Some children in Wales are not achieving their full potential at school because they live in poverty, says charity Save the Children. By GCSE level there is a 34% gap between children living in low income households and their better off classmates.
A report written by young people has found that some children in Wales aren't achieving their full potential at school because they're living in poverty.
The group of young researchers are working with Save the Children. They found a 34% gap in attainment between youngsters living in low income households compared to their better off classmates by the time they reach their GCSEs
Our Education Correspondent Joanna Simpson went to meet one of the report authors who has experienced deprivation at first hand.
The head of Save the Children in Wales says it is 'not surprising' that poverty has an impact on a child's ability to perform well at school.
That is why this report really matters as it is young people themselves sharing their views and experiences with us. Every child has the potential to shine if given the chance. We can help to turn the 'small voices' in this report into a really 'big story' and by working together make sure that our generation is the one to end the link between poverty and education in Wales, which still holds so many of our children back from the futures they deserve.
One of our top priorities is reducing the impact of poverty on educational attainment. Through our Tackling Poverty action plan we are prioritising the needs of the poorest, aiming to protect those most at risk of poverty and exclusion.
We are investing in a range of programmes which tackle the root causes of poverty and our pupil deprivation grant is also focussed on improving pupil outcomes particularly in literacy and numeracy.
We thank the young people involved in putting together this report which we will consider as part of our ongoing work in this area.
Some of the findings of this report are consistent with other research into strategies which have been shown to work and we are providing guidance to schools on introducing these kinds of interventions.