Michael Gove’s free schools programme has long been hailed as a cornerstone of Conservative education policy, with promises of increased quality and choice for parents. However, a recent analysis of the scheme has revealed troubling findings that suggest the programme may be exacerbating social segregation and harming nearby schools.
The Impact of Free Schools on Segregation
According to research conducted by academics at University College London, the creation of free schools has led to an increase in social segregation among primary pupils, particularly in terms of ethnicity. The study found that some free schools attracted a more homogenous student body than their local area, leading to what researchers described as “self-segregation” by minority ethnic parents and perceived “white flight.”
The trend in England has been towards decreasing school segregation, but areas where primary free schools opened saw the opposite effect. This rise in segregation can have detrimental effects on the overall cohesion and diversity of the school system, potentially leading to further divides in society.
Impact on Nearby Schools
In addition to increasing segregation, the presence of free schools also had a negative impact on nearby schools. Primary schools in close proximity to a free school experienced a decline in reception-year numbers, leading to financial strain as schools receive funding based on student enrollment.
Furthermore, secondary schools near free schools saw a consistent decline in Year 7 entrants over a six-year period. This decrease in student numbers can have significant implications for the affected schools, potentially resulting in a reduction in resources, curriculum offerings, and overall quality of education.
One primary school head shared, “The free school had an impact on our numbers and funding, resulting in limitations on the curriculum we could offer. It had a significant impact on our school as a whole.”
Educational Attainment and Quality
Despite claims of setting high standards, the UCL study found that primary free schools performed worse than a matched sample of similar schools, while secondary free schools showed no significant improvement. This raises questions about the efficacy of the free schools programme in delivering high-quality education to students.
While nearby secondary schools did exhibit a modest increase in student attainment in English and maths after a free school opened, there was evidence to suggest that this improvement was linked to attracting more advantaged students. Schools admitting a more disadvantaged intake did not see similar improvements, highlighting disparities in educational opportunities for different student populations.
Rob Higham, associate professor at UCL’s Institute of Education and lead author of the study, stated, “Our findings indicate that the introduction of free schools has often led to increased competition among schools. This competition has not necessarily resulted in improved classroom practices but has instead heightened social divisions within the school system.”
Challenges Faced by Nearby Schools
Neighbouring schools that serve deprived communities were particularly vulnerable to the destabilizing effects of free schools. Schools that lost students due to the opening of a free school and were subsequently downgraded by Ofsted faced a cycle of decline that could further concentrate disadvantaged students into certain schools.
This cycle of decline, compounded by funding cuts and resource limitations, poses significant challenges for schools serving marginalized communities. The report highlights the need for comprehensive support and resources to prevent further disparities in educational outcomes based on socioeconomic status.
The Future of Education
As the education landscape continues to evolve, it is crucial to address the issues raised by the impact of free schools on segregation and nearby schools. Ensuring that all children have access to high-quality education, regardless of their background, is essential for promoting social cohesion and equity in society.
The Department for Education has emphasized the importance of inclusivity and cooperation among schools to ensure that every child receives the best start in life. Measures to promote community needs in school admissions and support for disadvantaged students are essential steps towards creating a more equitable education system.
In conclusion, the findings of the UCL study shed light on the complex challenges posed by the free schools programme and the need for comprehensive solutions to address the issues of segregation and quality in education. By prioritizing inclusivity, equity, and collaboration among schools, we can work towards a more equitable and effective education system for all students.
