Leadership

Analysing The Case Of Free Schools In England

This research by UCL Institute of Education (IOE) reveals that free schools are socially selective and reproduce socio-economic inequalities. The study analysed attendance at free schools and what impact they had on neighbouring schools.

Despite the government arguing free schools will improve social equity, the research shows that free schools are located in areas with above-average deprivation but admit intakes that are more affluent than the average for the neighbourhoods from which they recruit. This is particularly the case for primary free schools, which also recruit students with above-average prior attainment.

Create an account to read this article

£7.00+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#44011"
  ["title"]=>
  string(86) "Grammar Schools In England: A New Analysis Of Social Segregation And Academic Outcomes"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(53) "https://www.teachingtimes.com/grammar-schools_030418/"
  ["post_date_timestamp"]=>
  int(1522255022)
  ["objectID"]=>
  string(12) "post-44011-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(208) "This study by Durham University suggests that Grammar schools perform no better than non-selective state schools, once their pupils' higher ability and wealth is taken into account."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(407) "... attainment at age 11. The few authorities in England that have retained selection and grammar schools have the highest level of socio-economic segregation between schools in England with the remaining schools in those areas taking the vast majority of pupils on free school meals. Pupils at state comprehensive schools ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(104) "Grammar Schools In England: A New Analysis Of Social Segregation And Academic Outcomes"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(7) "schools"
        [1]=>
        string(6) "social"
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(208) "This study by Durham University suggests that Grammar schools perform no better than non-selective state schools, once their pupils' higher ability and wealth is taken into account."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(7) "schools"
        [1]=>
        string(9) "diversity"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(6112) "Once the pupil intake of grammar schools is taken into account based on factors such as chronic poverty, ethnicity, home language, special educational needs, and age in the year group, the Durham University analysis shows that grammar schools are no more or less effective than other schools. The study also showed that pupils attending grammar schools, on average, are far less likely to have special educational needs and are less likely to have English as an additional language. Once these differences are accounted for, grammar school pupils attain about the same as equivalent pupils in the rest of the country. The research not only looked at the social backgrounds of grammar pupils, but also:  rates of chronic poverty  ethnicity  home language  special educational needs  age in the year group The findings suggest England’s grammars take only a tiny proportion of pupils who are, or have been, eligible for free school meals.This is important, say the researchers, because such pupils’ results tend to decline with every year they are on free meals. This means that other schools in selective areas are taking more than their fair share of the poorest and chronically poor pupils. The researchers say the findings could have implications for selection policies worldwide as many countries such as China and Singapore have highly selective schools within a national system and some such as Germany and Austria have an entirely selective tracked school system. The researchers are calling on the Government to phase out grammar schools as their analysis shows that grouping more able and privileged children in grammar schools can harm the majority of others who don’t attend those schools. Main Points:The apparent success of grammar schools is simply due to the pupils coming from more advantaged social backgrounds and already having higher academic attainment at age 11. The few authorities in England that have retained selection and grammar schools have the highest level of socio-economic segregation between schools in England with the remaining schools in those areas taking the vast majority of pupils on free school meals. Pupils at state comprehensive schools achieve very similar GCSE results overall regardless of whether they live in an area with grammar schools or not, according to the research (around 330 KS4 mean points for both selective areas and England overall for all pupils, and around 260 points for FSM pupils in both selective and non-selective areas). This shows that the mere existence of grammar schools in an area does not seem to drive up standards or reduce the gap between FSM-eligible pupils and the rest. Once the pupil intake of grammar schools is taken into account based on factors such as chronic poverty, ethnicity, home language, special educational needs, and age in the year group, grammar schools are no more or less effective than other schools. Pupils attending grammar schools are far less likely to have special educational needs and are less likely to have English as an additional language. They are also much more likely to be older in their year group (the 11+ test is not properly adjusting for age), to live in more affluent areas and they are more likely to be of Chinese or Pakistani origin. Conclusions: Every grammar school creates a much larger number of schools around it that cannot be comprehensive in intake, of necessity, because they are denied a supply of so many of the most high-attaining children. It does not matter whether these schools are officially designated as ‘secondary modern’ schools, or whether they offer different curricula or not. Also, the two sets of co-existing schools will and must differ in terms of a whole set of other pupil characteristics that appear to be related to selection at the 11+ but are not directly selected for. These include special educational needs, first language and, less obviously, ethnicity and poverty. The secondary modern schools also receive less funding per pupil within their local authorities than do grammar schools. Policy-makers always focus on grammar schools, whereas an equivalent claim to ‘we must have more grammar schools’ would be ‘we must have a lot more schools that are deprived of the most talented 15–20% of pupils in their catchment areas’. In areas with selective schools, the system is a clear driver towards increased social and economic segregation between schools, and all of the dangers that this entails – such as lower self-esteem and aspiration, poorer role models, poorer relationships and a distorted sense of justice. The policy of selective schools has little to recommend it. Dividing children into the most able and the rest from an early age does not appear to lead to better results for either group, even for the most disadvantaged. This means that the kind of social segregation experienced by children and young people in selective areas of the United Kingdom, and in selective schools and countries around the world, is for no clear gain. Put together, the findings mean that grammar schools in England endanger social cohesion for no clear improvement in overall results. The policy is a bad one and, far from increasing selection, the evidence-informed way forwards would be to phase out the existing 163 grammar schools in England. WEB LINK Grammar Schools In England: A New Analysis Of Social Segregation And Academic Outcomes KeywordsGrammar schools, England, social segregation, academic outcomes, pupil intake, nonselective state schools, special educational needs"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(8) {
        [0]=>
        string(4) "free"
        [1]=>
        string(7) "schools"
        [2]=>
        string(6) "school"
        [3]=>
        string(9) "diversity"
        [4]=>
        string(6) "social"
        [5]=>
        string(9) "selection"
        [6]=>
        string(5) "socio"
        [7]=>
        string(8) "economic"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Grammar Schools In England: A New Analysis Of Social Segregation And Academic Outcomes

28 Mar 2018

array(8) {
  ["distinct_key"]=>
  string(10) "post#79064"
  ["title"]=>
  string(34) "Social Mobility, Chance or Choice?"
  ["categories"]=>
  array(1) {
    [0]=>
    string(5) "Blogs"
  }
  ["url"]=>
  string(63) "https://www.teachingtimes.com/social-mobility-chance-or-choice/"
  ["post_date_timestamp"]=>
  int(1578312316)
  ["objectID"]=>
  string(12) "post-79064-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(0) ""
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(369) "... society, everyone should have achoice, be aware of that choice and be able to exercise it. From birth peopleshould have equal opportunities whether at home, school, further education (FE)college, university or in training…Everyone should be recruited on merit nomatter which school or university they attended. The old boys ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(5) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(43) "Social Mobility, Chance or Choice?"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(6) "social"
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(15) "Sonia Blandford"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(0) ""
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5846) "“In a more socially mobile society, everyone should have achoice, be aware of that choice and be able to exercise it. From birth peopleshould have equal opportunities whether at home, school, further education (FE)college, university or in training…Everyone should be recruited on merit nomatter which school or university they attended. The old boys’ network must nolonger be a passport to success…those from disadvantaged backgrounds should notbe held back because they don’t fit in.” UK Government’s Social Mobility Commission(2019) Strategy 2019. p.4[1]If we were to shine a light on every pupil, how many wouldnot be able to make progress? Blandford (2011)[2]‘Thecontinuance of social evils is not due to the fact that we do not know what isright, but that we prefer to continue doing what is wrong. Those who have thepower to remove them do not have the will, and those who have the will havenot, as yet, the power.’ R H Tawney[3]These comments highlight issuescovered in depth in my publications “Born to Fail? A working class view” (2017)[4] and ‘’Social Mobility, Chanceor Choice? (2019) [5]The world, as we would like it to be, is a one where everychild knows that with passion and focus and hard work, they can be whoever theywant to be. Unfortunately, we do not live in that world. In 2018, the OECD PISA Equity report, Equity in Education:Breaking Down Barriers to Social Mobility [6] underlined whatfew would challenge: that every child, every human being, deserves the sameopportunities (chance) to gain skills and progress through society regardlessof gender, sexuality, disability or socio-economic, ethnic or culturalbackground (choice). The report makes for sober reading, pointing out in the UKthat while educational attainment has increased, inequalities remainentrenched. However, those children and young people that are supported to makeprogress can accumulate collateral throughout life, both in education and laterin the labour market that will drive their future social mobility. The OECD report also shows that the impact of inequalityextends much farther than economic wealth: it ripples out to all aspects ofsociety such as poorer health, in a climate of violence or social unrest (2019,Timpson report). The context for the discussion is England, which haslongstanding class divisions. We used to think that meritocracy – the idea that talent andcapacity would overcome socio-economic barriers – was the key. This has beenthe mantra of successive governments. Meritocracy remains part of the socialmobility conversation, but clings to the idea that if you have talent (and Iadd here that everyone has some talent) – you can improve your circumstances byhard work. This clearly is no longer true (or is not working). Too manyhard-working people now feel left behind or just about managing or worse, andthat they have failed and have no value. This includes working-class youngpeople who have played by the rules and worked hard to enter university (themost popular and publicised national test for working-class social mobility)and not been able to manage for a number of reasons. Those reasons include not having enjoyed the same educationalpreparation as their better-off peers; not having the same practical orfinancial support as their peers; or simply not having access to work aftergraduating from university. This is not likely to get better any time soon. Weknow millions of young people fail at the point of GCSE assessment (over 30% ofour school population, and more than over 50% of pupils on free school meals)and who get stuck in an unproductive cycle of retaking GCSEs. The actual andreal talents of these children and young people are too easily and frequentlyignored, and possibly never even discovered[7]. Definition:Social MobilityI need to set out my definition of social mobility: social mobility is achieving positive change insocio-economic status, and more widely, building better futures for all, interms of wellbeing, health, and engagement with all that life has to offer. To support social mobility, we must provide children andyoung people with real chances and choices. Chances and choices that are notdetermined by class, but by heritage, location and self-efficacy. Chances andchoices that are respectful of individuals. Chances and choices that are non-judgmental,and not defined by movement between classes or location. Chances and choicesthat provide opportunities for everyone to be included, and to belong. Chancesand choices that prepare the way for everyone to succeed in life, in education,health, employment and housing. Is equality of opportunity a core British value?Ifconfronted with a television camera recordingtheir views for broadcast, probably few people in England would say thereshould not be equal access to education and the most prestigious jobs in thecountry and the will to act certainly exists in some quarters (See the section:Government Commissions and the Needfor Action). So why is progress not being made as explained by the Gini coefficientresearch (2019)?[8]Do we, as a society, really care enough about equality ofopportunity for all, to change? Is the traditional national measure of educationalachievement – maximised university entrance useful for, or even relevant to,working-class children and young people and children facing disadvantage whosepriorities may be supporting themselves- so a job and a home? If we are seriousabout unleashing the talent of all children and young people, regardless oftheir background, challenges or needs, we must consider new and"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(8) {
        [0]=>
        string(4) "free"
        [1]=>
        string(7) "schools"
        [2]=>
        string(6) "school"
        [3]=>
        string(9) "diversity"
        [4]=>
        string(6) "social"
        [5]=>
        string(9) "selection"
        [6]=>
        string(5) "socio"
        [7]=>
        string(8) "economic"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(5) "Blogs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Blogs

Social Mobility, Chance or Choice?

6 Jan 2020

array(8) {
  ["distinct_key"]=>
  string(10) "post#40698"
  ["title"]=>
  string(32) "The risks of religious selection"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(56) "https://www.teachingtimes.com/risksofreligiousselection/"
  ["post_date_timestamp"]=>
  int(1373548466)
  ["objectID"]=>
  string(12) "post-40698-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(265) "Faith schools have never been more popular and they are widely regarded as centres of academic excellence. But are religious state funded schools also discriminatory in terms of religion, race and social and economic segregation?"
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(425) "... of higher educational attainment orwealthier.In fact, repeated studies have shown that wherethere is religious selection in church-run state schools,there is also social selection. A report by academics atthe London School of Economics in 2009 reaffirmedthat the range of admissions criteria allowed scope forschool ‘discretion’, but social selection ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(41) "The risks of religious selection"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(9) "selection"
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(265) "Faith schools have never been more popular and they are widely regarded as centres of academic excellence. But are religious state funded schools also discriminatory in terms of religion, race and social and economic segregation?"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(7) "schools"
        [1]=>
        string(6) "social"
        [2]=>
        string(8) "economic"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5978) "12Vol 5.2School Leadership Todaywww.teachingtimes.comTrendsFaithschoolsHistorically, the Church has played a large part in UK schools. Before the statetook over, most schools were run by or were part of a religious organisation.According to the Education Act 1944, every state-funded school had tostart the school day with a session of collective worship involving all pupils.Until relatively recently, this would almost inevitably mean Christian-based worship.However, in recent years, the UK has become more secular, but also a population whichcontains people of many different faiths.As a result of this – and his goal to give parents more choice over the education oftheir children – former prime minister, Tony Blair, raised the profile of church schoolsby encouraging existing ones to expand, and by incorporating other religions into thestate school system. The first state-funded Muslim and Sikh schools opened soon afterhe took power, and the first Hindu school in 2008.Today, almost a quarter of all children in the state system attend a religious school.One reason for their popularity is that pupils tend to do better in faith schools thanothers in exams. In 2009, 57 per cent of pupils in faith schools passed national exams(GCSEs) with acceptable grades, including those in maths and English, compared withThe risks ofreligious selectionFaith schools have never been more popular and they are widelyregarded as centres of academic excellence. But are religiousstate funded schools also discriminatory in terms of religion,race and social and economic segregation?13Vol 5.2School Leadership Todaywww.teachingtimes.comTrendsFaithschools51 per cent at non-religious state schools.One of the most effective studies supporting theargument that religion is beneficial in education wasconducted by William Jeynes in 2003. His study evaluatedthe effects of students’ religious commitment on theiracademic achievement. The results demonstrated thatstudents with high levels of religious commitmentdid better than students with lower levels of religiouscommitment on most tests of academic achievement.Another study by Guttmann in 1984 found thatchildren who attended religious schools had higher levelsof moral reasoning and more resistance against cheatingon a paper-and-pencil test than children who attendedsecular schools.The disturbing realityMore recent studies however, have suggested thatstudent performance may have more to do with theintake of students than with the quality of education.Faith schools are allowed to select pupils according towhether their parents are observant religiously, and suchparents are often of higher educational attainment orwealthier.In fact, repeated studies have shown that wherethere is religious selection in church-run state schools,there is also social selection. A report by academics atthe London School of Economics in 2009 reaffirmedthat the range of admissions criteria allowed scope forschool ‘discretion’, but social selection doesn’t even needto be deliberate on the part of church-run state schools.Even the most socially progressive school will find, if itsadmissions criteria allow for religious selection, that itis middle-class parents with the time and the means toplay the system whose children will end up attendingthe school. Therefore, the pupils admitted to religiouslyselective schools tend to be more academically ableand less likely to be on free school meals than others inthe area. In other words, they show all the attributes ofsocially selected children.Jeremy Rodell, Chair of the Richmond InclusiveSchools Campaign (RISC), recently said: “There is intense competition for places atgood schools, especially in London. Yet locally we’ve found that over a third of primaryschool places are at schools applying some degree of faith-based selection. And evennew schools apply religious discrimination of up to 100 per cent of their places.“So some parents have a far wider choice than others, and our schools are moresegregated than the areas they cover. That cannot be right. The time has come to endthis unfair – and internationally unusual – practice once and for all.”Underpinning a divided societyNow a new campaign has been launched by the British Humanist Association (BHA),the Accord Coalition and the Centre for Studies on Inclusive Education to addressthe situation and bring fairness back to the system. The Fair Admissions Campaignwas launched on the back of three findings announced in each of the three areasin which faith-based admissions have discriminatory effects – racial discrimination,socio-economic discrimination and religious discrimination – and focuses solely on theissue of religious selection in admissions in state schools in England and Wales and itsconsequences.Professor Ted Cantle CBE, who commissioned and published The Cantle Reportby the Home Office after 2001’s summer of race riots, said: “One of the key issueswhich the world now faces is how we live together in an era of globalised and diversecommunities – so many of the tensions and conflicts in the UK and elsewhere are basedupon faith and ethnic divisions.”http://risetrust.org.uk/node/22http://risetrust.org.uk/node/22http://fairadmissions.org.uk/14Vol 5.2School Leadership Todaywww.teachingtimes.comTrendsFaithschools Religiously selective schools cannot of course be held solely responsible for allthese problems, but they do underpin a system in which children learn that they aredifferent and in which everyday contact is denied. They do not build friendships withchildren that are different"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(7) {
        [0]=>
        string(4) "free"
        [1]=>
        string(7) "schools"
        [2]=>
        string(6) "school"
        [3]=>
        string(6) "social"
        [4]=>
        string(9) "selection"
        [5]=>
        string(5) "socio"
        [6]=>
        string(8) "economic"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

The risks of religious selection

11 Jul 2013

array(8) {
  ["distinct_key"]=>
  string(10) "post#43211"
  ["title"]=>
  string(23) "Poverty Of Opportunity?"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(57) "https://www.teachingtimes.com/poverty-opportunity_080816/"
  ["post_date_timestamp"]=>
  int(1470251349)
  ["objectID"]=>
  string(12) "post-43211-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(368) "This new research by education data analyst website, SchoolDash, looks at how different types of school affect opportunities for children from poorer families. It found faith schools to be a major source of socio-economic disadvantage and segregation in England's state funded school system.
Leadership Briefings 11.01(121)"
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(355) "... price’ effect is far from the only factor keepingpoorer children out of good schools. Even those poorer children who do live close to ahigh-performing school are less likely to end up going there. Indeed, the data presentedhere suggest that school selection is an even bigger driver of social sorting ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(23) "Poverty Of Opportunity?"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(368) "This new research by education data analyst website, SchoolDash, looks at how different types of school affect opportunities for children from poorer families. It found faith schools to be a major source of socio-economic disadvantage and segregation in England's state funded school system.
Leadership Briefings 11.01(121)"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(4) {
        [0]=>
        string(7) "schools"
        [1]=>
        string(6) "school"
        [2]=>
        string(5) "socio"
        [3]=>
        string(8) "economic"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(1731) "non-Christian faiths.Conclusions: Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents. ■ A substantial proportion of children in England live in relative poverty: it’s not uncommon inparticular areas for half or more of pupils to be eligible for free school meals. ■ In general, more affluent families live closer to schools, but this varies a lot by school type.A family living next to a school rated ‘Inadequate’ by Ofsted is over 60% more likely to bepoor than one living next to an ‘Outstanding’ school. ■ Just as importantly, this well-known ‘house price’ effect is far from the only factor keepingpoorer children out of good schools. Even those poorer children who do live close to ahigh-performing school are less likely to end up going there. Indeed, the data presentedhere suggest that school selection is an even bigger driver of social sorting than thelocations of family homes. ■ School types in which poorer pupils are under-represented after taking into account thelevel of poverty in their local areas include: ■ Grammar schools and single-sex secondary schools ■ Certain faith schools, particularly non-Christian faith schools and Roman Catholicschools ■ Schools rated ‘Outstanding’ by Ofsted ■ Secondary converter academies and primary free school.WEB LINKPoverty Of Opportunity?https://www.schooldash.com/blog.html#20160802"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(5) {
        [0]=>
        string(4) "free"
        [1]=>
        string(7) "schools"
        [2]=>
        string(6) "school"
        [3]=>
        string(6) "social"
        [4]=>
        string(9) "selection"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Poverty Of Opportunity?

3 Aug 2016