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Independent schools can successfully transition to state sector while widening access, research says

A report from the Private Education Policy Forum (PEPF) and co-led by Queen’s suggests that independent schools joining the state sector can maintain strong academic performance, while widening access for pupils from disadvantaged backgrounds.

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The report, ‘State Expectations: The independent schools which switched sectors’, was funded by the PEPF and co-authored by Dr Tilly Clough from Queen’s University, and former Department for Education advisor and education policy expert, Tom Richmond.  

The research examined why some fee-charging independent schools in England and Wales have chosen to join the state sector. The research analysed inspection outcomes, academic performance, and pupil intake following conversion to the state sector. 

There are various reasons why independent schools have chosen to transition. These include responding to a fall in pupil numbers due to demographic changes, a stated desire to return to their founding mission (which typically relate to being inclusive and supporting their local community) and difficulties coping with rising costs and/or demand for bursaries. 

The research found that between 2007 and 2017, 27 independent schools converted to the state sector; 24 remain open. Despite early adjustment challenges, all but one of the remaining schools are now rated ‘good’ or ‘outstanding’ by Ofsted. The research also finds that former independent secondary schools often outperform neighbouring state schools and that conversion leads to substantially more inclusive pupil intakes, including marked increases in students eligible for free school meals and special educational needs pupils. 

The findings come at a time when private schools are facing major reform following the removal of VAT exemption on fees and the loss of charitable business rates relief, alongside rising staffing costs in the broader educational sector. 

Dr Tilly Clough from the School of Law at Queen’s University Belfast said: “The evidence shows that conversion is viable - but it requires embracing the rules and responsibilities of the state sector. Where that shift has happened, schools have maintained strong results while opening their doors to a much broader cross-section of pupils. It is precisely that pairing of strong outcomes and broader access that makes these findings so significant.” 

Tom Richmond commented: “Seeing as many independent schools are struggling financially, the time is surely right to reopen the conversation about allowing these schools to convert into state schools if it would benefit local families and communities. 

“The small number of independent schools that converted in the past now achieve good exam results and admit as many disadvantaged pupils as other state schools, including those with special educational needs.” 

The research identifies conversion as a viable, evidence-based alternative that may preserve school provision, widen access, and maintain or improve educational standards. 

Key recommendations from the report include:  

  • Establishing a permanent, clearly structured conversion pathway within the Department for Education; 

  • Draw on lessons from previous academy/free school processes in England and Wales; 

  • Create structured peer support networks for transitioning schools.  

Jess Staufenberg, a Director at PEPF says: “There was a lot of debate around British government’s introduction of VAT last year, yet little in the way of other thoughtful proposals. The Labour government has many more tools at its disposal to continue to tackle Britain's two-tier school system. This is one of them. Ministers don't need to stop now.”  

The findings are also explored in an article by Dr Tilly Clough from Queen’s published in The Conversation UK and available here: https://theconversation.com/could-joining-the-state-sector-be-an-option-for-private-schools-275132

 

Media

Media enquiries to Zara McBrearty on email: z.mcbrearty@qub.ac.uk 

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