James Turner discusses some of the lessons from the Trust’s work at the Belvedere School Liverpool
Today’s report by the Sutton Trust on the career and education outcomes of beneficiaries of the Assisted Places Scheme has widely been interpreted as supporting the recreation of the APS. But, in fact, the Trust does not believe that resurrecting that scheme is desirable; rather we have long argued the case for Open Access – a means of democratising entry to all the places at independent day schools, not just a handful. We see real benefits for social mobility of 100% of places at such schools being opened up to bright students, regardless of background.
Of course, we firmly believe that the focus of efforts should be on improving the state sector – that is where the Trust devotes the majority of its resources – but you can walk and chew gum at the same time. And as long as these schools exist as feeders to leading universities and top professions, surely it is better for them to be open to low and middle income young people too?
From 2000 to 2007, the Trust ran a pilot at the Belvedere School, Liverpool, which showed just what was possible if Open Access were to be rolled out, and the boost it could be for the life chances of academically talented young people from non-privileged homes. Here is perhaps not the place to argue the merits of the case – the debate is complex and is covered in a 2012 report on Open Access – but in light of today’s press coverage, it is worth being reminded of the things we learnt from the Belvedere experience:
The debate about Open Access and the role of the independent sector in state education will continue well beyond today’s report. But amid all the heat, it is worth looking at the light: what we have learnt from previous schemes – including the Direct Grant scheme, the Assisted Places Scheme and the Trust’s own experience at the Belvedere School – and to ask probing questions about the alternatives. Is the status quo acceptable, or do we need to be bolder in how we might re-cast the boundaries between private and state education? In the meantime, there is every reason to work with comprehensive state schools so that they provide the best possible opportunities for all their students – including those who might, twenty years ago, have been eligible for the Assisted Places Scheme.
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