Where Did Cap Et The Money To Donate It To Charity Schooled

Fee-paying school in the United kingdom of great britain and northern ireland

In the Great britain, contained schools are fee-charging schools, some endowed and governed by a board of governors and some in private ownership. They are independent of many of the regulations and weather condition that apply to land-funded schools. For example, pupils exercise not have to follow the National Curriculum.^[1] They are sometimes described every bit 'private schools' although historically the term referred to a school in private ownership, in contrast to an endowed school subject to a trust or of charitable status. Many of the older contained schools catering for the thirteen–eighteen age range in England and Wales are known as public schools, seven of which were the subject of the Public Schools Human action 1868. The term "public school" derived from the fact that they were so open to pupils regardless of where they lived or their religion (while in the U.s. and nigh other English-speaking countries "public school" refers to a publicly-funded country school). Prep (preparatory) schools brainwash younger children upward to the age of 13 to "prepare" them for entry to the public schools and other contained schools.

Some onetime grammar schools converted to an independent fee-charging model following the 1965 Circular 10/65, and the subsequent abeyance in 1975 of regime funding support to direct grant grammer schools. Others converted into state funded comprehensive schools.

There are around two,600 independent schools in the UK, which educate around 615,000 children, some 7 per cent of all British children and 18 per cent of pupils over the age of 16.^[2] In addition to charging tuition fees, many besides benefit from gifts, charitable endowments and charitable status. Many of these schools are members of the Independent Schools Council. In 2017, the average annual toll for private schooling was £14,102 for mean solar day school and £32,259 for boarding school.^[3]

The Independent Schools Yearbook has been published annually since 1986.^[4] This was a name change of a publication that started in 1889 every bit The Public Schools Yearbook ^[five]

History [edit]

Origins [edit]

Some independent schools are specially old, such as The King'south School, Canterbury (founded 597), The King'south School, Rochester (founded 604), St Peter's School, York (founded c. 627), Sherborne School (founded 705), Wells Cathedral School (founded 909), Warwick Schoolhouse (c. 914), The King's School, Ely (c. 970) and St Albans School (948). These schools were founded as part of the church and were under its complete dominion. However, during the late 14th and early 15th centuries the first schools independent of the church building were founded. Winchester (1382) and Oswestry (1407) were the first of their kind, and such early "free grammer schools" founded past wealthy benefactors paved the mode for the establishment of the modern "public school". These were typically established for male students from poor or disadvantaged backgrounds. English law even so has always regarded teaching as a charitable end in itself, irrespective of poverty.

The transformation of complimentary charitable foundations into institutions which sometimes charge fees came almost readily: the foundation would only afford minimal facilities, so that further fees might be charged to lodge, clothe and otherwise maintain the scholars, to the private profit of the trustees or headmaster. Too, facilities already provided by the charitable foundation for a few students could profitably exist extended to farther paying pupils. (Some schools still keep their foundation students in a separate business firm from other pupils.)

After a fourth dimension, such fees eclipsed the original charitable income, and the original endowment would become a minor part of the capital benefactions enjoyed by the school. By 2009 senior boarding schools were charging fees of betwixt £16,000 and nearly £30,000 per annum.^[half-dozen] However, a majority of the contained schools today are still registered as a charity, and bursaries are available to students on a ways examination footing. Christ's Hospital in Horsham is an example: a large proportion of its students are funded by its charitable foundation or by diverse benefactors.

Victorian expansion [edit]

The educational reforms of the 19th century were peculiarly important under beginning Thomas Arnold at Rugby, and then Samual Butler and later Benjamin Kennedy at Shrewsbury, the quondam emphasising team spirit and 'muscular Christianity' and the latter the importance of scholarship and competitive examinations. Edward Thring of Uppingham Schoolhouse introduced major reforms, focusing on the importance of the private and contest, as well as the demand for a "total curriculum" with academia, music, sport and drama being central to didactics. Virtually public schools developed significantly during the 18th and 19th centuries, and came to play an important office in the evolution of the Victorian social elite. Under a number of forward-looking headmasters leading public schools created a curriculum based heavily on classics and physical activity for boys and young men of the upper and upper middle classes.

They were schools for the gentlemanly elite of Victorian politics, armed forces and colonial government. Ofttimes, successful businessmen would ship their sons to a public school as a mark of participation in the elite. Much of the discipline was in the easily of senior pupils (usually known as prefects), which was not just a means to reduce staffing costs, just was also seen equally vital training for those pupils' after roles in public or military service. More recently heads of public schools accept been emphasising that senior pupils at present play a much reduced role in disciplining.

To an extent, the public school system influenced the school systems of the British Empire, and recognisably "public" schools can exist found in many Republic countries.

Modern era [edit]

Until 1975 there had been a group of 179 academically selective schools cartoon on both private and land funding, the direct grant grammar schools. The Directly Grant Grammar Schools (Cessation of Grant) Regulations 1975 required these schools to choose between full state funding equally comprehensive schools and total independence. As a result, 119 of these schools became independent.^[seven]

Educatee numbers at contained schools brutal slightly during the mid-1970s recession. At the same time participation at all secondary schools grew dramatically, and then that the share of the independent sector savage from a little under 8 per cent in 1964 to reach a low of 5.seven per cent in 1978. Both these trends were reversed during the 1980s, and the share of the contained schools reached 7.five per cent by 1991. The changes since 1990 have been less dramatic, participation falling to 6.9 per cent past 1996 before increasing very slightly after 2000 to reach 7.two per cent in 2012.^[8] In 2015, the figure has fallen back to vi.9 per cent with the absolute number of pupils attending independent schools falling everywhere in England apart from in the South East.^[9]

The present day [edit]

England and Wales [edit]

In 2011 at that place were more than 2,500 independent schools in the UK educating some 628,000 children, comprising over half dozen.5 per cent of UK children, and more than 18 per cent of pupils over the historic period of 16.^{[ten] [11]} In England the schools account for a slightly higher percentage than in the United kingdom of great britain and northern ireland as a whole. According to a 2010 written report past Ryan & Sibetia,^[12] "the proportion of pupils attending contained schools in England is currently 7.2 per cent (because full-time pupils only)".

Most of the larger contained schools are either full or partial boarding schools, although many have now become predominantly twenty-four hours schools. Past contrast in that location are only a few dozen state boarding schools. Boarding-schoolhouse traditions give a distinctive grapheme to British independent pedagogy, even in the case of day-pupils.

A loftier proportion of independent schools, particularly the larger and older institutions, have charitable status.^[13]

Inspections in England

The Independent Schools Council (ISC), through seven affiliated organisations, represents 1,289 schools that together brainwash over eighty per cent of the pupils in the UK independent sector. Those schools in England which are members of the affiliated organisations of the ISC are inspected by the Independent Schools Inspectorate under a framework agreed between ISC, the Government's Department for Education (DfE) and the Role for Standards in Education (Ofsted). Independent Schools not affiliated to the ISC in England may be inspected past either School Inspection Service or Bridge Schools' Trust. Independent schools accredited to the ISC in Scotland and Wales and Northern Ireland or others in England out with the inspectorial bodies listed above are inspected through the national inspectorates in each country.^[14]

Scotland [edit]

Fettes College is ane of Scotland's about famous independent schools, particularly since the 1997 Labour Government led by former educatee, Tony Blair.

Independent schools in Scotland educate about 31,000 children and often referred to as private schools. Although many of the Scottish contained schools are members of the ISC they are also represented by the Scottish Council of Independent Schools, recognised by the Scottish Parliament every bit the torso representing private schools in Scotland. Unlike England, all Scottish independent schools are subject to the same regime of inspections by Education Scotland equally local authority schools and they have to annals with the Learning Advisers.^{[15] [16]} The ix largest Scottish independent schools, with 1,000 or more than pupils, are George Watson's Higher, Hutcheson's Grammar School, Robert Gordon's College, George Heriot'due south School, St Aloysius' College, The Glasgow Academy, Dollar Academy, the High Schoolhouse of Glasgow and the High School of Dundee.

Historically, in Scotland, information technology was common for children destined for private schools to receive their primary education at a local schoolhouse. This arose because of Scotland'southward long tradition of land-funded education, which was spearheaded by the Church of Scotland from the seventeenth century, long earlier such education was common in England. Independent prep schools only became more widespread in Scotland from the late 19th century (commonly fastened to an existing secondary private schoolhouse, though exceptions such every bit Craigclowan Preparatory School and Cargilfield Preparatory School practise exist), though they are still much less prevalent than in England. They are, however, currently gaining in numbers.^{[ citation needed ]}. In modernistic times many secondary pupils in Scotland's private schools will have fed in from the school's own fee-paying primary school, therefore there is considerable competition facing pupils from state primary schools who seek to enter a private school at secondary stage, via entrance examinations.

Selection [edit]

Independent schools, like state grammar schools, are gratis to select their pupils, subject to general legislation against discrimination. The master forms of pick are fiscal, in that the student's family must be able to pay the school fees, and academic, with many administering their own entrance exams – some also crave that the prospective student undergo an interview, and credit may also be given for musical, sporting or other talent. Entrance to some schools is more or less restricted to pupils whose parents practise a item faith, or schools may crave all pupils to attend religious services.

Only a small-scale minority of parents can afford school fees averaging over £23,000 per annum for boarding pupils and £11,000 for day pupils, with additional costs for compatible, equipment and extra-curricular facilities.^{[6] [17]} Scholarships and means-tested bursaries to assist the education of the less well-off are usually awarded by a process which combines bookish and other criteria.^{[18] [19]}

Independent schools are generally academically selective, using the competitive Mutual Archway Examination at ages 11–thirteen. Schools frequently offer scholarships to concenter abler pupils (which improves their boilerplate results); the standard sometimes approaches the General Document of Secondary Instruction (GCSE) intended for age 16. Poorly-performing pupils may be required to leave, and following GCSE results tin can exist replaced in the sixth form past a new infusion of high-performing sixth-form-simply pupils, which may distort apparent results.^[xx] On the other hand, pupils performing poorly cannot legally be excluded from a state school solely for poor performance.^[21]

Atmospheric condition [edit]

Independent schools, as compared with maintained schools, are generally characterised by more than individual pedagogy; much lower pupil-teacher ratios at effectually ix:one;^[22] longer teaching hours (sometimes including Sat morning educational activity) and homework (known every bit prep), though shorter terms; more time for organised sports and actress-curricular activities; more than emphasis on traditional academic subjects such as maths, classics and modernistic languages; and a broader education than that prescribed by the national curriculum, to which state school didactics is in practice limited.

As boarding schools are fully responsible for their pupils throughout term-fourth dimension, pastoral intendance is an essential part of independent education, and many independent schools teach their own distinctive ethos, including social aspirations, manners and accents, associated with their ain school traditions. Many pupils aspire to transport their own children to their old schools over successive generations. Most offer sporting, musical, dramatic and art facilities, sometimes at actress charges.

Educational achievement is generally very good. Contained school pupils are four times more likely to attain an A* at GCSE than their non-selective country sector counterparts and twice as likely to accomplish an A grade at A-level. A much college proportion get to university. Some schools specialise in particular strengths, whether bookish, vocational or creative, although this is not equally common as information technology is in the Land sector.

Independent schools are able to set their own subject regime, with much greater freedom to exclude children, primarily exercised in the wider interests of the schoolhouse: the most usual causes existence drug-taking, whether at school or away, or an open rejection of the schoolhouse's values, such every bit dishonesty or violence.

In England and Wales there are no requirements for teaching staff to take Qualified Teacher Status or to be registered with the General Teaching Council. In Scotland a teaching qualification and registration with the General Instruction Quango for Scotland (GTCS) is mandatory for all education positions.

Bear upon on the British economic system [edit]

In 2014 the Independent Schools Council commissioned a written report to highlight the impact that contained schools have on the British economy. The written report calculated that independent schools support an £11.7 billion contribution to gross value added (GVA) in Uk.^[23]

Criticisms [edit]

Independent schools are often criticised for existence elitist, and seen as lying outside the spirit of the state system.^[24] Many of the best-known public schools are extremely expensive, and many have entry criteria geared towards those who have been at private "feeder" preparatory schools. The Thatcher government introduced the Assisted Places Scheme in England and Wales in 1980, whereby the state paid the school fees for those pupils capable of gaining a place but unable to beget the fees. This was essentially a response to the determination of the previous Labour government in the mid-1970s to remove government funding of straight grant grammer schools, most of which then became contained schools; some Assisted Places pupils went to the one-time direct-grant schools such as Manchester Grammar Schoolhouse. The scheme was terminated past the Labour government in 1997, and since then the independent sector has moved to increment its own means-tested bursaries.

The former classics-based curriculum was also criticised for not providing skills in sciences or engineering, but was perhaps in response to the requirement of classics for entry to Oxbridge until the early 1960s, as well as a hangover from centuries ago when only Latin and Greek were taught at many public schools. It was Martin Wiener'south opposition to this tendency which inspired his 1981 book English Civilization and the Refuse of the Industrial Spirit: 1850-1980. It became a huge influence on the Thatcher government's opposition to old-school gentlemanly Toryism. According to a 2010 report from the Department for Teaching, independent school pupils take "the highest rates of achieving grades A or B in A-level maths and sciences" compared to grammar, specialist and mainstream state schools, and pupils at contained schools account for a asymmetric number of the full number of A-levels in maths and sciences.^[25]

Some parents complain that their rights and their children's are compromised by vague and 1-sided contracts which let Heads to utilize discretionary powers unfairly, such every bit in expulsion on not-disciplinary grounds. They believe independent schools have not embraced the principles of natural justice as adopted by the state sector, and private police force every bit applied to Higher Education.^[26] This belief is reinforced by the fact that the legal rights of pupils are governed by a private contract, as opposed to rights implemented by the national government. For instance, a pupil seeking admission to a country school that is rejected is legally entitled to entreatment, whereas at an independent school admissions are at the discretion of the governing body of the school.^[27]

In 2006, pupils at fee-paying schools made up 43 per cent of those selected for places at Oxford University and 38 per cent of those granted places at Cambridge University (although such pupils represent only eighteen per cent of the sixteen years sometime plus school population).^{[x] [28]}

Charitable status [edit]

A major area of contend in contempo years has centred around the standing charitable status of contained schools, which means they are non charged business rates past local councils, amongst other benefits. This is estimated to save the schools nearly £200 per educatee and to price the Exchequer nigh £100 one thousand thousand in tax breaks, assuming that an increase in fees would not issue in whatever transfer of pupils from private to maintained sector.^[29]

Since the Charities Human action was passed in November 2006, charitable condition is based on an system providing a "public do good", as judged by the Charity Commission.^[30] In 2008, the Charity Commission published guidance, including guidance on public do good and fee charging, setting out issues to be considered by charities charging high fees that many people could not afford. The Independent Schools Council was granted permission by the High Court to bring a judicial review of the Charity Committee'southward public do good guidance as it afflicted the contained education sector. This was heard by the Upper Tribunal at the same time as a reference by the Attorney General request the Tribunal to consider how the public benefit requirement should operate in relation to fee-charging charitable schools. The Upper Tribunal'southward decision, published on fourteen Oct 2011, concluded that in all cases there must exist more than de minimis or token benefit for the poor, merely that trustees of a charitable independent school should decide what was appropriate in their particular circumstances.^[29]

The Charity Committee appropriately published revised public benefit guidance in 2013.

In Scotland, under the Charities and Trustee Investment Act (Scotland),^[31] there is an entirely split up test of charitable status, overseen past the Part of the Scottish Charity Regulator, which assesses the public benefit^[32] provided by each registered school charity.^[33]

Advantage of more time for exams [edit]

An investigation into official examination information past the BBC's Radio four Today program, in 2017, showed that 20% of private school pupils were given extra time for their GCSE and A level exams, as compared with less than 12% of pupils in public sector schools.^[34] The about commonly given corporeality of extra exam time is 25%. Such 'exam admission' arrangements are given for a range of disabilities and educational special needs such as dyslexia, dyspraxia and ADHD.^{[35] [36]}

School type and eventual degree class [edit]

In 2002 Jeremy Smith and Robin Naylor of the University of Warwick conducted a study into the determinants of degree functioning at UK universities. Their study confirmed that the internationally recognized miracle whereby "children from more advantaged class backgrounds have college levels of educational attainment than children from less-advantaged class backgrounds"^[37] persists at academy level in the United kingdom. The authors noted "a very well-determined and monotonically positive effect defined over Social Classes I to V" whereby, for both men and women, "ceteris paribus, academic functioning at university is better the more than advantaged is the student's home background". simply they too observed that a educatee educated at an independent school was on boilerplate vi per cent less probable to receive a first or an upper 2nd course degree than a educatee from the same social class background, of the aforementioned gender, who had achieved the aforementioned A-level score at a state schoolhouse. The averaged upshot was described as very variable across the social grade and A-level attainment of the candidates; information technology was "small and non strongly significant for students with high A-level scores" (i.e. for students at the more selective universities) and "statistically significant mostly for students from lower occupationally-ranked social-grade backgrounds". Additionally, the report could not take into account the result of a slightly dissimilar and more than traditional field of study mix studied by independent students at academy on university achievement. Despite these caveats, the paper attracted much press attention. The same written report found wide variations betwixt independent school, suggesting that students from a few of them were in fact significantly more than likely to obtain the amend degrees than land students of the aforementioned gender and class background having the same A-level score.^[38]

In 2011, a subsequent study led by Richard Partington at Cambridge Academy^[39] showed that A-level performance is "overwhelmingly" the best predictor for exam performance in the before years ("Part I") of the undergraduate caste at Cambridge. Partington'south summary specified that "questions of school background and gender" ... "brand merely a marginal difference and the pattern – particularly in relation to school background – is in any case inconsistent."

A study deputed past the Sutton Trust^[forty] and published in 2010 focussed mainly on the possible use of The states-manner SAT tests as a way of detecting a candidate's academic potential. Its findings confirmed those of the Smith & Naylor study in that it constitute that privately educated pupils who, despite their educational advantages, have only secured a poor A-level score, and who therefore nourish less selective universities, do less well than state educated degree candidates with the aforementioned low A-level attainment. In addition, equally discussed in the 2010 Buckingham report "HMC Schools: a quantitative analysis", because students from state schools tended to be admitted on lower A-level entry grades, relative to entry grades it could be claimed that these students had improved more than.^[41] A countervailing finding of the Sutton Trust study was that for students of a given level of A-level attainment information technology is nearly twice as hard to go a starting time at the nearly selective universities than at those on the other end of the scale. Independent sector schools regularly dominate the peak of the A-level league tables, and their students are more likely to apply to the most selective universities; equally a result contained sector students are peculiarly well represented at these institutions, and therefore only the very ablest of them are likely to secure the best degrees.

In 2013 the Higher Education Funding Quango for England published a study ^[42] noting, amidst other things, that a greater percent of students who had attended an independent school prior to university achieved a kickoff or upper second class degree compared with students from state schools. Out of a starting accomplice of 24,360 candidates having attended an independent school and 184,580 having attended a state school, 64.9 per cent of the erstwhile attained a first or upper second class degree, compared to 52.seven per cent of the latter. However, no statistical comparisons of the two groups (State vs Independent) were reported, with or without controls for student characteristics such every bit entry qualifications, so no inferences can be drawn on the relative performance of the two groups. The stand-out finding of the report was that Independent School students over-accomplished in obtaining graduate jobs and study, fifty-fifty when student characteristics were allowed for (sex, ethnicity, schoolhouse type, entry qualifications, area of study).

In 2015, the United kingdom press widely reported the outcome of inquiry suggesting that graduates from land schools that have attained similar A level grades go on to achieve higher undergraduate caste classes than their independent schoolhouse counterparts. The quoted figures, based on the degree results of all students who graduated in 2013/14, suggested that 82 per cent of land school pupils got firsts or upper seconds compared with 73 per cent of those from independent schools. Afterward, HEFCE admitted that it had fabricated a transposition fault, and that in fact, 73 per cent of state schoolhouse graduates gained a outset or upper second class degree compared with 82 per cent of independent school graduates.^[43] This admission attracted far less publicity than the original erroneous exclamation.

Beyond all English universities, country school students who scored two Bs and a C at A-level did on average eight per cent better at degree level than their privately educated counterparts.^[44] However, two Bs and a C represents an entry tariff of 112, well below the average demanded past any of the UK'south Russell Grouping universities.

Run into also [edit]

• Pedagogy in the United Kingdom
• Independent school fee fixing scandal
• List of contained schools in the United Kingdom
• List of the oldest schools in the Uk
• Listing of English and Welsh endowed schools (19th century)
• List of direct grant grammer schools (list of schools that were role of the scheme, betwixt 1945 and 1976)
• School and academy in literature
• Schools Form locomotives for a grade of Southern Railway locomotives that were named after Public Schools in the early on 1930s

Notes [edit]

1. ^ "Types of school: Private schools". www.gov.uk. Archived from the original on 29 January 2018. Retrieved 28 April 2018.
2. ^ Hensher, Philip (20 January 2012). "Philip Hensher: Rejecting Oxbridge isn't clever—it's a fault". The Independent. London. Archived from the original on 9 August 2012.
3. ^ "With individual school fees up 70pc since 2004, how are families paying?". The Telegraph. iii May 2017. Archived from the original on 21 January 2018.
4. ^ "The Independent Schools Yearbook". www.independentschoolsyearbook.co.uk/.
5. ^ "The Public Schools Yearbook". Public Schools Year Book and Preparatory Schools Year Book1908, 1909 (via HathiTrust Digital Library ed.). London: Swan Sonnenschein & Co. 1889.
6. ^ ^{a b} "ISC Annual Census 2009". Independent Schools Council. 29 April 2009. Archived from the original on six December 2009.
7. ^ "Directly Grant Schools". Parliamentary Debates (Hansard). House of Commons. 22 March 1978. col. 582W–586W. Archived from the original on 3 March 2016.
8. ^ Bolton, Paul (2012). "Education: Historical statistics" (PDF). Business firm of Commons Library.
9. ^ "Why individual schooling is on the reject in England". The Economist. 1 Dec 2015. Archived from the original on 12 Oct 2017.
10. ^ ^{a b} Pupil Numbers Archived 2012-01-18 at the Wayback Machine, Contained Schools Council.
11. ^ Murray-West, Rosie (9 Oct 2006). "Soaring schoolhouse fees put individual education out of reach for many". The Telegraph. London. Archived from the original on 11 Dec 2008. Retrieved 19 May 2010.
12. ^ Chris Ryan & Luke Sibetia, Private schooling in the UK and Australia Archived 2012-07-05 at the Wayback Machine, Institute of Fiscal Studies, 2010
13. ^ Response to Charity Committee draft guidance on public do good Archived 2008-02-27 at the Wayback Machine, Contained Schools Council.
14. ^ The Independent Schools Inspectorate (ISI) Archived 2009-08-25 at the Wayback Automobile, Independent Schools Quango.
15. ^ "Facts and Statistics: Student numbers". Scottish Council of Contained Schools. Archived from the original on 28 February 2014. Retrieved 25 August 2014.
16. ^ Independence Archived 2009-05-01 at the Wayback Machine, Scottish Quango of Independent Schools.
17. ^ "Boarding school fees rise past about iii times inflation in the last ten years" (PDF). Halifax Fiscal Services. 2008-03-31. Archived from the original (PDF) on 2010-12-28.
18. ^ "Scholarships for Private Independent Schools". GetTheRightSchool.co.uk. Archived from the original on 31 August 2011. Retrieved v April 2011.
19. ^ Nick Collins (26 July 2010). "Richest independent schools give smallest bursaries". The Daily Telegraph. London. Archived from the original on 28 July 2010. Retrieved 5 April 2011.
20. ^ Hackett, Geraldine; Baird, Tom (14 Baronial 2005). "Schools 'cull pupils to lift A-level rank'". The Times. London. Archived from the original on 6 June 2010.
21. ^ "School exclusion". GOV.UK . Retrieved 2019-05-22 .
22. ^ Instruction Staff & Teacher/Pupil Ratio Archived 2007-10-31 at the Wayback Automobile, Independent Schools Council.
23. ^ study from Oxford Economics Archived 2014-04-13 at the Wayback Machine
24. ^ Green, Francis; Kynaston, David (2019). Engines of privilege : Uk's private school problem. London: Bloomsbury. ISBN978-i-5266-0127-eight. OCLC 1108696740.
25. ^ "Archived copy" (PDF). Archived (PDF) from the original on 2011-07-12. Retrieved 2011-07-03 . {{cite web}}: CS1 maint: archived copy every bit title (link)
26. ^ Phelps...Clark...and at present Rycotewood? Thwarting amercement for breach of the contract to educate Archived 2003-10-thirteen at archive.today past David Palfreyman, at the Oxford Centre for Higher Education Policy Studies (OxCHEPS), 2003
27. ^ "School admissions code". GOV.Great britain . Retrieved 2019-05-22 .
28. ^ Hackett, Geraldine (2006-12-17). "Poorer pupils still neglect to get into Oxbridge". The Sunday Times. London. Archived from the original on 2010-06-06.
29. ^ ^{a b} Fairbairn, Catherine (October 2013). "Charitable condition and independent schools" (PDF). House of Commons Library, Standard Note SN/HA/5222.
30. ^ Public Benefit Archived 2008-ten-07 at the Wayback Motorcar, Charity Committee.
31. ^ "Charities and Trustee Investment (Scotland) Act 2005". Legislation.gov.uk. 2011-05-26. Archived from the original on 2012-x-xiv. Retrieved 2013-11-13 .
32. ^ "Public Benefit". SCIS. 1970-01-01. Archived from the original on 2013-11-xi. Retrieved 2013-11-13 .
33. ^ "Reviews of charitable status". Oscr.org.britain. Archived from the original on 2013-11-11. Retrieved 2013-eleven-13 .
34. ^ Pluck, Andrea (10 February 2017). "Private schoolhouse pupils become more than time for exams". educationbusinessuk.internet. Archived from the original on 15 February 2017. Retrieved 28 April 2018.
35. ^ Bateman, Tom (ten February 2017). "Private schoolhouse students proceeds exam time". BBC News. Archived from the original on xviii October 2017. Retrieved 28 April 2018.
36. ^ "Extra Time In Exams: Your Child May Be Eligible". huffingtonpost.co.uk. 11 April 2016. Archived from the original on 6 October 2017. Retrieved 28 Apr 2018.
37. ^ Robert Erikson, John H. Goldthorpe, Michelle Jackson, Meir Yaish and D. R. Cox On course differentials in educational attainment Archived 2015-10-17 at the Wayback Machine, Proc Natl Acad Sci USA, 2005 July 5; 102(27): 9730–9733.
38. ^ Smith, Jeremy; Naylor, Robin (2005). "Schooling furnishings on subsequent university operation: evidence for the Britain academy population". Economics of Education Review. 24 (v): 549–562. CiteSeerX10.ane.1.11.4521. doi:x.1016/j.econedurev.2004.07.016. Preprint version: Naylor, Robin; Smith, Jeremy (November 2002). "Schooling furnishings on subsequent academy functioning: prove for the Britain university population" (PDF). Warwick Economic Inquiry Papers. 657. University of Warwick. Archived (PDF) from the original on 2011-07-18.
39. ^ Richard Partington et al. The predictive effectiveness of metrics in access to Cambridge Academy Archived 2012-06-14 at the Wayback Machine Admissions & Data Services at Cambridge Admissions Office, February 2011
40. ^ Catherine Kirkup, Rebecca Wheater, Jo Morrison, Ben Durbin, Marco Pomati Use of an aptitude test in university archway:a validity report Archived 2010-12-08 at the Library of Congress Web Archives, National Foundation for Educational Research, September 2010
41. ^ CEER Publications|University of Buckingham Archived 2015-05-08 at the Wayback Machine. Buckingham.ac.uk (1997-01-02). Retrieved on 2013-08-13.
42. ^ Quantitative Analysis for Policy Team Higher education and beyond: Outcomes from full-time commencement degree written report Archived 2013-12-11 at the Wayback Car HEFCE 2013
43. ^ Garner, Richard (3 November 2015). "University funding torso admits 'disturbing blunder' over state- vs individual-educated pupils' degree operation". The Contained. United kingdom of great britain and northern ireland. Retrieved 2 July 2020.
44. ^ "The type of school you went to could matter more than A-levels for your caste". The Contained. 2015-09-16. Archived from the original on 2016-01-30. Retrieved 2016-02-11 .

External links [edit]

• 'To fail them all their days' Past Ben Locker and William Dornan in The Times. April iii, 2007
• "University Admissions past Individual Schools". Sutton Trust. 1 Feb 2008.
• Milburn, Alan (chair) (2009). "Unleashing Aspiration: The Final Report of the Panel on Off-white Admission to the Professions" (PDF). Archived from the original (PDF) on 15 Jan 2010. Retrieved 25 May 2010.
• Passmore, Biddy (31 Dec 1999). "Bastions for the elite?". Times Education Supplement. Archived from the original on 10 June 2011. Retrieved 14 January 2010.

Source: https://en.wikipedia.org/wiki/Independent_school_%28United_Kingdom%29

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