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Schooling the Estate Kids

  • Book
  • © 2012

Overview

Authors:
  1. Carl Parsons

    1. University of Greenwich, London, UK

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  • Written by experts, Gives a modern approach, Comprehensive in Scope

Part of the book series: Studies in Professional Life and Work (SPLW, volume 7)

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Table of contents (11 chapters)

  1. Front Matter

    Pages i-xii
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  2. Introduction

    • Carl Parsons
    Pages 1-4

  3. An Estate of Mind

    • Carl Parsons
    Pages 5-12

  4. I Live on the Newington Estate

    • Carl Parsons
    Pages 13-27

  5. The Ecology of a School in Challenging Circumstances

    • Carl Parsons
    Pages 28-42

  6. The Worst School in England – Whose Fault?

    • Carl Parsons
    Pages 43-56

  7. School Improvement and Blood on the Tracks

    • Carl Parsons
    Pages 57-72

  8. The Academy – Vision, Principles, Structures and Ethos of a New Beginning

    • Carl Parsons
    Pages 73-85

  9. The Marlowe Academy – Action, Reaction and Impact

    • Carl Parsons
    Pages 97-105

  10. School Improvement Measures – Academic Research, Practical Interventions, Failing, Succeeding

    • Carl Parsons
    Pages 107-118

  11. A School to Serve

    • Carl Parsons
    Pages 119-132

  12. Making a Working Class School Work

    • Carl Parsons
    Pages 133-142

  13. Back Matter

    Pages 143-164
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Keywords

About this book

Schooling the Estate Kids chronicles the trajectory of one Kent secondary school which was twice dubbed ‘the worst school in England’ in the national press. Serving a high poverty neighbourhood, The Ramsgate School was challenged by national targets, low levels of attainment of the school intake at 11 and difficulties of recruitment and retention of quality staff. The local housing estates were amongst the most deprived in the country and shared the school’s negative reputation. The school became The Marlowe Academy in 2005 with new leadership and a new building (in 2006). Student numbers increased, attendance and attainment came close to the national average and the atmosphere in the school was transformed, though the characteristics of the pupils in terms of special needs (twice the national average) and deprivation (more than twice the national average entitled to free school meals) remained unchanged. This book questions the notion that school improvement and school leadership are key areas to focus on when the socio-economic circumstances of pupils, poverty, dwarf all the other factors which are related to the educational progress of students.

Authors and Affiliations

  • University of Greenwich, London, UK

    Carl Parsons

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