This is a particular challenge for high-achieving disadvantaged pupils of white and mixed-race ethnicity. A recurring theme throughout is the importance of Key Stage 3. So we need a rapid evidence review as a first step, followed by a set of bespoke randomised trials, focused on supporting high-achieving disadvantaged pupils navigate Key Stage 3. And at the national level, targeted supported for disadvantaged high-achieving pupils must become a policy priority once more. Because the evidence is clear: their experience of early teenage years represents a substantial barrier to opportunity for disadvantaged pupils leaving primary school with strong academic foundations.