Parental education significantly influences a child's academic attainment, with years of parental education playing a crucial role in explaining variations in reading performance. Thorpe, G. (2006) Multilevel analysis of PISA 2000 reading results for the UK

same study - In 2000, parental occupation and the number of books at home were significant factors contributing to a relative disadvantage in reading, particularly affecting boys
First-generation immigrant background students also faced disadvantages compared to their second-generation and native peers, as did students in schools with lower average parental occupational prestige.
n 2012, there were shifts in these patterns, with immigrant background becoming less predictive of reading attainment
A consistent interaction effect was observed across cycles between parental occupation and education, with the association between parental occupation and reading attainment being stronger for students whose parents achieved higher education degrees.

Gender gaps: Accounting for the gender gaps in student performance in reading and mathematics: evidence from 31 countries. compared the effects of mother and father occupational status on reading and mathematical attainment and found that fathers’ status had a greater effect than mothers in both reading and mathematics

smaller class sizes - more personalised and supportive learning environment

81% of pupils with household income >£78,000 achieved 5+ GCSE's at A*-C

Lots of graphs on pages 21/22:
Figure 7: Attainment 8 scores vs income
Figure 8: English baccalaureate entry and achievement rates compared to household income
Figure 9: Achievement of 5+ A*-C grades by income

There are bigger increases seen towards the highest income groups, although there are smaller numbers of children in these groups. This is particularly evident for the English baccalaureate

Two in five pupils (38%) from the poorest one-third of postcodes fail GCSE maths

children in the 10% richest families are more than twice as likely as those in the seventh decile to earn at least one A or A* grade at GCSE.

despite decades of policies and attention, the disadvantage gap is not getting any better

Disadvantaged students are making slower progress through secondary school with only 40% of disadvantaged pupils who achieved the expected level at the end of primary school go on to achieve good GCSES's in maths and english; compared to 60% of non disadvantaged pupils

Graph showing the percentage of young people achieving 5 good GCSE's and the percentage getting at least 1 A or A* compared to the decile of equalised household income

More than 70% of children from the richest 10th achieve 5 good GCSE's while only 30% from the poorest 10% do

Private school pupils admitted at Oxford in 2022 accounted for 31.9 per cent of UK undergraduates, up marginally from 31.8 per cent in the previous year but down from 41.8 per cent in 2017

In 2013 state-school students made up 57% and 61% of those admitted to Oxford and Cambridge respectively.

Independant school pupils are 7 times more likely to gain a place at Oxford or Cambridge compared to those in non-selective state schools, and over twice as likely to take a place at
Russell Group institutions. 60% of those from independent schools in higher education attend a Russell Group university, compared to just under a quarter of those from comprehensives and sixth form colleges.

Applicants from non-selective state schools were less likely to receive and accept an offer from a Russell Group university compared to independent schools (44% compared to 71%).