ANTHONY SELDON – SCHOOLS UNITED Ending the divide between independent and state
SUMMARY AND COMMENT
Chapter 1 A Uniquely British Problem
Chapter 2 A History of Attempts to Address the Independent/state school Divide
Chapter 3 Independent and State School Solutions Abroad
Chapter 4 The Four Level Solution
CHAPTER 1
He deals with
• the funding gap issue, reflected in lower pupil-teacher ratios , higher level of teacher qualifications and higher capital expenditure.
• Access to universities through middle classes accessing the best schools and the best results
• Accessing top jobs.
Conclusion :- ‘the divide in educational and economic opportunities between the rich and the poor has been widening rather than declining over the past decades’. It is ‘palpably unfair’ and ‘hugely inefficient’.
CHAPTER 2
He identifies 4 types of solutions proposed during last century to bridge divide:
• Retain. Leaving status quo is broadly the solution of the traditional right
• Reform. Devising ways to male independent schools more ‘open’ has been the solution offered by the more moderate right and left
• Remove. Abolition. Prescription of far left
• Replace. Progressive centre seek a ‘needs blind access’ solution.
He then goes through the century identifying the proposal regarding reform – post first World War, Fleming Report and Education Act 1944, Abolition of Independent Schools 1950s and 1960s, Public Schools Commission and Newsom Report 1968, Assisted Places Scheme 1980-1997, Open Access Scheme. He analyses why these came to nothing :-
1. Unwillingness of government to commit money
2. Tenacity of independent schools
3. Flawed reforms
4. Recognition that abolition of them is a denial of human rights
5. Lack of political will
CHAPTER 3
He has an interesting section on the optimal mix of state and private provision where findings prove that’ national systems that have a higher share of privately managed schools perform better’ and that this competition ‘ lifts up the performance of all schools’.
He then analyses the Milwaukee Parental Choice Program and the voucher System in Sweden, concluding that the impact of such schemes has a positive impact as well as improving the performance of those not directly affected. They improve accountability and introduce real choice for parents of low means.
CHAPTER 4 THE PROPOSALS
1. State schools emulate the best features of Independent Schools
Those listed are, per se, nothing new to us as independent schools, but are worth emphasising
.
• Holistic education
• Character education
• Leadership
• House Systems
• Boarding
• Long School Day
• Uniform and Behaviour
• CCF
• Service and volunteering
• Parental Involvement
2. Independent Schools bond with state schools.
This touches the whole area of partnerships, which, he says, can consist
• of loose ties ( opening up sports facilities)
• ‘ more meaningful relationships ( master classes etc)
• a more ‘structural level of engagement’ (Federations, teaching schools)
• ‘an even greater bond’ ( sponsoring an academy, setting up free school)
The final proposal is at the nub of what he wishes, and he tends to understate and not know enough about partnerships ( the ISSP Conference was wide-ranging in its examples, and showed how far things had gone- most of it under the radar ( even of Anthony(!)).
He is critical of our slowness to sponsor. ‘For too long they have raised objections, including lack of expertise, lack of time, and purported parental objections’ We need to realise that that the twentieth century is very different from the past, and that the political, and indeed moral landscape has moved beyond an era in which it was acceptable for the better off to perpetuate their privilege by attending excellent schools without tangible expression of their wider sense of social responsibility’. ‘Governing bodies have not responded to the calls from politicians over the last 15 years with the generosity of spirit exhibited by their predecessors in years gone by when the schools were founded)
So there – take that on the head!!
Independent Schools open their doors
Proposal – all independent schools offer 25% places to those from the least affluent quartile in the country. Similar to Aps, but targeted at the least privileged. Government would cap grant at 50% maximum of what it would have paid to send child to state school. Selection is guaranteed, but is only briefly mentioned.
The advantage of taking them from the last quartile ( even if they are very bright) is that it will still leave plenty of talented young people in the state schools.
3. Popular State Schools to be means tested
He sees this as most radical, since it ‘breaches the principle of free schooling for all’. He believes that this is now an anomaly however, with university top-up fees cited as a good example to follow. He sees it as the only way to break the middle class ‘stranglehold’ of top state schools. The more parents ear, the more they would pay : so, for example, a combined income of more than £200,000 would pay the full price. At least a quarter of these places would be non-fee paying to retain social balance. Another advantage is that therefore this idea brings more money into the state system.
COMMENT
The book is short ( 64 pages) so easy to read, but it has much behind it to unpack.
It reveals real lack of understanding of our type of schools, and the culture of them. He underrates ‘town schools’ and also understates the academic stringency of our schools.
He also fails to understand the real financial and time pressures with regard to academies and free schools, which shows why we are not willing ( general) to go down that route.
He lambasts us for not getting involved, but our experience is that we are rebuffed at every stage, and there is no real willingness to engage only to dictate – this is the way we want to go ( as in academies).
The lack of awareness of possibilities with partnership is frightening.
The real positive here is that partnerships/ bridging the gap is being given prominence – thanks Anthony – so we need to be in a position to help fill the gap with suggestions. 2014 is going to be a crucial year for the debate!
Stephen Smith January 23 2014