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    Scandal of Admissions in Secondary Schools
    Scandal of Admissions in Secondary Schools
    Scandal of Admissions in Secondary Schools
    Ebook133 pages1 hour

    Scandal of Admissions in Secondary Schools

    By Stephen Taylor

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    About this ebook

    This book is about 'left overs'. It's like a cookery book, only it doesn't focus on quality fillet or how to deal with oysters; it does not look at Bordeaux or Burgundy. It is about schools, learning and how we have ended up with the most selective system of education since the early 1900s.

    'Scandal of Admissions in Secondary Schools' aims to highlight and describe the challenges, failings and potential solutions to a situation which is in urgent need of scrutiny and attention.

    LanguageEnglish
    PublisherStephen Taylor
    Release dateMar 22, 2016
    ISBN9781310778131
    Scandal of Admissions in Secondary Schools
    Author

    Stephen Taylor

    Stephen Taylor is the author of the pet care advice book "Your Cat Won't Do That!: Observations and Advice for Cat Companions from a Longtime Cat-Sitter." Stephen has also written a number of articles and essays published in venues. Several of Stephen's cat stories have been included in the highly popular anthologies produced by "Chicken Soup for the Soul." He is also the author of the sports blog “The Disgruntled Fan Report.” Originally from Philadelphia, PA, Stephen grew up in the San Francisco Bay Area before moving to the Oregon coast. Among other ventures, Stephen spent a decade as a professional cat-sitter in addition to serving as a cat care volunteer at a Bay Area animal shelter, where he helped prepare hundreds of cats for adoption. Today, Stephen spends his days in his Oregon home working as a graphic artist, writing on various topics, and pondering all things feline.

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      Book preview

      Scandal of Admissions in Secondary Schools - Stephen Taylor

      Chapter One:

      Dealing with the Outcome of Selective Education

      Selective education — How to lead a school in challenging circumstances: The issues.

      I’ve said challenging schools need more than good leadership. It needs empathy, an understanding and a realisation that we must do it differently. Moreover, if we succeed, the students, families, schools, community and economy all win. There are human reasons for this debate. However, there are also massive economic reasons for instituting a change. If we could get this right we could save billions of pounds (see Chapter eight).

      We’ve tinkered with challenging schools for years: Education Action Zones (EAZs), a ‘National Challenge’, and ‘pupil premium’. Most of these are/were finance-led. The truth is, education cannot deal with some challenging schools on its own. In a former life, I was the school’s Action Zone Co-ordinator. We did some lovely projects. We sang, we played, and we were literate, even numerate, and had the best transition ever (or so we thought). Then we sent students back to deprived homes with no play, no song, and little communication. Those families with little academic ability struggle when choosing secondary school at year six, whereas those who achieve level sixes aim for grammar or elite academies. Those achieving level fives go for good academies. Simply put, The best get the best. Some families cannot be bothered to even return the form, so those with lower ability and those who are not bothered end up in the challenging schools. That’s their choice.

      Challenging schools need a cross-society perspective including community, admissions, housing, social services etc. Over and over again we hear of evidence that questions how well we are doing with the most difficult of schools. The National Audit Office (NAO) (October 2014) has argued that a significant number of children still attend underperforming schools. The NAO estimates that in 2013–14, 1.6 million children (23 per cent) were not attending a school rated as either ‘good’ or ‘outstanding’.

      There is an inbuilt contradiction here: autonomy versus overall responsibility. Amyas Morse, head of the NAO says: ‘The Department for Education’s system for overseeing schools is still developing. The department has been clear about the need for schools to improve and nationally education performance has done so. But there are significant gaps in the Department’s understanding of what works, and the information it has about some important aspects of school performance is limited. Greater school autonomy needs to be coupled with effective oversight and assurance. The Department has made some improvements but has further to go.’ (Morse, 2015).

      However, if it is possible to do something about these ‘significant gaps’ the rewards will be monumental. If we fill the gap around achievement this will lead to further fulfilled lives, better economic prospects, more investment, more spend and a better economy.

      I was born in Warrington in Lancashire. It subsequently became Warrington in Cheshire, then Warrington on The Mersey and finally just ‘Warrington’. ‘You know — where Chris Evans comes

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