Co‐operation in the Countryside: small primary school clusters

Abstract

Summary This paper examines the role and significance of co‐operation (clustering) between small primary schools in rural areas across England and Wales. By increasing the range of resources available and enlarging staff and pupil peer groups, clustering can counter many of the challenges that confront curriculum delivery in small schools. However, effective inter‐school liaison can be impeded by fears surrounding the loss of individual school autonomy and logistical barriers caused by the nature of rural localities. Just as significantly, reductions in local authority support for cluster schemes combined with increased incentives to compete for pupils may be curtailing useful co‐operation. Findings from a sample of small‐school headteachers suggest, however, that despite recognition of these detrimental pressures, clustering is likely to remain central to a wider set of local coping strategies which are making a significant contribution to the viability of rural education provision.