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Labour and conservative policies - Coggle Diagram
Labour and conservative policies
New Labour (1997-2010)
Education action zone - inner city schools in deprived areas received extra funding for resources, taking away burden from poor families
Aim higher - raise aspirations of those under represented within higher education
National literacy challenge - compulsory literacy and numeracy hours in primary schools and reducing class sizes
City academies - schools that are state schools but independent from the LEA and receives funding directly from the government
Analysis (AO3)
Mossbourne
Received extra funding and became an outstanding school
Educational maintenance allowance - £30 a week given to encourage students from disadvantaged backgrounds to stay in school post-16
Analysis (AO3)
Disadvantaged students can only benefit to get resources
Only given to 16+
Sure start - compensatory educational policy for preschool children to receive early support and intervention, providing family support, advice on parenting, access to specialists, child and family health services, and nutrition / smoking advice
Specialist schools - chosen subject area, money raised from private investors for funding, and allowed to select up to 10% of students that are likely to achieve high
Evaluation (AO3)
Benn - New Labour policies contradict 'New Labours paradox'
While helping equality, also raised inequalities
Did not remove fee paying schools which M/C parents will opt for and raised inequalities because it introduced tuition fees
Conservatives (post-2010)
Aim - 'Encourage competition, excellence, and innovation' and to free schools from the 'dead hand of the state'
Ball and Exley - policies are a mixture of something old and something new, combining parental choice with new types of schools and helping disadvantaged students
Changes in education
Academies
In 2010, schools were encouraged to leave the LEA control if they were outstanding and so can receive funding directly from the government, with full control over their curriculum
In 2017, 68% of schools were academies
In 2022, 80% were academies / free schools
Outstanding academies open to all areas
AO3
Ball - fragmentation
Comprehensive system is being replaced by a patchwork of private providers
Leading to greater inequality of opportunities
Centralisation of control
Central government can control whether or not areas are able to become academies / free schools
This is required, as it removes power from LEA
Hall
Sees academies as an example of handing over the public services to private capitalist services, such as education, business
In the Marxist view, the claim that privatisation and competition drive up standards is a myth used to legitimise the turning of education private
Machin and Vernoit
Academies were significantly more advantaged than the average secondary school
Had lower FSM students
Free schools
Funded directly by the state but set up and run by teachers, parents, faith organisations or even businesses rather than the LEA
Supporters say it gives greater control and power to parents if they are unhappy with what the state is doing with education
AO3
In the UK, free schools take less disadvantaged students (Shepherd)
Allen - 20% of schools in Sweden are free schools, and it is the highly educated families which benefits
Improved education and gave greater control to parents instead of the state
Pupil premium
Schools receive an additional funding per term for those who are from disadvantaged backgrounds and eligible for FSM
Change to schools admissions code in 2014 meant that pupil premium students were given priority in school applications
Primary - £1385 per year
Secondary - £985 per year
AO3
Ofsted in 2012 found that in many cases, pupil premium was not spent on those it was supposed to help
1/10 said it made a difference to what they normally would have done
No way of knowing effectiveness of this policy
EBACC
Ball and Exley - coalition policy was underscored by belief in 'real subjects' and it made students studying the EBACC a feature of school league tables in 2010
Also saw a reform of the national curriculum with more demanding programmes of study in English, Maths, Sciences, languages, computing, history, and geography with more demanding National Curriculum Tests
AO3
38.7% of students entered for EBACC in 2010
Linear exams
Removal of coursework for most GCSE and A-Levels
All students assessed in end of year linear exams
Aim to raise standards and make A-Levels more demanding
Progress 8
In 2016, a new progress 8 measure measure was introduced, showing pupil progress in 8 subjects, replacing the previous A*-C in English and Maths
Makes it tougher for schools to push raising standards
Puts pressure on schools and pupils