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Attainment and Progress in Faith Schools

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Attainment and Progress in Faith Schools 1 About the authors Jon Andrews, Director for Education Data and Statistics. Jon recently authored the report ‘School Performance in multi-academy trusts and local authorities’ and co-authored ‘Grammar schools and social mobility’. Prior to joining the Education Policy Institute, Jon worked in the Department for Education from 2003 to 2016; most recently leading analysis for the National Funding Formula for schools, the 2015 Spending Review and the education White Paper, ‘Educational Excellence Everywhere’. Rebecca Johnes, Research Officer. Rebecca has worked in schools in both Japan and the UK and has also worked for The Challenge, the largest provider of National Citizen Service. Rebecca is co-author of ‘Widening the gap? The impact of the 30-hour entitlement on early years education and childcare’ and ‘Grammar schools and social mobility’. Acknowledgements Jo Hutchinson is Associate Director for Education Data and Statistics. Jo recently authored ‘School inspection in England: Is there room to improve?’ and co-authored the reports ‘Divergent pathways: the disadvantage gap, accountability and the pupil premium’ and ‘Grammar schools and social mobility’. Prior to this, Jo spent ten years as a statistician at the Department for Education, leading on evidence for the London Education Inquiry, the National Curriculum Review, behaviour and attendance, floor standards reform, and character education. Jo led the development of the Disadvantage Attainment Gap Index. Natalie Perera, Executive Director and Head of Research. Natalie is principal author of our ‘Education in England: Annual Report 2016’ and has overseen recent publications including ‘Grammar Schools and Social Mobility’; ‘School Performance in Multi-Academy Trusts and Local Authorities’; and ‘Divergent Pathways’. Natalie worked in the Department for Education from 2002 to 2014 where she led on a number of reforms, including the design of a new national funding formula. About the Education Policy Institute The Education Policy Institute is an independent, impartial and evidence-based research institute that aims to promote high quality education outcomes, regardless of social background. Education can have a transformational effect on the lives of young people. Through our research, we provide insights, commentary and critiques about education policy in England - shedding light on what is working and where further progress needs to be made. Our research and analysis will span a young person's journey from the early years through to higher education and entry to the labour market. Because good mental health is vital to learning, we also have a dedicated mental health team which will consider the challenges, interventions and opportunities for supporting young people's wellbeing. Our core research areas include: . Accountability and Inspection . Benchmarking English Education . Curriculum and Qualifications 1 . Disadvantaged, SEND, and Vulnerable Children . Early Years Development . School Funding . School Performance and Leadership . Teacher Supply and Quality . Children and Young People's Mental Health . Education for Offenders Our experienced and dedicated team works closely with academics, think tanks, and other research foundations and charities to shape the policy agenda. This publication includes analysis of the National Pupil Database (NPD): https://www.gov.uk/government/collections/national-pupil-database The Department for Education is responsible for the collation and management of the NPD and is the Data Controller of NPD data. Any inferences or conclusions derived from the NPD in this publication are the responsibility of the Education Policy Institute and not the Department for Education. Published November 2016 Education Policy Institute. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. For more information visit creativecommons.org 2 Contents Foreword ................................................................................................................................................. 4 Executive summary ................................................................................................................................. 5 Part 1: Policy background ....................................................................................................................... 8 Faith schools ....................................................................................................................................... 8 Brief history of faith schools ............................................................................................................... 8 Regulations for faith schools ............................................................................................................... 9 Green paper proposals relating to faith schools ................................................................................. 9 Responses to green paper proposals relating to faith schools ......................................................... 10 Structure of this report ..................................................................................................................... 11 Part 2: The current landscape ............................................................................................................... 12 Number of faith schools .................................................................................................................... 12 Religious character of faith schools .................................................................................................. 14 The reach of faith schools ................................................................................................................. 14 Governance of faith schools ............................................................................................................. 18 Part 3: The characteristics of pupils who attend faith schools and social selection ............................ 21 Profile of faith school pupils compared to national rates ................................................................ 21 Social selection .................................................................................................................................. 24 Social segregation within local authorities ....................................................................................... 27 Characteristics of the most socially selective schools ...................................................................... 31 Part 4: Attainment and progress in faith schools ................................................................................. 34 Attainment and progress in faith and non-faith schools at Key Stage 2 .......................................... 34 Attainment and progress in faith and non-faith schools at Key Stage 4 .......................................... 35 Attainment by pupil characteristics in faith schools ......................................................................... 37 Attainment of pupils in faith schools in context ............................................................................... 39 Part 5: Conclusions and policy questions .............................................................................................. 42 Annex 1: Data sources .......................................................................................................................... 43 Annex 2: Further breakdowns .............................................................................................................. 44 3 Foreword The Education Policy Institute is an independent, impartial, and evidence-based research institute which aims to promote high quality education outcomes for all, through analysis that both informs and influences the policy debate in England and internationally. In its recent green paper, Schools that work for everyone, the Department for Education announced that it plans to expand the number of ‘good school places’, in particular by allowing successful education institutions such as independent schools, universities, selective schools, and faith schools to expand their role. This paper looks particularly at one of the above categories – faith schools. It asks whether the government is right to claim that ‘The vast majority of these are high-performing schools whose performance compares well with mainstream schools’, and that ‘pupils from poorer backgrounds perform better at faith schools than at other schools’. We look not only at the raw attainment scores of those pupils who attend faith schools, but at their performance after taking into account pupil characteristics. It is known that some faith schools admit smaller numbers of children from disadvantaged backgrounds than found in their own local areas. Does this mean that if faith schools secure better results than other schools, it is only because they are more socially selective? We seek both to answer this question, and to look at how socially selective faith schools are – including by comparing them with other groups of schools, such as academically selective schools, and high performing non-selective schools. The government proposes to make it easier for new faith free schools to open, by removing the 50 per cent cap on faith based admissions, which was introduced by the 2010 Coalition Government. What effect might this have on both attainment and faith based admissions? As ever, we welcome comment on the analysis and conclusions of
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