'Educational Isolation: a challenge for schools in England' aims to provide an understanding of this complexity through a considered definition of ‘educational isolation’ and to support schools in accessing resources for school improvement through recommendations for policy makers, funding agencies/organisations and stakeholders.
This fluidity makes definition difficult, and the one presented in the report is purposefully broad to encompass the many combinations of challenges of location and consequential limited access to specific resources.
The report is authored by Professor Tanya Ovenden-Hope of Plymouth Marjon University and Dr Rowena Passy of The University of Plymouth.
“ What is so heartening about this work is that it is systematic. The stress on the complexity of the problem is what makes it stand out. ”
“ This illuminating report indicates the reasons why isolation of schools is prevalent in rural and coastal communities, which can be tackled with a modicum of common sense and a national commitment to all schools. ”
“ This is a very important and timely report with important messages for all parts of the education sector. This is particularly the case where there has been a tendency for a London/urban centric view to dominate policy making... It is extremely timely as DfE have very recently published its Teacher Recruitment and Retention Strategy. It therefore now has an ideal opportunity to consider the findings of this report as it shapes its implementation plans... As a member of the R&R advisory group supporting the DfE strategy I am particularly struck by the challenges thrown up for teacher recruitment, retention and development by the Education Isolation report. ”
Professor Ovenden-Hope and Dr Rowena Passy have recently concluded a three year qualitative research project (2019 – 2022) that explored the use of a ‘hub school’ model by a new multi-academy trust to mitigate the effects of educational isolation on its 19 schools. The final report will be out in Spring 2023.