Since 2011, 768 free schools have opened across England - primary, secondary, special, alternative and 16-19 provision.
While it takes time in education to know whether something has worked, 14 years after the first schools opened, the evidence is clear: free schools outperform other non-selective schools from the phonics screening check in Year 1 through to A levels.
Behind each of these data points is a child getting a better education.
Free schools in England
At the New Schools Network, having helped many of these schools to set up, we are now focused on codifying what has made them successful. Our aim is to share the ideas, practices and innovations that have driven improvement so more pupils can benefit.
Yet just as evidence of free school success became clearer, the government paused 44 mainstream free school projects, citing concerns about “oversupply” potentially harming existing schools, without suggesting quality of education would be a consideration in their review.
No one underestimates the financial pressures facing the government. But halting these projects would be a mistake. Many are designed specifically to extend opportunity in parts of the country where educational outcomes are weakest.
Among the stalled proposals are several 16-19 free schools intended to widen choice outside London, including sixth forms from Dixons Academies Trust, Delta Academies Trust and Star Academies - trusts with exceptional track records - as well as university-backed maths schools in Durham and Nottingham, located in regions struggling with low maths uptake and attainment.
Free school opening delays
Delays in opening free schools became an increasingly frustrating feature of the programme in the latter years of the last government, but this review has brought projects to a standstill.
That is why it was encouraging to hear Department for Education minister Josh MacAlister say at education questions in Parliament this week that these mainstream projects will receive a “substantive” update “very soon”.
For parents in Wynyard, County Durham, waiting for St Joseph’s Primary School to open, or the student in Retford hoping to attend a specialist maths school after GCSEs, this review is having a real-world impact by reducing choice and restricting opportunity for parents and pupils.
But education questions also made clear that the review now goes beyond mainstream free schools.
Although the government said last October that “work to deliver special and alternative provision free schools is continuing”, ministers confirmed that special and alternative provision (AP) free school projects are also being reviewed ahead of the Schools White Paper next year.
Special school places crisis
MPs from Herefordshire, Harrow and Wokingham all raised stalled special school projects in their constituencies - schools previously approved by the department but now stuck. Local reporting highlights a similar story in Kent, Cambridgeshire and Norfolk, where special school projects have halted, awaiting decisions or action from the DfE.
While both sets of delays are rooted in funding constraints, ministers have offered different justifications. The mainstream review centres on surplus places and value for money. The emerging review of special and AP projects appears to be about aligning provision with the forthcoming White Paper.
The government has made clear that it wants every child to access a high-standard local school. Free schools are an important part of achieving that ambition. Mainstream free schools expand opportunities and deliver excellent results. Special and AP free schools do the same, while also meeting pressing local needs for specialist provision at a time of rising demand.
Free schools work. The government should back these projects, unblock the delays and ensure that pupils across the country - particularly the most disadvantaged - continue to benefit from the innovation and opportunity that free schools provide.
Meg Powell-Chandler is director of the New Schools Network
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