A comparative case study analysis of three secondary schools in relation to the education they provide for their academically more able learners

This research investigated how more able secondary school-aged pupils perceive their educational experience against a political agenda favouring the advancement of a meritocracy. An initial review of issues and strategies that are pertinent to the more able is presented and followed by an examination of relevant national policies.

To understand their perceptions a sample of three schools from contrasting settings were selected including an independent school, a non-selective school and because of the system in Kent, a grammar school to complete the trio. The literature that inspired this research was focused on the prevalence of underachievement of the more able in non-selective schools with various academics suggesting reasons for this phenomenon, particularly emphasising the role of context. However, what was not clear was how the pupils felt about their experiences and this prompted a direct inquiry into their views and to what extent they related to their socio-economic position. Each school differed radically from the other in terms of resources, staffing, cohort ability and available finances and these factors influenced the responses provided by the pupils.

During the research, discussions about the education of the more able were held with teachers at various levels of their organisations, and these discussions were compared with the thoughts that emerged from focus group meetings held with pupils. While it is evident that context and socio-economic factors broadly influence classroom outcomes, they also significantly shape the perspectives of the more able. The most striking finding was that, irrespective of context, the more able shared a common sense of frustration across the schools and all desired similar measures to improve their experiences. These measures are explored within these pages, promoting a discussion about what schools can do to enhance their provisions for supporting more able learners and how existing measures can be evaluated.