Despite incurring a combined annual spend of over £100m, the
Department of Education cannot currently demonstrate that major
programmes aimed at reducing educational disadvantage are successful
or delivering value for money. That is among the conclusions of a report
published today (Tuesday 31 March 2026) by the Comptroller and Auditor
General.
Dorinnia Carville’s report on Evaluation of Programmes Addressing
Educational Disadvantage examines evaluation of seven programmes,
including:
- Targeting Social Need (TSN)
- Sure Start
- Extended Schools Programme
- Full Service Programme
- WRAP Programme
- SEND Transformation Programme
- Education Transformation Programme
While acknowledging that educational outcomes can be determined by a
number of factors, many of which fall outside the Department’s remit, the
report identifies several weaknesses in current evaluation arrangements.
These include the following:
- Limited stakeholder engagement in designing meaningful and
proportionate evaluation arrangements - Fragmented and inconsistent approaches to evaluation across the
range of programmes, limiting the Department’s ability to
understand what works, and where to channel future investment. - Significant variation across the programmes in the quality,
completeness and reliability of data collection to enable evaluation.
This was most notable in TSN, where data collection through the
TSN Planner remains heavily reliant on self-assessment.
The report notes progress in specific areas of evaluation relating to
individual projects (for example SureStart and Extended Schools).
However, it concludes that the Department cannot demonstrate, at a
programme or intervention level, whether intended outcomes are being
reached or value for money achieved.
Commenting on the report’s findings, Dorinnia Carville said:
“Supporting all pupils to participate fully in education is recognised in the
Programme for Government as fundamental to promoting a more
inclusive, healthy and productive society. This review has focussed on
programmes that are highly significant, both in terms of their levels of
expenditure and their importance in supporting disadvantaged pupils
during their educational journey. Proper, meaningful evaluation is,
therefore, crucial. As well as ensuring value for money, it allows the
Department and wider sector to make informed investment decisions for
the future, identifying programmes or approaches which could be further
enhanced or which require improvement. Such robust decision-making is
especially important in what is currently a challenging financial
environment for schools and education bodies, as well as for those
experiencing disadvantage.
While acknowledging improvements in the evaluation of some individual
programmes, a more consistent approach, based on existing best
practice, is required. This report recommends the Department reviews
evaluation arrangements across programmes to ensure these are
effective and linked to achieving positive outcomes in overcoming
educational disadvantage.”
ENDS