“I don’t think we can learn anything from you my dear”
(A comment on State and Independent Sector Collaboration?)
When these words were spoken to me I had taken a small group of ‘A’ level sociology students from my outer London comprehensive school to visit a very prestigious school in the independent sector. I was very impressed that they were happy to welcome us to their institution and the programme organised for the morning looked excellent.
We were shown around the school. The beautiful historic old buildings, the brand new theatre and swimming pools, the sixth form common room complete with an array of Chesterfield sofas, the rooms of the boarders together with a chance to meet their Geography students. No sociology was taught in the school.
Had they come to us they would have seen a 1970s building which needed more than a lick of paint, lessons taking place in classrooms only just big enough for the group sizes, the sixth form common room with chairs covered by one of the parents (thank you); plus a chance to meet both students and staff and a great enthusiasm for education.
The Head of Sixth Form declined my offer of a return visit.
Thank goodness things are changing. Whether you are a supporter of the independent sector or not it appears that the distance kept between state and private schools is diminishing even though it will take some time for the distrust to go.
The ‘First Eleven Magazine’ is a publication for the parents of children being educated outside the state system and earlier this year they published an article about schools working together. Paragraph 3 says, “For some private schools the decision to work with a state school was born out of necessity. St Mary’s School, Ascot, in Berkshire, with 350 girls, and the significantly larger co-ed comprehensive, Charters School, also in Ascot, with 1,600 pupils, couldn’t be more different but their partnership 12 years ago was a solution to a problem they both shared. Both schools had 2 children who wanted to do A-level drama but the board of St Mary’s required a minimum of four pupils for the course. The Heads resolved the problem by pooling their pupils.” The article goes on to say how their collaboration developed by sharing facilities.
There is much collaboration which is more imaginative than the example quoted but it is significant that, according to First Eleven, these close relationships have the support of the parents who are paying for their children’s education alongside only 7% of the school population.
Since 1998 the government has supported this symbiosis with the establishment of the Independent/State Schools Partnership. In 2008 there was a review of the charitable status conferred on fee-paying schools. Schools claiming this status need to demonstrate they fulfil a public benefit requirement. Although there have always been some links, these initiatives have made other institutions think more carefully about what happens outside their boundaries.
In March the Guardian has reported that Anthony Seldon, The Head of one of the most expensive school in the country, Wellington College, has registered an interest in becoming a Training School for both initial and post graduate teachers training. This may cause raised eyebrows as the independent sector does not require its teachers to have qualified teacher status. To be successful independent schools will need to have been deemed excellent by the independent schools inspectorate, have strong leadership and extensive and successful links with state schools. Independent schools have, over the last 6 years, have had 5 000 newly qualified teachers undertaking their induction year at an independent school although it is unclear how many then move into the state sector. So are barriers breaking down? Or is there still a view that,
“I don’t think we can learn anything from you my dear”
Vicky Shearn. Educational Consultant, Smart Development Group
Vicky has been successfully engaged with education for more than 30 years as a teacher, senior leader, local authority adviser and consultant, specialising in the secondary sector. She has a particular specialism in learning and teaching and using data to drive improvement. Vicky can provide organisations with briefings, workshops and a range of other forms of support to organisations to support them in curriculum development, and improving learning and teaching both at secondary and post-16 level. Please contact us for more information.