Teachers must act as father figures to white working class boys, says Ofsted

They should ensure that boys get 'good male role models' because too many are growing up with poor attitudes to adults, especially women teachers.

In a report on under-achievement by white boys from low-income homes, the inspectors said schools needed to be sensitive to children's family lives.

Father figure? Ofsted say strong male role-models are needed in schools to help teenage boys learn to have mature relationships

They praised one school which tries 'to put in place what isn't done at home' and another which ensured boys had male teachers or mentors.

The report also called for greater use of action-packed adventure stories in English that would appeal to boys and help improve their literacy.

It added that encouraging boys to go on school trips, including adventure activities, helps boost their self-confidence. And it suggested that boys respond positively to direct rewards such as cakes and fizzy drinks for making an effort at school.

The report is aimed at addressing growing political concern over the lack of progress made by white boys from poor homes.

Their achievement at GCSE is now worse than any other group, giving them a reduced chance of getting into university.

Official figures show that only 15 per cent of white boys qualifying for free school meals finish compulsory schooling having mastered the three Rs.

For black boys from similar backgrounds the figure is 22 per cent, while for Asians it is 29 per cent and Chinese 52 per cent.

For its report, Ofsted inspectors surveyed 20 schools where white working-class boys were bucking the trend and doing well in national tests and GCSEs. They found that successful schools had managed to tackle an 'anti-school subculture' among disaffected pupils while being 'sensitive' to children's home circumstances.

Some pupils were turning up late for school, without having been fed or encouraged to complete their homework, the report warned, while others had never been taught to relate properly to adults.

'The more effective schools in the survey demonstrated a clear commitment to dealing with pupils "justly and fairly" and all the staff had reviewed their way of managing relationships with boys in the light of this,' the report said.

It highlighted remarks by a primary school head who said: 'Many of these boys are from single-parent families, mainly living with mum.

'Many start school ignoring what adults say. We have to spend time teaching them why it is important to respond to adults more positively.

'For some older boys, there can be a particular problem with their attitude to female staff.

'We try to overcome this by treating each other with respect and providing good male role models where possible.'

Another head said: 'We're trying to put in place what isn't done at home. If there's anything we can try, we'll have a go at it.'

Direct incentives may also appeal to boys, the report added.

One head in the study provided cakes and soft drinks once a month for pupils who had done well.

A girl pupil stated: 'It's not that boys are not clever. They mostly are but they need quick results. You just have to be showing them the cakes!'