High Performing Specialist Schools: What Makes the Difference?

2000

School Effectiveness and School Improvement, 2006

Expanding the specialist school programme is a major plank in the government's strategy for improving and 'transforming' secondary schools. The distinguishing characteristic of specialist schools is that they are state schools which have successfully applied to the Department for Education and Skills (DfES) for a particular prescribed subject specialism, having raised the required private sponsorship money and submitted a development plan with agreed targets. If approved as worthy of specialist status the school receives from the DfES £100,000 in capital funding and £126 per pupil for four years -or longer if redesignated as specialist. Specialist status was introduced in 1994 by the previous government. The first specialist area was technology, followed the next year by languages. In 1997 sports and arts specialisms were introduced. The current government has added a further half dozen specialisms. By 2003 there were 1443 specialist schools out of 3173.

2010

The schools used a range of strategies to improve and to help to narrow the achievement gap. However, while results in GCSEs and other examinations were used as key measures of the impact of strategies, developing a caring, educative community of learning ethos was also a feature of practice in each of the schools.

New Economy, 2003

Sponsored academies are independent state-funded schools that are unique in England's state school system in that they have an external sponsor. This paper involves two case studies in which 'successful' schools are sponsors for academy schools and are new agents of non-selective schooling. The study is part of a qualitative nested case study of ten academies which aims to investigate the motivations of sponsors, the leadership roles of the sponsor and academy principal, and how the ethos and vision of academies have been realised. This paper discusses the findings from five interviews of key players in the creation of two academy schools. 'Successful' schools that are sponsoring academies are generally those that are selective by examination entrance and/or private fees. Analysis shows a range of motivations for the sponsors and different tensions and relationships between the principals and sponsors. Both academies have utilised the high status branding of their sponsor as a key to transformation. The relationship is unusual in one case in that there is a degree of symbiosis between the headmaster of the 'successful' school and the principal of the academy. The research does not seek to evaluate the success of the initiative. The paper concludes that ethos and vision are at the heart of sustainable school transformation; further work would need to be undertaken to evaluate the long-term success of these academies.

Ossc Bulletin, 1982

International Journal of …, 2010

Purpose – This paper aims to explore the nature of effective schools serving socially disadvantaged communities, and to point to an overlooked feature in the literature on school effectiveness in relation to social inclusion. Design/methodology/approach – As part of a trans-European project, three English schools are investigated. A qualitative case study approach is utilised. The schools selected have high proportions of ethnic minority students with low socio-economic status backgrounds, yet demonstrate successful results. Findings – The data show the importance of high expectations, and the development of classroom and school-wide systems to translate these into practice. This reflects areas highlighted by earlier research on schools in disadvantaged communities. The data also point to important conclusions about school ethos. Research limitations/implications – The findings are based on a sample of three schools. Though purposively selected (as successful in challenging circumstances), further research is needed into the role of an inclusive ethos in school effectiveness. Practical implications – As Scheerens and Bosker argue, schools are most important for underprivileged and/or initially low-achieving students. Improving the effectiveness of schools in disadvantaged communities is therefore vital, and an ethos of inclusion is an essential dimension in this. Originality/value – The conclusions mirror in many respects the findings of earlier research on effective schools in socio-economically deprived communities. However, the paper also draws attention to the importance of developing and sustaining an ethos of inclusion in schools serving disadvantaged communities.

2001

The specialist schools programme is seen as a key way of transforming the 'bog standard' comprehensive education system. This has been portrayed as meeting the local needs of parents. However, there is little evidence that such a programme can make such an impact. This paper examines the impact of the specialist school programme in England on secondary school admissions and, instead, suggests that the most likely effect will be in exacerbating the inequalities that some schools currently have in admitting children from privileged backgrounds. In particular, it is shown, schools that have control of their own admission arrangements will benefit the most and lead to the creation of a twotier education system.

1990

This paper presents findings of a study that examined the perceptions of educational stakeholders in two regions of the Victorian Ministry of Education toward effective-schools issues. Data were obtained from a survey mailed to a total of 1,060 principals, school councillors, teachers, parents, and students in 100 schools--50 schools each from the southern and northern metropolitan regions of Melbourne, Australia. A total of 583 questionnaires were received from 81 schools. Overall, respondents perceived no dominant role for an effective school, but rather, a wide range of academic, citizenship, and personal-development functions. Staff and schoolwide decision-making processes were viewed as more important in the development of an effective school than were the specifics of classroom activities or the overall organizational system. Finally, school personnel perceived their schools to be effective. Follow-up visits to five diverse schools from the survey confirmed the latter finding. School personnel said that the most important element of an effective school is a dedicated and cooperative staff that utilizes effective communication and teamwork. Two tables are included. (Contains 22 references.) (LMI)