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Schools in Disadvantaged Areas: Recognising context and raising quality

Ruth Lupton,  January 2004
Paper No' CASE 076: Read Abstract | Full paper (pdf)

This paper looks at the quality problem, exploring the relationships between disadvantaged contexts, what schools do, and the quality of schooling that they provide. The findings suggest that disadvantaged contexts impact on the organisation and processes of schools and that these effects differ significantly from one area to another, in ways that are not reflected by the usual indicators of disadvantage.

Tags: children, families and education; schools and education; poverty, exclusion and equalities; poverty and social exclusion; equality, capabilities and human rights; housing, neighbourhoods and environment; housing; neighbourhoods and communities; regions and area inequalities; area inequalities; localisation; education; schools; poverty; area deprivation; neighbourhoods; quality; ofsted; educational attainment; context