New report exposes disparities faced by coastal and rural schools

Released: 05.06.23

Professor Tanya Ovenden-Hope of Plymouth Marjon University and Dr Rowena Passy of University of Plymouth have joined forces to release their latest research findings in a comprehensive report on educationally isolated coastal-rural schools.  

The report, published today on 05 June 2023, presents the culmination of a three-year study conducted within a large Multi-Academy Trust (MAT) that implemented a groundbreaking restructuring approach. The primary aim of this initiative was to enhance access to limited resources faced by schools located in coastal and rural areas. 

Featuring a Foreword by the esteemed Lord Jim Knight, the report recognises the longstanding challenges encountered by rural and coastal communities in England. Lord Knight describes the findings of this study as "fascinating and enlightening," asserting that the report deserves attention for its ability to provide guidance on charting a way forward for these communities. 

Over the course of three years, Professor Ovenden-Hope and Dr Passy conducted in-depth interviews with all school leaders within the MAT. Their research revealed that the establishment of local hubs, where schools collaborate closely, has the potential to alleviate the various challenges associated with educational isolation. These challenges, which hinder the recruitment and retention of teachers and impact pupil outcomes, were effectively addressed by fostering supportive and trusted relationships among school leaders within the Hub model. 

One of the most significant achievements highlighted in the report was the identification of best practices within the Hubs. Sharing this valuable information across the MAT was deemed instrumental in bringing rigor to the school improvement processes, ultimately benefiting all member schools. 

The report's key message emphasizes that small groups of schools working together in close geographic proximity promote school improvement through the sharing of resources. Professor Ovenden-Hope and Dr Passy strongly recommend that large MATs with educationally isolated schools consider adopting the Hub model. Additionally, they urge policymakers to recognise and respond to the unique needs of educationally isolated schools, taking steps to address them effectively. 

Speaking on the significance of this research, Professor Ovenden-Hope said: 

"A school’s place is really important in determining the type of resources it has access to. Rural and coastal schools, for example, typically have more limited access to teachers and to professional development than schools in urban settings.  

“We found that a Hub model of geographically co-located schools supported collaboration and the sharing of resources between school leaders, and a community awareness that highlighted the importance of locality. 

“School leaders really benefitted from the MAT Hub model. Being formally connected to other Heads from nearby schools made leaders feel both supported and heard while giving them access to a range of resources when needed”. 

This ground-breaking report sets a precedent for addressing the educational disparities faced by coastal and rural schools across the country. By advocating for a collective approach to resource-sharing and emphasizing the importance of locality, Plymouth Marjon University and the University of Plymouth researchers aim to transform the educational landscape for these communities. 

Find the report online here.