Primary school progress fails to dent GCSE attainment gap - Jersey Evening Post
by Christie Bailey · Jersey Evening PostPosted inNews
Primary school progress fails to dent GCSE attainment gap
by Christie Bailey 23 July 202622 July 2026
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A STUBBORN 27.4% attainment gap at GCSE between Jersey Premium pupils and their peers has shown no overall improvement in the past five years – despite disadvantaged children making gains in both primary schools and A-levels.
Education Minister Catherine Curtis revealed the GCSE attainment gap has fluctuated from year to year, but overall remained static at 27.4% between 2021 and 2025.
By contrast, the gap at the end of primary school has narrowed from 20.9% to 15.8% during the same timeframe.
The difference in A-level achievement has also fallen from 6.4% to 4.8%, although the minister noted that sixth-form figures should be interpreted in the context of differing year groups.
Jersey Premium is a targeted school funding programme designed to close the educational gap for disadvantaged students. Eligible pupils include those who are or have been looked after and households claiming Income Support. The funding is paid directly to the school.
Responding to a written States question from Deputy Louise Doublet, the Education Minister said each school evaluates its Jersey Premium strategy every year, with reports published on school websites, and that the findings showed a “consistent Island-wide approach”.
Deputy Curtis said funding was now “consistently used in an evidence-informed way”, in line with recommendations from the Education Endowment Fund, with schools prioritising high-quality teaching rather than isolated interventions for individual pupils.
Literacy, numeracy and communication remain the main academic priorities, while wellbeing and attendance are now treated as equally important measures of success.
The minister added that Jersey School Reviews also assess how effectively schools use Jersey Premium funding, including whether disadvantaged pupils are making progress in line with others who started at a similar level and whether attainment gaps are narrowing over time.
Reviewers also consider whether pupils are reaching expected standards, achieving greater depth in their learning and benefiting from increased opportunities.
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