funded over the last decade.

“Until this changes, the disadvantage gap will continue to have a pernicious impact upon children’s life chances.”