Educational Policy

• Compulsory education until 14-years-old

• Meant all pupils had knowledge of how to read and write

• Broadened educational opportunities for working-class children

• Took years to get the full effect of the proposed policy

Tripartite System

• Three schools - grammar, secondary modern, secondary technical

• Grammar schools were only attended by around 20% of young people
  • Were seen as prestigious

• Secondary moderns were attended by 75% 
  • Were seen as low-status, creating a large class-divide

• System wasted talent
  • Many secondary modern student not allowed to take O-Levels, denying them of further progress

• System offered separate but equal schools to suit students' different abilities and aptitudes

• Brought in because the Tripartite System was wasting talent

• It would provide a single form of state secondary education for all

• Students of all abilities and backgrounds were offered the same opportunities

• Reduced inequality as everyone was offered the same education, so class divisions are also reduced

• Social class inequalities had not really improved
  • there were still pupils who wanted to go to a certain school

• Distance learning

• Gave adults fresh educational opportunities
  • Fits around their lives

• Introduced grant maintained schools funded directly by central governments

• Introduced city technology colleges to focus of STEM subjects

• Funding in schools is down to number of pupils attending, and not class

• Parents' opinions are valued

• Popular schools became over-subscribed

• Bad schools don't receive funding to improve

• Government told teachers for the first time in England and Wales what to teach and to provide tests for their pupils

• Encouraged students and teachers to do their best

• Might have made the teachers feel stressed and anxious as they knew that they were being tested

• State secondary schools in England and Wales were required to publish their Key Stage, GCSE, and A-Level results

• Provided parents with the information they needed to make the best choice about which school their child/ren should attend

• Intensified competition between schools by encouraging them to improve their position on the league table

• The teachers might have felt stressed with trying to improve their facilities/standards in order to move up the table

Academies

• Introduced to replace 'failing' comprehensive schools in low-income, inner city areas
• GCSE results were better
• They took fewer students with special educational needs/behavioural problems

Sure Start

• Targetted under-5s and their families living in the most deprived parts of the UK
• Based on the idea that early intervention will have long-term positive effects

Apprenticeships

• To combat arguement of 'job selection is on the basis of presumed abilities'

• Built new schools which required no tuition fees

• Gave more choice to those less advantaged

• There is no evidence that free schools increased educational standards

• 24% of free schools built in 2011/12 were marked outstanding by OFSTED

• They were introduced to raise standards of less well-achieving schools

• Additional payment to schools based off of the number of FSM students enrolled

• Gives schools the ability to support those students from disadvantaged backgrounds
  • Creates a more socially mobile Britain

• Doubts from headteachers
  • Additional money merely makes up for cuts elsewhere, if that (Marlwood School)

• Progress 8
  • a measure of secondary schools' performance

• Numberical grading system for GCSEs

• Incentivises schools to offer a good curriculum, and lets them focus on all students from the top to the bottom

• Takes in no account of the fact that some schools are located in disadvantaged areas/low-income families