BSF school report: B+ for attendance, C- for attainment
What the evidence shows

5 October 2010

Following the recent announcement of this years winner of the Stirling prize, which had two new schools on its shortlist, the first research into attendance and attainment at BSF schools shows that the impressive new buildings have had little or no observable impact on their pupils’ achievements.

NFER researchers found that pupils at BSF schools make, on average, less progress than other similar pupils in similar schools and that there is no significant difference in the levels of attendance between pupils in BSF schools and pupils in other schools. However, there is substantially less absence in a small number of schools which have a mixture of rebuild and refurbishment.

Previous NFER research found that in the first new school building to open pupil attitudes to school and the school environment improved substantially.  The latest research is based on Partnerships for Schools’ list of completed BSF projects as of July 2010 and the latest available version of the National Pupil Database for 2009. The research compared pupils in 60 BSF schools to all pupils in England.

Key findings

Attainment: despite rigorous analysis and controlling for a range of  background characteristics, pupils at BSF schools make, on average, less progress than would be expected, based on their intake and past performance. Pupils at BSF schools attain a total GCSE points score on average 11 points lower than pupils at non-BSF schools, equivalent to almost two grades lower. 

Attendance: despite rigorous analysis and controlling for a range of background characteristics there was no significant difference in the level of absence between BSF schools and non BSF schools for year 9 and 11 pupils.  This finding was the same whether using authorised and unauthorised absence as the outcome.   However, year 9 pupils in schools that had a mixture of rebuild and refurbishment had, on average, significantly less unauthorised absence.

The relationship between improved attendance and levels of attainment has been identified in a number of previous reports. This new research may indicate that although there is no evidence of better attainment yet, the fact that there is a possible improvement in attendance suggests that attainment may also improve in the future.

NFER’s Ben Durbin said: “There has been a lot of controversy and conjecture about the benefits of new schools and this independent research, based on Government data provides some hard facts. However, this study is based on a relatively limited dataset, and its findings should be considered in this context.  We hope to carry out further work looking at more data.”

END 

Go to report: BSF school report: B+ for attendance, C- for attainment

For more information contact Gail Goodwin, Media and Communications Manager, on 01753 637159 g.goodwin@nfer.ac.uk  or Allie Chownsmith, Media and Editorial Assistant, on 01753 637155 a.chownsmith@nfer.ac.uk

Notes to editors

The National Foundation for Educational Research (NFER) is the UK’s largest independent provider of research, assessment and information services for education and children’s services. Its purpose is to make a difference to learners of all ages, especially to the lives of children and young people, by ensuring that its work improves the practice and understanding of everyone who works with and for learners.

NFER undertakes around 200 research projects every year, spanning all sectors of education and children’s services, and provides high quality, evidence-based research for policy makers, managers and practitioners. The Foundation offers a wide range of services and information sites, making NFER a one-stop-shop for anyone interested in education and improving children’s lives.

For more information visit www.nfer.ac.uk