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Analysing Free Schools in England, 2018 Free For All? Analysing free schools in England, 2018 1 Free For All? Analysing free schools in England, 2018 Jen Garry Chloe Rush Jude Hillary Carl Cullinane Rebecca Montacute Published in May 2018 By the National Foundation for Educational Research The Sutton Trust The Mere, Upton Park, Slough, Berkshire SL1 2DQ Millbank Tower, 21-24 Millbank, London, SW1P 4QP www.nfer.ac.uk www.suttontrust.com © 2018 National Foundation for Educational Research © 2018 The Sutton Trust Registered Charity No. 313392 Registered charity No. 1146244 ISBN: 978-1-911039-77-8 How to cite this publication: Garry, J., Rush, C., Hillary, J., Cullinane, C. and Montacute, R. (2018). Free for All? Analysing free schools in England, 2018. Slough and London: NFER and The Sutton Trust. Contents About this research ................................................................................................................ 1 Executive summary ............................................................................................................... 2 Recommendations ................................................................................................................. 4 1 Policy context .................................................................................................................. 5 2 What types of free school have been set up? ......................................................... 8 3 Are free schools being set up in areas where they are needed? ....................... 14 4 What are the characteristics of pupils who attend free schools? ..................... 17 5 How popular are free schools with parents? ......................................................... 22 6 How do free school pupils perform at Key Stages 2 and 4? ............................. 26 References ............................................................................................................................. 29 Appendix A: Methodological Note ................................................................................. 32 About this research Free schools are all-ability schools, funded by the whether certain free schools have been more government, and can be set up by groups such as successful at achieving policy aims of alleviating charities, universities, teachers or parents. Free basic need for school places, generating school schools came into being as part of the Academies Act diversity, and raising standards. 2010 and the Education Act 2011 and have the same We aim to respond to the following research legal status as academies. The first free schools questions: opened in September 2011 and by the end of September 2017, 311 had been established, of which What are the types of free schools that have been 156 were primary free schools, 118 secondary free set up under the programme? schools and 37 all-through free schools. Nine have Are free schools being set up in areas where they closed since being established (four primary, five are needed? secondary). What are the characteristics of pupils who attend This report takes a snapshot of the free school free schools and how do they compare to their programme in England, seven years after its catchment areas? establishment, looking at the types of school set up, the characteristics of their pupils, and their academic Are free schools proving to be a popular choice outcomes. with parents? Little is known about the types of schools which have How does Key Stage 4 attainment of pupils who been set up by the free school programme. In this attend free schools compare to pupils in other research, we examine the various categories of free schools with similar characteristics? school, looking at the balance of faith schools, In order to address these questions, a three-stage former independents, schools showing a real process was implemented. Firstly, to provide a more innovative ethos, schools established by parents, and nuanced picture of the types of free schools, schools opened by existing multi academy trusts. We information was sourced from publicly available also examine how the proportions of schools in each sources, including school websites and prospectuses, of these categories have altered over time. and coded into categories. Secondly, a series of As well as types of free school, comparatively little illustrative case studies were selected to provide research into the characteristics, progress and further insight into the types of schools identified. attainment of pupils attending these schools has Publicly available sources were combined with emerged to date (EPI, 2017). Evidence is limited, and interviews with staff where possible. Finally, where it exists, findings suggest mixed outcomes administrative data on schools, pupils and their (Sumner, 2017). Free schools are a small, diverse characteristics was obtained through the ‘Get group, with certain schools behaving very differently Information about Schools’ website, the National with respect to performance (Nye and Thomson, Pupil Database, and other official statistics published 2017). by the Department for Education, and analysed quantitatively. We therefore build on the research base by comparing pupil intake characteristics of free schools As the free school policy is still in its relatively early to their catchment areas using the three most recent stages, it is likely that the free schools picture is cohorts of available pupil data: 2014/15, 2015/16 and changing year-by-year. As more free school data 2016/17. Through this, we aim to provide local becomes available, it is possible to derive more context to the national-level free school statistics nuanced insights into how free schools are which currently exist and provide further evidence on functioning in practice. Research presented in this the question of social selection to free schools report, and subsequent research updates, will be (Bolton, 2016). We explore the question of where useful for enabling a better understanding of the free schools are established, and how characteristics types of pupils who are attending free schools, and of these areas might have an impact on the schools the impact these schools are having on their progress. themselves. Furthermore, we gain some insight into 1 Executive summary Free schools were the flagship education policy of found to be innovative, compared to 29 per cent the coalition government when they were first of 113 open secondary free schools. introduced in 2010. They were intended to bring A further outcome of the free school programme new and innovative providers – including parents was a substantial increase in non-Christian faith and teachers – into a more autonomous and self- schools, particularly Muslim, Jewish and Sikh improving school system, driving up standards schools. through greater school choice and increased competition. Today, as the preferred model of In reality, the free school programme has been a new schools, they remain a key part of vehicle by which new schools are opened by government education policy and are likely to academy chains, a trend which has increased in continue to play an important role in future years. recent years. From 2011 to 2013, about half of The free school policy is in many ways a secondary free schools and just over a quarter of continuation of a larger drive towards school primary and all-through schools were set up by autonomy pursued by various governments over academies. This has increased to almost four in the last 20 years, starting with the Labour five of the new free schools opened since 2015 government’s original academy policy in the early (78 per cent of the 37 secondaries and 84 per cent 2000s. of the 73 primary and all-through schools). Overall, 178 free schools have been set up by Free schools are all-ability schools, funded by the academy trusts, over half (59 per cent) of all free government. They are not run by local authorities schools. and have the same status as academies. Free schools have flexibility over decisions such as the Free schools have largely been set up in areas length of the school day, and they are not required with a need for more school places, but some to follow the national curriculum. However, areas have ended up with either more, or less unlike most academies, free schools are unique in capacity than needed. In earlier years of the free having freedom to shape the approach and ethos school programme, most primary free schools of a school from the very beginning of a school were opened in areas which had enough school project. The free school programme aimed to places. However, over time this has shifted, and in improve school standards by increasing the later years most new primary free schools have autonomy of schools, in the hope that this would been opened in areas with at least some need. A subsequently boost choice and competition few primary school planning areas which have between them. opened a new free school now have excess places, which may lead to schools in those areas having One of the original intentions of the free school to face budget cuts in future. Conversely, almost programme was to encourage groups of parents to all the secondary planning areas which had a free set up schools in their communities. However, school opened in the years examined here did not only one in five free schools has had parents have enough places, with half of those having a involved in their inception, and the proportion of severe need. Further extra places are still needed parent led schools has decreased over time. The in
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