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  • Small scale learning communities enable children and young people to be known and valued as individuals

  • Each learner's particular needs are met and all aspects of development - creative, emotional, moral, spiritual as well as intellectual and physical - are encouraged

  • The learning process is active, participative and relates to the child's own experience

  • The learning community is underpinned by environmentally sustainable values and practices

  • Parents and the local community are seen as vital partners in the life of the school or learning community

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Most of the research into small schools, restructured schools and small classes which demonstrate the effectiveness of smaller structures in education has been carried out in the United States. In the United Kingdom research in this area is in its infancy. The following is an introductory survey into small scale.

The Small Schools Movement in the United States

The Northwest Regional Education Laboratory in Oregon, USA has published research on the relationship of school size to various aspects of schooling. Kathleen Cotton's findings in 1996 and 2001 show that 'small schools do a better job than large ones on virtually every measure of student attitudes and achievement. Teachers like them, and their curricula doesn't suffer.'

The main findings are;

  • Academic achievement in small schools is at least equal - and often superior- to that of large schools

  • Student attitudes toward school in general and toward particular school subjects are more positive in small schools

  • Student social behaviour (as measured by truancy, discipline problems, violence etc.) is more positive in small schools

  • Levels of extra-curricular participation are much higher and more varied in small schools

  • Student attendance is better in small school

  • Student academic and general self-regard is higher in small schools

  • Inter-personal relationships between and among students, teachers and administrators are more positive in small schools

  • Teachers attitudes towards their work are more positive in small schools

  • Larger schools are not necessarily less expensive to operate than small schools

  • Students from ethnic minorities and from impoverished backgrounds show marked gains in academic achievement and attendance 

Taken from Kathleen Cotton School Size, School Climate and Student Performance, 1996 and her latest work New Small Learning Communities: Findings from Recent Literature, 2001. Available from the Northwest Regional Educational Laboratory, Portland, Oregon, USA Tel: 001 503 275 9618  Website: http://www.nwrel.org/scpd/sirs/10/c020.html

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Small schools in the UK

Here, most of the research has focused on primary schools. The OFSTED (1999) review of primary education included a supplement entitled ‘Small Schools: How well are they doing?’ This data is available from NASS (National Association of Small Schools) www.smallschools.org.uk The data provides evidence that small schools have: 

  •          A better quality of teaching than in large schools

  •          A positive ethos with a family atmosphere

  •          Close links between staff and parents

  •          An important place in the local community

  •          Good standards of behaviour

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Ten things traditionally said about small schools The Reality
1. Mixed Age groups are a disadvantage. Not Proven. SATs results show better outcomes from smaller schools and, comparing like with like, small schools do as well as any. Small and very small schools regularly feature in OFSTED's top 100.
2. Mixed ability groups are a disadvantage Not Proven either in SATs results or inspection outcomes. OFSTED identifies particularly successful teaching employed in smaller schools.
3. Not enough subject specialist teachers. Not Proven OFSTED declares very small schools among the best for specialist teaching, not least their use of parent/community expertise.
4. Small schools have limited space. No Evidence that good buildings ever improved a young child's reading, writing mathematics or other work outcomes.
5. Limited resources affect quality. Not Proven. This is not confined to small schools. SATs results and inspection outcomes argue quality performance anyway.
6. Not Enough children of the same age. Not Proven. There is no evidence that young children actually need other children. In any primary school social activity is small-group oriented. Children gain from the adults as much as thrive on the overall humanity of scale found in small and very small schools.
7. Not enough children of any age. Not Proven Very small schools can be vulnerable professionally but many examples of excellence show what is possible; no evidence of social harm; co-operation with other schools broadens personal experience.
8. Able children lack intellectual challenge. There is evidence of some schools not adequately meeting this need but not that it cannot be met; some good provision reported. Test and inspection outcomes reflect this end of the ability spectrum well. Able children work well with others of different ages and learn to lead by example. Some small schools are also very good at providing adult stimulus.
9. Small schools are good for children with special needs. At least this is recognised. LEAs often use small schools for SEN pupils. The same human scale quality factor explains all the other successes.
10. Closeness to home helps children to be happy, secure and well-behaved, with very good attitudes to work and to each other. They are eager and enthusiastic, able to take responsibility. Often grudgingly admitted but a consistent thread of inspection reports and accounts informed by school visits. OFSTED reports affirm the high quality of such children's personal development. New research shows closeness to home reduces bullying. The link to home is a first element of effective education and a prime virtue of small schools.
 
 
 
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