EDUCATION
Quality Education: Beyond grades and investment
Despite relatively high levels of satisfaction with primary and secondary schools, we find a disconnect with measures of academic achievement and investment. We explore how schools can broaden their approach to good performance.
Ipsos MRP Model
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Key findings
The UK public and parents are relatively satisfied with education. Satisfaction is higher still among parents/carers who have interacted with primary or secondary schools in the previous year.
net satisfaction with the quality of education provided by primary and secondary schools.
net satisfaction with the quality of education among parents who use schools.
net satisfaction with the quality of education in most affluent areas, vs +1% in most deprived areas.
The new Children's Wellbeing and Schools Bill proposes a shift in the relationship between local authorities and schools, with a departure from the academy-by-default model alongside reforms around the curriculum and homeschooling that give more control to local authorities.
The proposed changes bring into focus how we define school performance in England, but also across the devolved nations, and even at a more granular level. By international standards, the UK performs well, above average on PISA scores. But this only reflects one aspect of school performance. The new bill places a clear focus on children’s welfare, aiming to implement a missions-type approach to support local authorities deliver their safeguarding duties. Broadening the scope of education also poses the question of how to simultaneously maintain academic standards and deliver against parents’ expectations for their children’s wellbeing.
The UK public and parents are relatively satisfied with education. Among the general public, we find 35% are satisfied with the quality of education provided by state primary and secondary schools, while 22% are dissatisfied, resulting in a net satisfaction of +13%, outperforming services like policing, public transport, and health services. Satisfaction is higher still among parents/carers who have interacted with primary or secondary schools in the previous year, with 53% satisfied and 29% dissatisfied, giving a net satisfaction of +24%.
By international standards, the UK performs well, above average on PISA scores
Disconnect between performance, investment, and satisfaction
By international standards, Great Britain performs well in reading, mathematics, and science knowledge, often ahead of other European countries. Parents are overall quite satisfied with schools when it comes to pupils’ academic performance, but we know academic performance and standards do not explain public assessments of school completely.
We also find this in our MRP. In England, the top local authorities where the public are most satisfied with schools do include areas like Richmond (+38%), Bromley (+37%), or Sutton (+32%) that also have high proportions of schools rated as good or outstanding by Ofsted. But satisfaction is also above average in places such as Stockport (+29%), Lewes (+26%) and South Cambs (+24%) who tend to have middling or low proportions of schools rated as Good or Outstanding. Conversely, Tower Hamlets (-6%), Leicester (-6%) and Birmingham (+1%) have some of the lowest levels of satisfaction but also average to high levels of proportions of schools rated good or outstanding.
This is perhaps less of a surprise, especially given the strong link between public satisfaction and deprivation discussed more below (and remembering that these figures reflect satisfaction levels among the public at large, not just parents).
Furthermore, when we ask parents directly, they tell us they are more concerned for their children’s mental health (45%), ahead of their academic performance (25%) and their behaviour (23%). This may reflect underlying levels of satisfaction with academic standards, but at the same time wanting more emphasis on wellbeing, especially in the aftermath of the pandemic.
Increased investment in education doesn't automatically guarantee higher satisfaction. Scotland is investing more per pupil than the rest of the UK and leads in terms of class sizes, but has some of the lowest satisfaction scores in the UK (both for the nation as a whole at +3% vs England’s +14%, and for specific areas such as Glasgow -7%, Dundee -2%, and West Dunbartonshire -1%). This could reflect actual performance issues as there is some indication that pupils in Scotland fare worse than those in England by age 5 and further to age 14. Conversely, while Northern Ireland has more recently been dropping well below England in PISA ranks, perceptions are very positive. This might reflect past positive perceptions of education in Northern Ireland, as well as being linked to improvements in cognitive outcomes among pupils throughout their school years.
Whilst of course the focus on standards needs to remain central, and it's unlikely that parents would want to see a dip in academic performance, the government will know – especially given the focus on the opportunities mission - that there is a need to broaden the focus of schools onto children’s wellbeing.
What’s missing? Creating opportunities into the labour market, especially in deprived areas
Our MRP analysis shows that satisfaction with education relates to perceptions of how well people get on in the labour market and the opportunities they think exist once pupils join the labour market.
This is strengthened by the clear link we find with area deprivation: the least deprived areas are more satisfied (+25% net satisfaction) than the most deprived areas (+1%). Levels of satisfaction are significantly higher in areas on the rural-urban fringe (+33%), thriving rural areas (+27%) and town living (+21%) compared to ethnically diverse metropolitan areas, and larger towns and cities (both +8%).
Satisfaction with education relates to perceptions of how well people get on in the labour market and the opportunities they think exist once pupils join the labour market
How can we support pupils into the labour market?
- Satisfaction with schools needs to be understood in the broader context of children’s wellbeing. Today’s children face heightened anxiety and mental health challenge. They need access to robust mental health support to thrive in their education. The government's focus on children's wellbeing, as highlighted in the Children's Wellbeing and Schools Bill, is a step in the right direction. However, policymakers must gain a clearer understanding of the mental health crisis faced by children and the challenges schools encounter in supporting them. Introducing a universal children's wellbeing measurement across England, as called for by children's charities and academics, would provide valuable insights. This data-driven approach would enable better-targeted interventions, allowing children to thrive in the education system and get ready for the labour market.
- Schools need to improve in preparing pupils for future careers, especially in more deprived areas. Transforming post-16 education necessitates looking beyond the default A-Level pathway and a concerted effort to promote technical education. This requires tackling low awareness and misconceptions surrounding technical education, particularly amongst parents and teachers who influence young people's decisions. Schools should work closely with local businesses and industry leaders to create stronger links between education and the job market. Updating the curriculum to include relevant skills, such as those related to technology and AI, can ensure that the curriculum feels relevant and useful to students. Ensuring the stability and perceived value of technical education options is vital to boost their acceptance and uptake among students and parents.
- The government must also address the challenges posed by technology, navigating the delicate balance between safeguarding young people and acknowledging the integral role of digital tools in their lives. Parents and teachers are increasingly looking to policymakers to provide stronger guidance and regulations surrounding smartphone use in schools and young people's access to social media, recognising the potential impact on their well-being. Simultaneously, young people are eager to engage with these tools and develop the necessary skills to navigate the digital landscape effectively. Policymakers face a complex task in striking a balance between these competing demands. They must work closely with schools, parents, and young people to develop policies that promote responsible technology use, foster digital literacy, prepare for future careers, and prioritise student well-being. This may involve implementing age-appropriate guidelines, providing resources for digital education, and encouraging open dialogues about the benefits and risks associated with technology and social media.
Ultimately, policymakers have a crucial role in helping schools prepare young people for a rapidly changing world while ensuring their safety and well-being in the digital age.
Policymakers have a crucial role in helping schools prepare young people for a rapidly changing world
Jessica Ozan Head of ECF Ipsos
Nathan Bransden Strategy and Advisory Director, Ipsos
