"...equality of educational opportunity cannot rely solely on better delivery of the school curriculum for
disadvantaged groups, but must address multiple aspects of disadvantaged children’s lives. "
These differences do not mean that a student’s background is the only influence on school outcomes. Studies have shown that only around 14 per cent of variation in achievement is attributable to identifiable features of school quality. The much greater amount of variation explained by other factors underlines the need
to look at the range of children’s experiences, inside and outside school, when seeking to raise achievement among those who perform least well."