An Evaluation of Education Policy in England since 2010 and the Policy Consequences for Small Primary Schools

Ovenden-Hope, Tanya (2024) An Evaluation of Education Policy in England since 2010 and the Policy Consequences for Small Primary Schools. Education Sciences, 14 (11). p. 1164. ISSN 2227-7102

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Official URL: https://doi.org/10.3390/educsci14111164

Abstract

The fate of small primary schools (pupils aged five–eleven years old) in England is linked to education policy reforms. This paper presents an evaluation of selected education policy reforms in England since 2010 with suggested consequences for small primary schools. The research was undertaken using a qualitative research methodology that employed a document analysis method to create a Policy Document Analysis Frame (PDAF) for the policy evaluation. The implications of the policy reforms for small primary schools were examined through the conceptual lens of Educational Isolation. Educational Isolation identifies the limiting factors of place for a school’s access to the resources required for school improvement. Education policy reform is focused on school improvement. Small primary schools in England are typically located in rural neighbourhoods with sparse populations, resulting in an average of just over 100 pupils per school. The findings suggest that the contextual factors of place and size for small primary schools in England present disadvantages in relation to the selected national education policy reforms. The national funding formula, Multi Academy Trusts (groups of schools independently regulated but centrally funded by the state), and National Standards are the key policy reforms, driven by a neo-liberal ideology, that are suggested to have implications for the future of small schools. Recommendations are offered to the new 2024 Labour government that would support the re-instatement of small primary schools as an integral part of the education landscape in England.

Item Type:	Article
Keywords:	small schools, rural schools, primary schools, education policy, multi academy trusts, educational isolation
Depositing User:	Ms Raisa Burton
Date Deposited:	31 Oct 2024 16:30
Last Modified:	31 Oct 2024 16:30
URI:	https://marjon.repository.guildhe.ac.uk/id/eprint/17904
Related URLs:	https://www.mdp ... 7102/14/11/1164

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