Large but Local: Understanding the Challenge for Educationally Isolated Schools. A Case Study of a Multi Academy Trust ‘Hub School’ Model in the South West of England - Year One and Two Interim Report
Ovenden-Hope, Tanya and Passy, Rowena (2022) Large but Local: Understanding the Challenge for Educationally Isolated Schools. A Case Study of a Multi Academy Trust ‘Hub School’ Model in the South West of England - Year One and Two Interim Report. [Report]
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LARGE BUT LOCAL UNDERSTANDING THE CHALLENGE FOR EDUCATIONALLY ISOLATED SCHOOLS. A CASE STUDY OF A MULTI ACADEMY TRUST ‘HUB SCHOOL’ MODEL.pdf Download (629kB) | Preview |
Abstract
Educational isolation is complex, grounded in location, situated in access to resources and results in reduced agency for schools. Educational isolation is defined as: A school experiencing limited access to resources for school improvement, resulting from challenges of school location (Ovenden-Hope and Passy, 20191). The challenge of location is particularly strong for schools in rural and coastal areas. The image of an idyllic country or seaside life, with strong community support for the local schools2, continues but is not necessarily the whole picture; some coastal and rural areas have high levels of deprivation, their schools can be isolated from different kinds of support for teaching and learning, and community members do not always support their local school. A powerful indicator of the challenges that can be faced in schools in coastal and/or rural locations is demonstrated in an analysis of the 2014 GCSE outcomes of pupils from disadvantaged backgrounds, which showed that, as schools’ relative geographical isolation increased, so the average attainment of disadvantaged pupils decreased3. A more recent report suggested that this has not changed: For a given level of deprivation, the attainment levels of pupils living in rural areas were lower than for pupils living in urban areas with a similar level of deprivation. (Department for Education, Rural Education and Childcare, 20184) At the same time, the government’s focus for schools has been predominantly on densely populated and often disadvantaged urban areas5 which, in turn, has encouraged educational researchers to focus on the same areas. This means that the difficulties faced by schools in rural, coastal and isolated locations have been relatively under-researched, and that there is little wider appreciation of the challenges they face. This project is a direct response to the issue of under-researching Educational Isolation. Researchers from Plymouth Marjon University and the University of Plymouth are grateful for the opportunity to research in collaboration with a medium-sized multi�academy trust (MAT) in a rural and coastal part of the South-West of England. The aims of the study are first, to explore the concept of Educational Isolation in depth and secondly, to examine how its effects might be mitigated by the hub school model adopted by this MAT.
| Item Type: | Report |
|---|---|
| Depositing User: | Ms Raisa Burton |
| Date Deposited: | 19 Dec 2022 14:58 |
| Last Modified: | 19 Dec 2022 14:58 |
| URI: | https://marjon.repository.guildhe.ac.uk/id/eprint/17729 |
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