ere arrived at establishing the fact that the British educational system does not provide equal opportunities to the various ethnic minorities, economically backward sections of society and the non – White children.
There is a close relationship between socio – economic background and school quality and performance of students via peer groups. Thus, there is considerable benefit from the academic point of view, for a student who attends a school with very few pupils from the lower socio – economic groups. Whenever, parental choice results in increased socio – economic segregation across schools, these peer group related influences will further promote socio – economic disadvantage (Machin & Vignoles, 2006).
In the British educational system, children commence their schooling from diverse backgrounds, undergo different educational experiences, and finally leave school after having achieved markedly different results. Those hailing from the most disadvantaged and the poorest homes, usually gain admission to the worst performing schools and achieve the poorest results from the academic perspective.
It continues to be a basic challenge to discover methods of ending this vicious circle of disadvantage, educational failure and limited opportunities in life. To their credit, the policymakers and practitioners of the UK have undertaken extensive efforts. (Kerr & West, 2010, p. 7). However, the reality is that their strategies have failed to obtain the desired outcomes.
Moreover, it is an undeniable fact that individuals from the most disadvantaged homes display the least progress at school. Some of the policies that have accepted this fact are general or universal intervention that target each and every school, interventions that focus on the difficulties of schools in the deprived areas, initiatives that target the underachieving pupils, interventions that address the manner in which school systems are organised, and measures that concentrate on family and