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.

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      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 ..."
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      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"
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Leadership

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

28 Mar 2018

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      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 ..."
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      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"
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Leadership

The risks of religious selection

11 Jul 2013

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Leadership Briefings 11.01(121)"
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      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 ..."
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Leadership Briefings 11.01(121)"
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      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"
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Leadership

Poverty Of Opportunity?

3 Aug 2016

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      string(5712) "ResourceEVERY PARENT MATTERSOriginal DocumentEvery Parent Matters This 54-page DfES report sets out for the first time in one place what the government is doing to promote both the development of services for parents as well as their involvement in shaping services for themselves and their children.KeywordsParenting, families, children and young people.SummaryThis document sets out for the first time in one place what the government is doing to promote both the development of services for parents as well as their involvement in shaping services for themselves and their children. It assesses where we are to date, the gaps and how we propose to fill them. It also marks the beginning of what I hope will be a national debate with parents, children and young people, as well as service planners, commissioners and providers as to how parents can best be supported and engaged.Main headings:1.Being a Parent Today – the changing roles of mothers and fathers2.Government’s Role in Enabling Parents to Support their Children’s Learning3.The Early Years4.Parents of School Age Children5.The Transition into Adulthood6.Investment in Strategic Capacity7.Developing Parental Engagement1.Being a Parent Today – the changing roles of mothers and fathers· There have been major changes in the employment patterns of parents and in how responsibilities are shared: more mothers are working and fathers are spending more time with their children.· Parents are having their children later and they are having fewer of them.· More parents are balancing caring for elderly relatives with bringing up their children.· Parents of teenagers are saying that they want more help.· There is greater variety in family structures and relationships, given the rising divorce rate and more parents living together without marrying. There are also more lone parents.· The ethnic diversity of society is reflected in different patterns of family formation. For example, young Muslims are more likely to be married than young people from other cultures and Indian and Pakistani families tend to be larger. The number of mixed ethnicity marriages has also increased.· More young people live with their parents because of economic necessity.· Although children and young people tend to have more opportunities today, those from lower socio-economic backgrounds are still more likely to face a range of obstacles. Research on intergenerational income persistence suggests that social mobility has declined since the 1950s.     · In the early years, parental aspirations and encouragement have a significant impact on children’s cognitive development and literacy and numeracy skills.· Parental involvement in a child’s schooling between the ages of 7 and 16 is a more powerful force than family background, size of family and level of parental education.· Educational failure is increased by lack of parental interest in schooling. In particular, a father’s interest in a child’s schooling is strongly linked to educational outcomes for the child.· Most parents believe that responsibility for their child’s education is shared between parents and schools.· Parental involvement has a significant effect on pupil achievement throughout the years of schooling.· Many parents want to be involved in their children’s education. In a study, 72% of parents said that they wanted more involvement.· Parent-child relationships can have an impact on whole communities. The more positive the community the better chance families have of avoiding negative outcomes themselves.· Selective parenting interventions can substantially improve childhood behaviour. With on-going intervention, there is a real prospect of better school attainments and less violence.2.Government’s Role in Enabling Parents to Support their Children’s LearningThe report suggests that the role of government is to make sure that all parents, not just those for whom it comes naturally, are able to:· Make confident, informed choices that they feel are right for their family.· Shape services to respond to their family’s needs.· Work in partnership with services to reinforce the benefits for their children’s outcomes.· Access additional support, when they need it.3.The Early YearsGovernment initiatives:· Health-led parenting projects in 10 areas from April 2007, using the US Nurse-Family Partnership model.· Funding for Bookstart, which gives free books to families with children.· A national year of reading in 2008.· Pilots of family learning courses for parents and carers of pre-school children with literacy and support needs.· From 2010, extension of the early education and childcare offer to 15 hours a week, 38 weeks of the year, and making sure that those who do not take up his up do so out of choice.· The requirement, from April 2008, for local authorities to secure sufficient childcare for working parents.· Evaluate and disseminate the findings of the Early Learning Partnerships project to all early years settings.· Extend Parents, Early Years and Learning project training across the country.· Children’s Centres and the Early Years Foundation Stage, which becomes statutory from September 2008. Included in this is promoting the engagement of fathers.· National rollout of the Early Support Programme.· Piloting Transition Information Sessions in selected primary schools in some local authorities. There will be national training later in 2007.4.Parents of School Age Children.Government initiatives:· Choice advisers to help parents choose a school for their child.·"
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Leadership

Every Parent Matters

12 Apr 2007

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