1. Development of State Education in the UK
Forster Act – Created ‘Elementary Schools’ where
1870 there was no church school. Provided some free
education to age 10.
Butler Act
1944 Creation of formal, state funded education.
Students would sit an ‘11+’ exam and then be sent to
one of three types of school:
• Grammar School
• Secondary Technical School
• Secondary Modern School
1965 British government backs the move to
‘comprehensive schools’ by introducing the ‘CSE’.
2. Development of State Education in the UK
Education Reform Act
1988 • Parents given more choice over which schools to send
children to.
• Schools encouraged to compete for students.
• League tables introduced, and OFSTED published
reports on each school.
• Introduction of the ‘National Curriculum’.
• SATs introduced at all key stages.
New Labour:
1997 • Extended provision of Specialist and Faith Schools.
Onwards • Introduced Trust Schools.
• Introduced ‘City Academies’ to replace failing schools.
• A-Level split into AS and A2.
• Compulsory Education extended from 16 to 18.
3. How do schools choose students?
Ability
Where they Parental
live. Choice
Banding Religion
4. Ability
Allows for schools to meet the Tests tend to favour more
academic needs of individual middle class children, which
children better. means schools reinforce social
class bias.
Catchment Area
Aims to ensure that all children Ignores that schools do differ in
have access to same standards quality to start with, which
of education wherever they live. encourages the practice of
Also keeps schools as part of parents who can afford it
communities. moving closer to good schools.
5. Parental Choice
Encourages schools to compete In practice it is flawed.
for parent’s choice, meaning Education is a requirement by
that schools will try to be better. law, not a product consumers
choose. In practice it continues
social biases.
Banding
Breaks links between Performance in test does not
backgrounds of students, lead to better education,
encouraging a more balanced therefore it is counter intuitive
social environment. to parents who want best
education for their children.
6. Religion
Better exam results.
Common values to all students Segregates children according to
within schools. values.
Tighter ties with local Faith criteria may disguise other
communities. priorities such as ability or race.
7. What have we learned?
• How has the law changed to try and make National
Education more accessible?
• What are the five ways of organising school admissions?
• Which admissions Policy do you think is best and why?
• How might the admissions policies favour the middle
classes?
