Improving the English urban primary school: questions of policy

Abstract

This article argues that the focus within much normative education policy is with in-school effects which has sidelined the impact of structural and material factors in respect of the urban primary school. Educational reforms intended to improve schools are less likely to make much impact unless these contextualizing matters are directly addressed. First, the article briefly outlines its approach towards policy in general terms; then it looks at what is meant by urbanization and the urban primary school. Some of the historical continuities that still influence the urban primary school are identified. The article then turns to two forms of contemporary public policy that address the urban primary school indirectly and directly; these are housing mix and the Intensifying Support and Improving Schools Programmes (ISP). One objective is to demonstrate the persistence of inequalities in schooling. The second objective is to highlight the complexities and contradictions that characterize attempts to improve the urban primary school.