We have long known that children from the poorest families start school far behind their richer peers. But what about the 5.2 million children in families that are in the bottom half of the income distribution but who are not the very poorest? They make up 40% of Britain's children. How do they fare compared to children from better-off families?
Analysis published today by the Resolution Foundation shows that children from low-to-middle income families are nearly half a year behind children from better-off families on vocabulary tests at the start of school and have more behaviour problems. While early test results do not wholly predict later success, there is evidence that those who fall behind at the start of school are more likely to perform poorly into adulthood.
The analysis by child development experts Jane Waldfogel, professor of social work and public affairs at Columbia University, and Elizabeth Washbrook, researcher at Bristol University, was based on a nationally representative group of children born in 2000 and 2001. It shows that low-to-middle income parents are three times more likely than better-off parents to have no qualifications beyond GCSE, and that their household income is only half that of the better-off group.
These differences in income and education feed through into differences in what parents do with their children that can explain some of the school readiness gaps. The fact that better-off and better-educated parents read more frequently to their children and take them to more museums and libraries is the most significant factor in explaining the gap in vocabulary. The most significant factor explaining the gap in behaviour problems is that mothers from low-to-middle income families have poorer mental wellbeing and less social support.
With the government under severe financial pressure, there has been a move to target what resources remain at the very poorest families. This is understandable but shortsighted. If 40% of Britain's children fail to reach their potential, this is also a problem for the economy. Furthermore, with parents on low-to-middle incomes struggling to keep their heads above water, many will find themselves squeezed for time and money, creating more stress for children.
Closing the school readiness gaps will necessitate ongoing support for families on low-to-middle incomes. Action on four fronts is important. First and foremost, it is critical that families in this group do not have further cuts to tax credits. Second, the government should encourage employers to continue to provide flexible working arrangements. Third, local authorities must ensure that some of the funding available through the early intervention grant focuses on improving access to high quality childcare and parenting support for families on low-to-middle incomes. Finally, health visitors and GPs should focus on the early identification of postnatal depression and other mental health problems among mothers in this group.
This will ensure that families who are just coping financially can provide positive environments for their children and do not fall into the spiral of poverty where they become more dependent on benefits and already stretched public services.
• Vidhya Alakeson is director of research and strategy at the Resolution Foundation. On Your Marks: measuring the school readiness of children in low-to-middle income families is at resolutionfoundation.org