Leading the way in the North East: Celebrating schools changing lives
30/01/26
Over the past few weeks, many schools and academy trusts across the country have been sharing something extraordinary on social media: letters from Bridget Phillipson, Secretary of State for Education, personally recognising their achievements in educating disadvantaged pupils.
These letters aren’t generic notices; they commend individual schools for placing among the very best nationally in closing attainment gaps and supporting pupils who start school with additional challenges.
Why this recognition matters
For schools in the North East and beyond, this kind of recognition reflects years of hard work by leadership teams, teachers, support staff, pupils, and families. And why does tackling disadvantage truly matter?
1. Disadvantage still drives unequal outcomes
Despite the best efforts of schools, the gap between disadvantaged pupils and their peers remains a stubborn challenge. For instance, children from disadvantaged backgrounds in central Newcastle are significantly less likely to obtain a degree by age 22 compared to their counterparts in East Ham, London, despite similar levels of free school meal eligibility.
2. Schools need support and recognition, not just scrutiny
While spotlighting high-performing schools is important, the wider system still needs targeted investment and strategic support so more schools can replicate successful approaches. Education think-tanks and funding reform groups — including us at Schools North East — continue to call for fairer funding, particularly in the North East where attainment gaps are wider.
The importance of addressing disadvantage in schools
The letters schools are receiving touch on a deeper truth: education isn’t just about attainment data, it’s about life chances. And here’s why tackling disadvantage in education must remain a national priority:
1. Early inequality has long‑term consequences
Children who enter school behind their peers, whether due to socio‑economic factors, lack of early learning opportunities or other barriers, are more likely to struggle across their school careers and beyond. Closing the gap early prevents long‑term inequality in employment, health and social mobility.
2. Targeted support works, but must be scaled
Recognition from the Secretary of State highlights schools where targeted practice is working. Practices such as focused literacy and numeracy interventions, strong pastoral support, and a culture of high expectations have been shown to help disadvantaged pupils thrive. Sharing these practices more widely is essential.
3. The system must align to support change
Government policy plays a key role in shaping what schools can and cannot do. Recent DfE statements on accountability and disadvantage indicate an ongoing focus on closing gaps and driving up standards for all pupils, with continued consultation and reform on how best to support schools.
A huge well‑done to all our region’s schools
While we are pleased to see these schools celebrated, we also want to recognise the efforts of all North East schools that work tirelessly, day in and day out, to improve life chances and opportunities for every child and young person in our region.
It is also important to remember that disadvantage is not a single issue. It is shaped and compounded by wider structural and regional inequalities, which continue to affect our communities and the schools that serve them.
Let’s celebrate these successes, but also keep pushing for a system where every school, in every community, has the tools, funding and partnerships to ensure that disadvantage is no longer a barrier to achievement.