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1 Independence As the Constrained Freedom to Individuate: a Study from an Internal Perspective of the Aims and Evaluation Pr

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1 Independence As the Constrained Freedom to Individuate: a Study from an Internal Perspective of the Aims and Evaluation Pr Independence as the constrained freedom to individuate: a study from an internal perspective of the aims and evaluation processes in early twenty-first century secondary schools belonging to the Independent Schools Council (ISC) associations Christine Anne Mannion Watson B.A., M.Sc. Thesis submitted in fulfilment of the requirements of the degree of Doctor of Philosophy UCL Institute of Education University College London February 2017 1 I, Christine Anne Mannion Watson, certify that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. 2 Abstract Originally conceived as a school effectiveness study to address a gap in school effectiveness literature, which largely excluded the private sector, this research was designed to examine the purposes of Independent Schools Council (ISC) independent secondary schools which were free to set their own aims, and the ways in which they judged their success in achieving their goals, given that they are not subject to inspection by the government’s agency The Office for Standards in Education (OFSTED). As the study evolved, the focus shifted to an exploration of how independence was constituted in the schools studied, and the constraints under which they operate. The inquiry opens with an examination of the different categories of independent school and gives reasons for the choice of schools studied. This is followed by a review of literature relating to private schools, which is principally historical; studies of educational policy-making, and of the conflict between the individualist and collective aims of schooling. Initial scrutiny of the aims statements of 84 schools and accompanying questionnaire responses revealed the uniqueness of each school’s stated goals, although certain aims appeared characteristic of most schools surveyed, notably the development of individual potential and provision of a supportive environment. Further analysis highlighted the concept of individuation, both of the institution and of the pupil. Interviews with representatives of the inspectorate and a small number of headteachers, and analysis of a sample of inspection reports shed further light on this, particularly in the field of evaluation. However, the freedom to individuate was not found to be absolute. Constraints identified included government policy, external expertise, school personnel, concerns about social justice, and the need to market the school. The aims analysed largely reflected parental choice factors evident in the relevant literature, suggesting that neoliberal ideology also restricts a school’s freedom. 3 Acknowledgements Many people have helped me with this research and I am grateful to them all, whatever their contribution. However, I should especially like to thank all the headteachers who sent me their aims statements, and responded to my questionnaire. In particular, I wish to express my gratitude to those heads and ISI representatives who agreed to be interviewed and gave so generously of their time and ideas. Thank you also to Dawn Eady and Jane Bostock whose assistance with administrative tasks such as questionnaire distribution and the arrangement of interviews was invaluable. Special thanks are reserved for my supervisors Caroline Lodge and Paul Dowling whose wise counsel, guidance and encouragement have been crucial throughout this enterprise. I also greatly appreciate the advice given by Claudia Lapping concerning the upgrade submission, and Jane Perryman in acting as thesis reader. Finally, I owe an enormous debt of gratitude to my husband, Denis, whose patience, understanding, and support, over a long period, have sustained me. I am grateful too for his computer expertise, and assistance with data entry when compiling the bibliography, and formatting the written text. 4 Contents Page No. Abbreviations used in thesis 9 Chapter 1 Introduction Rationale for the present study 11 Which schools are considered to be independent in the present study ? Overview of the different types of independent education in England 12 The focus of the research 19 Chapter 2 Literature Survey Introduction 22 The Independent Sector: the context of the present study 22 The history of the Independent Sector 23 The debate over the aims of schooling and consequent governmental relations with private schools 28 Educational policy-making in England 42 The nature of independence 48 Conclusion to Literature Survey 49 Chapter 3 Methodology Relevant Epistemological Issues 52 Ethical considerations 55 The Research Study 60 Chapter 4 The Research Phase 1: The aims of ISC schools Introduction 82 Part 1 – Questionnaire analysis – The definition and dissemination of aims in English ISC secondary schools 83 Part 2 – The aims of English ISC secondary schools 91 Comparison between the aims of the National Curriculum and those of ISC schools 115 5 Chapter summary 120 Chapter 5 The Research Phase 2: Interviews with Headteachers Introduction 122 Verification of findings from the aims survey and questionnaire analysis 123 Summary of aims discussion 128 Uniqueness 130 Criteria for judging school quality 134 Self-evaluation in ISC schools 142 The concept of independence 156 Chapter summary 160 Chapter 6 The Research Phase 3: Inspection reports Introduction 164 The third research phase 165 The frameworks and inspection procedures 168 The reports – format and content 168 Summary of comparison between ISI and Ofsted reports 184 ISI inspection reports and the defining characteristics of ISC schools 185 Comparison between Heads’ criteria for judging quality and those found in inspection reports 198 Comparison of Heads’ comments on their schools’ uniqueness and their ISI reports 202 Comparison of reports with aims analysis by category of school 205 Chapter summary 206 Chapter 7 Summary and Discussion Introduction 211 The characteristics of independence in ISC schools 213 6 Evaluation in ISC schools 216 The role of ISI inspection reports in reinforcing individuation 218 Is it appropriate to speak of an Independent Sector? 219 Constraints on the degree of independence experienced by ISC schools 222 Conclusion 231 Chapter 8 Conclusion Achievements of the research 235 Limitations of the research 240 Implications for future research 242 Implications for practice 246 Appendices Appendix 1 Schools surveyed, Spring 2003 260 Appendix 2 Questionnaire format 262 Appendix 3 School semi-structured interview questions 264 Appendix 4a Schedule for semi-structured interview with the first ISI representative 266 Appendix 4b Schedule for semi-structured interview with the second ISI representative 268 Appendix 5 Original literature survey 269 Appendix 6a Framework comparison until 2009 – Ofsted and ISI 292 Appendix 6b Comparison of frameworks introduced in 2009 – Ofsted and ISI 294 Appendix 6c The Independent Schools Standards Regulations (ISSR) 296 Appendix 7 Self-evaluation methods in ISC schools 297 Appendix 8 The interview schools 298 Appendix 9 Aspects of evaluation criteria 303 Appendix 10 Schools inspected until September 2015 under the Ofsted framework for inspecting education in non-association independent schools 304 Appendix 11 Home Education 309 Appendix 12 Works consulted during thesis writing but not cited 311 7 Bibliography 316 List of Figures Page No. 1.1 Independent schools and levels of government control 14 3.1 Composition of aims survey sample 69 3.2 Schools involved in interviews 78 4.1 Most recurrent aims 96 4.2 References to aim according to type of provision 98 4.3 References to aim according to composition of pupil gender 100 4.4 References to aim according to religious affiliation 102 4.5 Final aims coding outcome 103 5.1 Characteristics of schools involved in interviews 123 5.2 Self-evaluation model 145 7.1 Independence as the constrained freedom to individuate in early 21st century ISC schools 234 8 Abbreviations used in this thesis Ministerial departments responsible for education: DCSF Department for Children Schools and Families (June 2007-May 2010) DES Department for Education and Skills (2001-June 2007) DFE Department for Education (May 2010 onwards) DFEE Department for Education and Employment (1992-1995) Others: A Level Advanced Level General Certificate of Education ASCL Association of School and College Leaders ALIS Advanced Level Information System EAL English as an Additional Language EBacc English Baccalaureate ECM Every Child Matters GCSE General Certificate of Secondary Education GDST Girls’ Day School Trust GSA Girls’ Schools Association HMC Headmasters’ and Headmistresses’ Conference HMI Her Majesty’s Inspector/Inspectorate IAPS Independent (formerly Incorporated) Association of Preparatory Schools ICAJE International Commission on the Apostolate of Jesuit Education IGCSE International General Certificate of Secondary Education ISA Independent Schools Association ISC Independent Schools Council ISI Independent Schools Inspectorate ISI2/ISI3 Second/third cycle ISI inspections ISIS Independent Schools Information Service ISSR Independent Schools Standards Regulations LEA/LA Local Education Authority/Local Authority LDD Learning Difficulties and Disabilities NC National Curriculum 9 NCSL/NCTL National College for School Leadership (now National College for Teaching and Leadership) NMS National Minimum Standards for Boarding Schools OFSTED (Ofsted) Office for Standards in Education MIDYIS Middle Years Information System NQT Newly qualified teacher NUT National Union of Teachers QCA Qualifications and
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