The topic of this article are primary schools actions in regards to the relationship between students family socio-economic status and status achieved by the child. Elementary School as an entity of social policy can somehow „govern inequalities”, i.e. lead efforts to mitigate, support or enhance social educational inequalities. This text presents the results of the authors own study, carried out in one of Warsaw’s primary schools, using in-depth individual interviews. Conducted schools analysis was to find an answer to the question what were the schools mechanisms of impact on the social structure. Conclusions from the study show that the school does not have a coherent approach to the social education inequality and conducted actions may contribute to the petrifaction of the existing social structure.