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CONSERVATIVE GOVERNEMNT POLICIES FROM 2010 - Coggle Diagram
CONSERVATIVE GOVERNEMNT POLICIES FROM 2010
ACADEMIES
From 2010 all schools were encouraged to leave local authority control & become academies
Funding was taken from local authority budgets and given directly to academies
academies were given control over their curriculum
By 2021, over 78% of all secondary schools had converted to academy status
some academies were run by private educational businesses and funded directly by the state
HOWEVER whereas labours original city academies targeted disadvantaged schools and areas, the coalition government , by allowing any school to become an academy, removed the focus ojnreducing inequality
The conservative-led coalition government (2010-2015), and conservative government in 2015 accelerated the move away from an education system based largely on comprehensive schools run by local authorities
CAMERON stated that the aim of the coalitions education policy was to encourage 'excellence, competition & innovation' through policies such as academies & free schools
FREE SCHOOLS
although funded directly by the state, free schools are set up and run by parents, teachers, faith organisations or businesses, rather than the local authority
supporters of free schools claim that they improve educational standards by taking control away from the state and giving power to parents
its claimed free schools give parents and teachers the opportunity to create a new school if they're unhappy with the state school in their local area
However, ALLEN argues that the research from Sweden, where 20% of schools are free schools, show they only benefit children from highly educated families
Other critics claim that free schools are socially divisive an they lower standards (Swedens international ranking of education has fallen since their introduction)
Charter schools in the USA have been criticised for appearing t raise standards but only doing so by strict pupil selection and exlusuin policies
In England, evidence shows that free schools take fewer disadvantage children than nearby schools
e.g GREEN ET AL found that in year 1, 12% of pupils were entitled to free school meals, as against to 24% iin the surrounding neighbourhood
FRAGMENTED CENTRALISATION
BALL argues that promoting academies & free schools had led to both increased fragmentation & increased centralisation control over educational provision in England
FRAGMENTATION: the comprehensive system being replaced by a patchwork of diverse provision, much of it involving private providers that leads to greater inequality in opportunities
CENTRALISATION OF CONTROL: central government alone has the power to allow Or require schools to become academies or allow free schools to be set up
these schools are funded directly by central government
their rapid growth has great reduced the role of elected local authorities in education
POLICIES TO REDUCE INEQUALITY
FREE SCHOOL MEALS: for all children in reception, year 1 & year 2
THE PUPIL PRENIUM: money schools receive for each pupil from disadvantaged backgrounds
However OFSTED found that in many cases the pupil premium is not spent on this its supposed to help
only 1 in 10 headteachers said it had significantly changed how they supported pupils form disadvantaged backgrounds
As part of the conservative government's 'AUSTERITY' programme, spending on many areas of education has been cut
spending on school buildings was cut by 60%
many sure start centres were closed
EMAs were abolished
university tuition fees tripled over £9000 a year
critics argue that cutting Sure start & EMAs reduced opportunities for working class pupils
increased university fees may discourage them from entering higher education