EUKN - European Urban Knowledge Network - Responding to challenging circumstances: evaluation of the 'Schools Facing Exceptionally Challenging Circumstances' project

Responding to challenging circumstances: evaluation of the 'Schools Facing Exceptionally Challenging Circumstances' project

Introduction

The findings of an evaluation of the Schools Facing Exceptionally Challenging Circumstances project, which involved eight well-managed secondary schools facing extremely challenging circumstances in terms of poor attainment and catering for children from socio-economically deprived areas.

Description

The evaluation explains the background to the project and the approaches to school improvement which were assessed. It analyses the impact of the various aspects of the programme at:

pupil,
school,
project level.

The evaluation finds that the project had a mixed impact on the schools involved, but that there were examples of exemplary practice which other schools facing challenging classroom behaviour could learn from.

Background information

Schools Facing Exceptionally Challenging Circumstances (SFECC) was introduced as an innovative school improvement project for a small selection of urban schools in the most disadvantaged communities. The evaluation assesses its success.

Methodology

The evaluation used both quantitative and qualitative methods of research.

The quantitative research analysed changes in examination performance in the eight schools between 2001-2004, and compared the performance with a group of similar schools.

The qualitative research comprised interviews, focus group discussion, shadowing, observation and questionnaire, the effects of the project in each of the schools, and the ways in which each of the schools interacted with the community it serves.

Conclusions

Success in terms of raised attainment at GCSE is not clear, however the conditions of poverty, disadvantage and turbulence faced by the pupils in the areas of the schools are so much higher than those of other schools.

The schools have benefited from the external intervention and support of the programme and the major success of the programme was the establishment and development of the School Improvement Group (SIG) and its impact on teaching strategies in classrooms in each school.

Opportunities built into the school timetable for staff to share good practice within the school, eg by peer observation or mentoring, have enhanced professional development. Attempts to introduce cutting-edge technology met with mixed success. The challenge for the schools now is sustainability.

Contact info

Department for Education and Skills
Phone: +44 870 000 2288
info@dfes.gsi.gov.uk

Publication date

Project finished

01/06/2005

Researcher

John MacBeath, John Gray, Jane Cullen and others (University of Cambridge Faculty of Education)

Links

Visit the Department for Education and Skills website

Download the "Schools Facing Exceptionally Challenging Circumstances" evaluation (PDF, Eng 920 KB)

Document type

research

Themes

Urban Policy > Social inclusion & integration > Education

Keywords

Secondary education