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      Variations on a middle class theme: English primary schools in socially advantaged contexts

      Thrupp, Martin; Lupton, Ruth
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      Thrupp Luptin 2011 Author version.pdf
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      DOI
       10.1080/02680939.2010.508178
      Link
       www.tandfonline.com
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      Thrupp, M. & Lupton, R. (2011). Variations on a middle class theme: English primary schools in socially advantaged contexts. Journal of Education Policy, 26(2), 289-312.
      Permanent Research Commons link: https://hdl.handle.net/10289/5525
      Abstract
      Multiple contexts interact to position any school on a spectrum from cumulatively advantaged to cumulatively disadvantaged. This article discusses a study of the contextual advantages and disadvantages experienced by primary schools in the south east of England, concentrating especially on schools in the least deprived 5% of schools nationally. The research highlights the central influence of advantaged socioeconomic contexts on day‐to‐day school processes and on the related perspectives and beliefs of head teachers as well as variations on this theme related to other external and internal contextual variables. It illustrates that England’s most socially advantaged primary schools are likely to have much in common including a high level of parent involvement, a strong focus on student learning and progress, considerable ability to raise funds, very good reputations and only a handful of students with serious learning or behavioural problems. They also have in common middle class forms of transience and profiles of special needs. The article concludes that while contextual variations amongst socially advantaged schools do exist and are talked up by head teachers, they usually have an impact that can be managed.
      Date
      2011
      Type
      Journal Article
      Publisher
      Taylor & Francis
      Rights
      This is an electronic version of an article published in the Journal of Education Policy. © 2011 Taylor & Francis.
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      • Education Papers [1410]
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