New research from The Sutton Trust has highlighted the extent to which access to high-performing state schools is shaped by more than just where pupils live — with disadvantaged children significantly less likely to attend top schools, even within the same catchment areas.
The analysis finds that wealthier pupils are around 50% more likely to access ‘top’ schools than those eligible for free school meals. Strikingly, the report suggests that two-thirds of this gap is driven by differences within catchment areas, rather than simply the location of schools in more affluent neighbourhoods.
This challenges a common assumption that unequal access is primarily a by-product of house prices. Instead, it points to the role that admissions arrangements and local dynamics can play in shaping who ultimately secures a place.
The findings are part of a wider body of research showing there is covert selection within our school system. Previous work has found that many schools use subtle means to admit fewer disadvantaged pupils than live in their local communities, raising questions about how “comprehensive” the system really is.
Awareness of the issue also appears uneven. Polling of teachers and school leaders found that only around a third recognise socio-economic segregation as a problem in their own context — with awareness lowest in the schools with the least disadvantaged intakes.
Alongside the research, the Sutton Trust has launched a new Fair School Admissions Hub, bringing together tools, case studies and guidance for schools looking to review their admissions policies. Over 100 schools have already signed up to a pledge to improve access, suggesting growing interest from school leaders in addressing these issues.
Among the approaches highlighted is the use of admissions priorities for disadvantaged pupils, such as those eligible for the pupil premium. A small but increasing number of schools have introduced such measures as part of efforts to widen access.
The report also points to a wider set of barriers affecting access, including the costs associated with attending a school — from uniform to transport — and how clearly information is communicated to families.
Taken together, the findings add to a growing picture of a system where access to good schools is not evenly distributed, even in areas without academic selection.
As pressure grows to reduce the disadvantage gap, the question is no longer simply whether inequalities exist, but how far current admissions arrangements are contributing to them — and what changes may be needed to ensure fair access for all pupils.
