Influence of New Right ideas on coalition policies

Coalition education policies, introduced by the Conservative-Liberal Democrat government from 2010 to 2015, drew heavily from New Right perspectives, aiming to improve competition, diversity, choice, and raise educational standards.

Key features of the 2010 Academies Act

The 2010 Academies Act represented a major shift in school governance, building on New Right ideas by reducing local authority control and promoting autonomy. Academies are state-funded schools that operate independently of local councils, giving them greater freedom over curriculum, staff pay, and budgets.

Types of academies created under the Act

• Sponsored academies - These involved schools that were required to convert because they had been identified by Ofsted (the Office for Standards in Education, Children's Services and Skills, which inspects and regulates services for children and learners) as needing improvement. The conversion aimed to bring in new management to raise standards.
• Converter academies - These were high-performing schools, rated 'outstanding' by Ofsted, that chose to become academies voluntarily. The main incentive was financial, as they gained direct access to funding that would otherwise go through local authorities.

Free schools

The Act also enabled the establishment of free schools, which are a form of academy not controlled by local authorities. These schools are set up and run by groups such as parents, educational charities, or religious organisations, with state funding. By 2014, over 300 free schools had been approved or opened, expanding choice and diversity in education.

Promotion of privatisation and selection

The legislation encouraged privatisation by inviting businesses to invest in and manage academies, introducing private sector involvement into state education. Both academies and free schools could set their own admission policies, allowing some degree of selection.

Additional reforms to qualifications and support schemes

Beyond the Academies Act, the coalition implemented changes to post-16 education and early years support, aiming to raise academic rigour and refocus resources.

Changes to A-levels and vocational qualifications

The government reformed A-levels from 2015, decoupling AS-levels from the final A-level grade and creating a more demanding two-year linear A-level programme. AS-levels (Advanced Subsidiary levels, which are qualifications typically taken in the first year of A-level study) became separate standalone qualifications that no longer counted toward A-level grades, while A-levels would be assessed entirely at the end of the two-year course. This was designed to provide a thorough test of students' knowledge and skills, creating what was described as a 'gold standard' qualification.

Vocational qualifications, which focus on practical skills for specific careers, were downgraded in value. Schools could no longer count them towards league table rankings, which measure school performance based on exam results.

Scrapping of support programmes

• Educational Maintenance Allowances were discontinued.
• Between 2010 and 2012, over 500 Sure Start centres were closed. These centres offered early learning and wellbeing support for children from low-income families.

The pupil premium scheme

Despite some cuts, the coalition introduced measures to support disadvantaged pupils, influenced by the Liberal Democrats' input. The pupil premium is a funding scheme launched in 2011 that provides extra resources to schools based on the number of pupils eligible for free school meals (FSM), which is an indicator of low family income.

Schools receive additional money for each FSM-eligible child, which must be spent on targeted support such as extra tutoring or resources to improve outcomes for these students. This initiative aimed to narrow the achievement gap between advantaged and disadvantaged pupils by addressing barriers to learning.

Evaluating coalition education policies

Sociologist Paul Taylor has identified three problems with the coalition government's educational policies.

Key criticisms by Paul Taylor

• Ideology over education - Policies appeared driven by free market principles rather than pupils' actual needs. For example, emphasising competition and privatisation often placed market efficiency ahead of ensuring high-quality learning for all students.
• Loss of democratic control - Power shifted from elected local authorities to unaccountable groups, including businesses, religious organisations, and parent-led bodies. This reduced public oversight and accountability in education.
• Benefits to middle-class pupils - The expansion of academies and free schools disproportionately advantaged middle-class families. These parents often possess greater financial resources, cultural capital (knowledge and values that aid success in education), and social capital (networks and connections) to navigate the system, securing better opportunities for their children at the expense of others.