This research was the first time that isolation, in an educational context in England, was understood as more than merely a geographic issue. explains the differences in outcomes between educationally isolated schools and schools in similarly deprived urban areas, by recognising the latter’s geographical and cultural connectedness and how this increases access to resources. It contextualises a school’s ‘place’ and enables understanding of ‘place’ as a key factor that can limit access to resources.
A high-quality workforce is one of the key singapore rcs data factors that improve learning, especially among students from disadvantaged backgrounds.[2] The underpinning research of the aforementioned REF2021 Impact Case Study encompassed an intervention, called RETAIN, designed to improve teacher retention in coastal-rural schools.[3] It demonstrated how support targeted at educationally isolated schools could mitigate the place-based limitations they experience in accessing resources, and therefore could assist in reducing the attainment gap.
Impact of Educational Isolation research
This body of research on Educational Isolation has impact. It developed a new, shared understanding of why schools in predominantly coastal, rural and post-industrial areas have failed to thrive in England. This understanding led to changes in policy and practice at a systems, school and individual level to benefit government agencies, schools, teachers and students by targeting schools whose access to resources is limited by their location.
For example, the research influenced how educationally isolated schools are perceived within Ofsted (the education regulatory body). Inspectors now contextualise these schools and recognise the challenges they face; the research resulted in changes, where relevant, to how Ofsted respond to underperformance in educationally isolated schools.