Record Funding for Non-Native English Speakers in Schools
Schools across England are set to receive an unprecedented £540 million annually from the government aimed at educating children who do not have English as their first language. This figure, revealed by the Department for Education (DfE), marks an increase of £125 million over the past five years, bringing yearly spending to this noteworthy level.
The funding will be allocated to schools based on the number of students learning English as an additional language. Much of this money will support English-as-a-second-language teachers, bilingual teaching assistants, and interpreters to facilitate communication with parents.
The rise in funding is partly a response to the mass immigration trends prompted by the Westminster government, which has led some schools to establish entire classrooms for immigrant students. These children often remain segregated until they have developed enough English skills to integrate with their peers.
Professor Alan Smithers, who directs the Center for Education and Employment Research at the University of Buckingham, highlighted concerns about British-born children needing support. He noted that about 40 percent of these students struggled with their GCSE English last year, while funds were primarily directed toward teaching English to non-native speakers.
He mentioned, “If our foreign-born children are here legally, we have a moral obligation to educate them. However, the government should really take action against illegal immigration.” The increase in immigration, which began under Tony Blair and intensified following Boris Johnson’s post-Brexit policies, left a significant mark on the UK’s education system.
A recent report states that there are now approximately 1.8 million non-native English speakers in schools—around one in five students—which is an increase of about 700,000 over the past decade.
Interestingly, white British students have become a minority in a quarter of the UK’s 25,000 primary and secondary schools. This demographic shift may amplify the challenges faced by white working-class students, who the government acknowledged earlier this year have been historically overlooked and are falling behind other ethnic groups.
Some experts, including Professor Peter Edwards from Oxford University, argued that these students are often perceived as lacking value or coolness, despite their socio-economic circumstances.
Chris McGovern, from the Campaign for Real Education, suggested a cap of 20 percent on the number of non-English speakers in schools. He emphasized that while students from immigrant backgrounds often excel academically, resources are being diverted from addressing the needs of the white working class, which is continually dropping in attainment rankings. He stressed, “We need to shift our focus and not overlook these forgotten students, who are facing significant barriers to success.”
