Introduction

Historically, education sought to pass on the best that had been thought and said and there was the belief that that there was educational value in inherited ideas and culture (Paterson, 2015). Education aimed to develop the intellect of all children; the ‘freedom to learn for its own sake’ was considered a ‘fundamental liberal freedom’ (Paterson, 2015). It was thought that education would develop universal values, that it would enhance personal characteristics such as sociability and civility, and that it would encourage democratic participation. Traditionally, education was viewed as a preparation for life rather than a preparation for working life (Paterson, 2015).

Education is a compulsory feature of childhood in all affluent modern societies. The pursuit of education takes up a significant proportion of children's time and forms a large component of their lives. Education is a constant for all children. It is a shared experience that has the potential to provide a space where children are welcomed and nurtured; to enable children to acquire knowledge and skills; to instil confidence and self-esteem; to be an equaliser of opportunities in the present; and a leveller of outcomes in the future. Education is about all of this and more. Education can create active and involved citizens; facilitate democratic engagement; and develop the intellectual rigour and critical capacities that will lead to success throughout childhood and into adulthood. It is through education that social and economic inequalities can be attenuated and gaps narrowed. Unfortunately, however, education can often be yet another seat of inequality, an inhibitor rather than a facilitator of opportunity and outcomes (Reay, 2018). Despite its transformative potential, education continues to fail those who stand to benefit most.

We know that poor children are more likely to fail in school but there is little understanding as to why they fail. When there is no difference in academic ability, poorer children are less likely to gain higher level qualifications than wealthier children (Crompton, 2008).