1. Development of State Education in the UK
Forster Act – Created ‘Elementary Schools’ where there was no church school. Provided some free education to age 10.
1870
Butler Act
Creation of formal, state funded education.
Students would sit an ‘11+’ exam and then be sent to one of three types of school:
Grammar School
Secondary Technical School
Secondary Modern School
1944
1965
British government backs the move to ‘comprehensive schools’ by introducing the ‘CSE’.

2. Development of State Education in the UK
Education Reform Act
Parents given more choice over which schools to send children to.
Schools encouraged to compete for students.
League tables introduced, and OFSTED published reports on each school.
Introduction of the ‘National Curriculum’.
SATs introduced at all key stages.
1988
New Labour:
Extended provision of Specialist and Faith Schools.
Introduced Trust Schools.
Introduced ‘City Academies’ to replace failing schools.
A-Level split into AS and A2.
Compulsory Education extended from 16 to 18.
1997 Onwards

3. How do schools choose students?
Ability
Where they live.
Parental Choice
Banding
Religion

4. Ability Catchment Area
Tests tend to favour more middle class children, which means schools reinforce social class bias.
Allows for schools to meet the academic needs of individual children better.
Catchment Area
Aims to ensure that all children have access to same standards of education wherever they live. Also keeps schools as part of communities.
Ignores that schools do differ in quality to start with, which encourages the practice of parents who can afford it moving closer to good schools.

5. Parental Choice Banding
In practice it is flawed. Education is a requirement by law, not a product consumers choose. In practice it continues social biases.
Encourages schools to compete for parent’s choice, meaning that schools will try to be better.
Banding
Breaks links between backgrounds of students, encouraging a more balanced social environment.
Performance in test does not lead to better education, therefore it is counter intuitive to parents who want best education for their children.

6. Religion Better exam results.
Common values to all students within schools.
Tighter ties with local communities.
Segregates children according to values.
Faith criteria may disguise other priorities such as ability or race.

7. What have we learned?
How has the law changed to try and make National Education more accessible?
What are the five ways of organising school admissions?
Which admissions Policy do you think is best and why?
How might the admissions policies favour the middle classes?