Ehren, Melanie;
Hutchinson, Jo;
Munoz-Chereau, Bernardita;
(2023)
Place-based disparities faced by stuck schools in England: a contextual understanding of low performance and the role of inspection outcomes.
School Effectiveness and School Improvement
10.1080/09243453.2023.2238698.
(In press).
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Abstract
In 2017 the Office for Standards in Education, Children’s Services and Skills (Ofsted) identified stuck schools that have failed inspections continuously since 2005. Our study used quantitative methods to identify factors associated with improving or remaining stuck by analysing a sample of 580 primary and secondary stuck schools and their matched comparison group. We found that not only geographical location, student population, and deprivation play a part when explaining stuckness, but critically, persistently receiving less than good inspection grades contributed to this through two negative cycles: Schools located in more challenging places or with more disadvantaged pupils received worse inspection grades, which triggered increases in teacher turnover, and further received less than good Ofsted inspection judgements. These findings call for place-based inspections that consider school location and student composition, and recognise the detrimental role that inspections can play when judging school effectiveness, particularly of schools educating the most disadvantaged communities.
| Type: | Article |
|---|---|
| Title: | Place-based disparities faced by stuck schools in England: a contextual understanding of low performance and the role of inspection outcomes |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/09243453.2023.2238698 |
| Publisher version: | https://doi.org/10.1080/09243453.2023.2238698 |
| Language: | English |
| Additional information: | © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. |
| Keywords: | Social Sciences, Education & Educational Research, Stuck schools, Ofsted, failing schools, school inspection, place-based disparities, >, FAILING SCHOOLS, EDUCATION |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership > IOE - UCL Centre for Educational Leadership |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10176318 |
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